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Fawns, Kirsty. "Parenting and child externalising behavioural problems : an exploration of the role of parental cognitions and characteristics." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33137.
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Background/Aims: Understanding predictors, moderators and mediators of child externalising behaviour problems could lead to improvements in engagement and outcomes for children and their families. Parental cognitions, including self-efficacy and attributions, have been proposed as mediators in the relationship between parenting and child behaviour problems. Although mediation is increasingly recognised as an effective way of examining relationships between variables, only a small proportion of studies that identify potential mediators actually conduct a mediation analysis. This thesis consists of two studies: a systematic review (Journal Article 1) and an empirical study (Journal Article 2). The systematic review investigated the ways in which mediation analysis has been used to examine the role of parental cognitions in studies of child behavioural problems, and to assess the methodological quality of these studies. The empirical study investigated the role of parental cognitions and characteristics in relation to pre-school child externalising behaviour problems. Methods: In Journal Article 1, a systematic search of three electronic databases, a quality assessment of included studies, and a subsequent narrative synthesis were conducted. In Journal Article 2, 125 parents of children aged 3-6 years old attending a community-based parent management training programme, across three local authorities, completed a battery of self-report questionnaires before and after the intervention. Correlational and mediation analyses were conducted to investigate relationships between child behaviour and parental attachment style, metacognition, dysfunctional attributions and parental stress. We also tested the possibility that parents' reported levels of stress and child behaviour problems, and their demographic variables, played a role in whether they completed the intervention. Results: In Journal Article 1, after screening, 14 studies were reviewed using an adapted quality criteria tool. The most commonly studied parental cognition was parental self-efficacy, with a small number of studies investigating parental attributions. A variety of approaches to mediation analysis had been used and caution should be exercised when interpreting the results of many of the reviewed studies. Despite a growing recognition of the limitations of some traditional methods (e.g. causal steps approach), research into mediators of child externalising behaviour could be improved by a wider adoption of more appropriate tools, in line appropriate theoretical frameworks. In Journal Article 2, as hypothesised, the results indicated significant relationships between parents' attachment insecurity and baseline levels of parental stress, parental attributions and child behaviour problems. Support was found for the hypothesis that parental attributions mediated the relationship between attachment insecurity and child externalising behaviour problems. We did not find significant that any demographic variables other than parent age predicted whether parents completed the programme. Conclusions: Taken together, the two studies provide evidence of a complex relationship between parental factors, particularly parental cognitions, and externalising child behaviour problems. The systematic review found some evidence that parental cognitions mediate how aspects of parenting (e.g. behaviour and affect) and child externalising behaviour problems are associated, and the empirical study also showed that parental attributions are important in relation to child behaviour problems. Of particular interest was the finding that they mediate the relationship between child behaviour problems and attachment insecurity. However, to advance the field both theoretically and clinically, future studies should endeavour to ensure adequate sample size and power, using optimal study designs, in conjunction with strong theoretical grounding. Exploring cognitive mediators beyond self-efficacy, such as parental attributions, will allow us to further develop our understanding of the relationship between child behaviour and parenting.
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Lester, Soraya Natalie. "Evaluation of the Parent Centre's positive parenting skills training programme: a randomised controlled trial." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15615.
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Includes bibliographical referencesThis dissertation is both an assessment of the fidelity, and outcomes, of a parenting programme. The programme is implemented by The Parent Centre, a non-profit organisation (NPO) which provides a range of support services for caregivers of children. The primary audience for this dissertation includes programme stakeholders such as the organisation's director, programme manager and programme facilitators. The programme theory underpinning this intervention was created in collaboration with programme stakeholders and expert opinion. Briefly, this theory assumes that by participating in the parenting programme, caregivers are likely to benefit from learning positive parenting techniques which, when used, will catalyse improvements in the relationship they have with their children, and their children's behaviour. A literature review of similar programmes' effectiveness was conducted to assess its plausibility. This review found evidence which largely supported the programme's theory. This programme theory helped guide the focus of the evaluation. A total of nine evaluation questions were formulated. Two of these aimed to determine whether the programme was implemented with fidelity. The remaining seven aimed to determine the extent to which the programme was effective in improving its intended parent and child outcomes. A range of measures were employed to answer these questions. Implementation fidelity was assessed through asking programme facilitators to complete sessional checklists, collect programme attendance and participant homework checklists for each session. A randomised controlled trial design was used to assess programme outcomes; pre and post-test interviews were conducted in people's homes which utilised a range of measures. The programme was found to be implemented with high levels of fidelity. Despite high levels of engagement also being demonstrated by those who attended, attendance rates were overall quite low. Limited evidence for programme effectiveness was found using both an intention to treat analysis, and after conducting a second analysis which took into consideration a moderator of programme effectiveness i.e., programme attendance. Poor levels of programme attendance, as well as ceiling effects on some measures at pre-test , changes in the control group over time due to control group participants accessing other parenting assistance, reactivity to the questionnaire, and finally having the post-test conducted immediately after the programme was completed , are all factors which likely contributed to one finding limited evidence for programme effectiveness. Despite these factors hindering one's ability to determine programme effectiveness, further analyses are tentatively recommended based on the results that were found. Once participants have been allowed further time to practice programme skills, it is possible that programme effects may be found. Therefore, a long-term follow-up will likely allow one to come to a stronger conclusion regarding programme effectiveness. Finally, a few recommendations are made with regards to programme design, content, delivery and monitoring of outcomes. Continued emphasis on praise, and some coverage of consistent discipline may increase the programme's effectiveness. Keeping group sizes smaller and including only parents of children of the specified ages will help ensure it is relevant to programme participants. Introducing a basic pre and post programme completion questionnaire will allow The Parent Centre to track outcome achievement over time and facilitate an understanding of participant demographics. More recommendations will be able to be made once the one-year follow-up is completed. This dissertation addresses the gaps in the literature regarding parenting programme effectiveness in South Africa, and low and middle-income countries in general.
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Schnelling, Kate. "Family connections : a parent-training programme for pre-school age children with conduct disorders." Thesis, Oxford Brookes University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289131.
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Murphy, Sinead. "Narratives of change in fathers who have completed an incredible years parent training programme." Thesis, Lancaster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.657991.
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The literature review examines the impact of fatherhood on the identity of men from lower socio-economic backgrounds. Nob lit and Hare's (1988) meta-ethnography was employed in order to synthesise findings across fifteen studies. Three themes were identified: (1) "the biggest thing is (s)he came from me": Fatherhood activated an inter-generational identity; (2) "you don't know how good it feels to come together within yourself': Fatherhood enabled men to alter their life course; and (3) "I worry about being a failure": Fatherhood challenged men's own sense of masculinity. The strength of these findings, however, was limited by the overall quality of studies and other methodological issues. Implications for services working with fathers from backgrounds of socio-economic disadvantage are highlighted. The research paper explores narratives of change in fathers who have accessed the Incredible Years Parent Training Programme (IYPTP) developed by Webster-Stratton (1984). The study employed a qualitative methodology in order to obtain rich, detailed data on the experience of fatherhood, IYPTP, and positive change. Six participants who had completed IYPTP and found it useful were individually interviewed, and data was subject to narrative analysis. A 'shared narrative' was developed which comprised of five temporal themes: (1) "The whole landscape changed": Transition to a new fatherhood role; (2) "Stuck in a rut": The challenge(s) of parenting; (3) "A drop of the warm": Moving forward; (4) "It was an eye-opener": Journey through the parenting course; and (5) "A progressive process": Implementing change for the future. IYPTP was either a central factor that helped participants to move forward, or just one of many factors within a wider journey. The critical review documents the impact of dominant sociological narratives surrounding fatherhood on the research process, with regards to the development of the research question, data collection, analysis, and strengths and limitations of the study.
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Sinvula, Leonard Masene. "The role of leadership in a successful rural secondary school in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004925.
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The primary purpose of this qualitative case study research was to examine the role of leadership in a successful rural secondary school in Namibia. In Namibia, the Education and Training Sector Improvement Programme (ESTIP) was initiated to provide, amongst other things, effective leadership in education. In addition, the Ministry developed a policy on the National Standards and Performance Indicators for Schools in Namibia to complement the objectives of ETSIP. The policy emphasizes leadership practices in schools such as professional competence, commitment, ability to direct, inspire and motivate interpersonal relationships and teams. The study drew on leadership theories and findings from related studies to make sense of the role played by leadership in this particular rural school in Namibia. The study uses the interpretive orientation as the methodology for investigating the leadership's role. This is in line with my attempt to determine stakeholder's experiences and perceptions of the leadership in the school. I collected data from three sources: semi-structured interviews, observation and document analysis. The findings of this study suggest that the leadership had a significant influence on the school's success. In particular it emerged that the school leadership played an instructional role to ensure there was effective teaching and learning and that they encouraged teamwork extensively in leading the school. The leadership provided internal support structures as well as external networking to garner support for the school from the wider community. The study has also revealed that there are challenges facing this rural school's leadership in terms of poor parental involvement. Challenges such as lack of parental commitment to the school, illiteracy among adults and a communication breakdown between the school and its parents are still rife. The school leadership addresses this challenge by participating in village meetings and utilizing them as a platform to discuss school matters with parents. Further research on this topic would be useful, including such institutions as rural primary schools, private schools and colleges in the Caprivi Region, as very little research has been done on leadership roles in schools in the rural areas of Namibia.
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Lum, Lai-chun, and 林麗珍. "A weight management programme for obese children: parent-only family-based approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43251444.
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Lum, Lai-chun. "A weight management programme for obese children parent-only family-based approach /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43251444.
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Fuller, Steve. "Children's perception of parental management of their behaviour." Thesis, Bangor University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247337.
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Pocock, Robin. "Evaluating the training and supervision of home visitors in a Parent-Infant Home Visitation Programme." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11272.
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Includes abstract.Includes bibliographical references (leaves 67-72).
The training and supervision of home visitors for the Parent Centre's Parent-Infant Home Visitation Programme (PIHVP) was evaluated. The evaluation aimed to determine whether training and supervision prepared the home visitors to deliver the PIHVP as intended. The supervision questionnaire measured home visitors' views on the extent to which group and individual supervision fulfil their educative, supportive and administrative functions, and the extent to which they felt supervision prepared them for visits. The training questionnaire asked them to rate the extent of their home visiting skills and knowledge a) before training and b) immediately after training. Interviews were also conducted with 27 past programme recipients, during which they were asked a) in which areas their home visitor assisted them, b) which assistance they found most useful and c) if there were any other areas in which they would like to have been assisted.
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Sottolano, Donn Charles. "Group parent training : experimental and behavioral analysis of two methods for training child management skills." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514204.
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The purpose of the study was to assess the differences between two; methods for training parents in child management skills. Group I, the educational training group, consisted of seven parents, while Group II, the competency-based training group, bad five participants. Two dependent measures, time-out and instruction giving, were assessed during simulations with a confederate. Probes were also taken during analogue situations between the parent and child. Follow-up probes were conducted at six- and twelve-weeks for the EFTG, and at 8-weeks for the CBTG.Data was subjected to an analysis of covariance (ANCOVA) to determine statistical differences between groups. A multiple baseline across skill domains was also used to assess clinical changes between groups and within individuals.Findings Parents trained in the CBTG performed significantly better, in both time-out and instruction giving skill domains, than did parents trained within the educational format. All five CBTG parents achieved a mastery level of 90% or higher. Parents trained through the traditional educational methods were unable to achieve mastery in either, skill domain. Subsequent to the introduction of competency training, all but one of the EFTG parents were able to reach mastery. The parent who was unable to reach mastery, was unable to do so in either skill domain.All parents were satisfied with service delivery regardless of treatment received. Parents also reported similar changes in their child's behavior throughout the course of the training program.Conclusions Competency-based training methods were far superior to the more traditional educational approach in shaping parents behavior (i.e., time-out and instruction giving skills). Parent perceptions of changes in their own behavior are a poor indicator of measured change.Parent's reported satisfaction is a poor prognosticator for termination of treatment services.
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O'Reilly, Dermot. "Behavioural parent training : the development of a high intensity programme for children diagnosed with conduct disorder." Thesis, Queen's University Belfast, 2000. https://pure.qub.ac.uk/portal/en/theses/behavioural-parent-training-the-development-of-a-high-intensity-programme-for-children-diagnosed-with-conduct-disorder(f797457d-e249-4cd2-9102-2c256230dcf5).html.
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The impulse to develop an effective method of intervention for conduct disorder arose through practice experience. As a social worker based in a special school for children with severe emotional and behavioural problems between 1986 and 1995, I had responsibility for working with the child in the famiIy context. My clinical impression was that behavioural gains in the school setting were not transferred to the home setting, where parents of conduct-problem children reported that they continued to find the child’s behaviour unmanageable. This was confirmed by Fitzgerald, Butler, and Kinsella (1990) who found that parents having a child who was placed in a special school reported with frustration that they were not taught how to manage their child in the home setting. I shared their frustration, because it was evident that these children were usually manageable in the school setting. Generic social work training and post-qualifying training in family therapy did not however, provide the means to intervene effectively with the child’s behaviour in the home setting. I hope that this research will encourage the introduction of behavioural social work practice in Ireland, and that by doing so, it will broaden the practice options which are currently available to social workers. I also hope that the introduction of behavioural methods will lead, not to further paradigm wars, but to the necessary respect for diversity which emerges when social work is considered in a European context: The diversity of social work approaches which, despite all efforts at international harmonisation has not been levelled to one standard norm, might turn out to be one of the professions greatest assets in facing up to the diversity of the newly emerging welfare scenario (Lorenz, 1994, p. 181).
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Bressington, D. "Medication management training for mental health professionals : a programme of research." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/12800/.
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Aim This research programme aimed to investigate issues relating to the management of patient non-adherence with antipsychotic medication. The findings from the patient-related studies and the systematic literature review informed the development of a medication management staff training programme; which was evaluated in terms of the effects on mental health professionals’ understanding and clinical practice in Hong Kong. Background Medication management interventions which are designed to maximise the potential benefits of antipsychotic medication for severe mental illness have shown promise in improving symptoms, reducing relapse rates and addressing non-adherence. Subsequent medication management studies which involve training mental health professionals in similar psychosocial interventions have also demonstrated that improvements in mental health professionals’ knowledge, attitudes and skills can result in improved patient outcomes; however, the studies have not been replicated outside western general psychiatry settings and therefore the effects of training mental health professionals in other clinical contexts have not been established. Methods This research programme consists of a series of five studies that utilised a variety of methodological approaches. Three cross-sectional surveys were used to identify and explore clinical problems central to medication management in order to refine the staff training programme; the first investigates the extent of, and associations with, antipsychotic medication non-adherence in prisons. Qualitative interview data from the prison study provides additional context to the requirements for medication management training interventions by exploring prisoners’ experiences of taking antipsychotic medication. The second survey ascertains and explores the problem of non-adherence with antipsychotics in an Asian population, and the third provides an estimate of potential treatment-related physical health problems. A systematic literature review investigates studies which measure the effects of medication management training on clinicians’ knowledge, attitudes and skills. Finally concept mapping and clinicians’ narratives are used in a longitudinal case series 2 study in order to establish the transferability of medication management training to an Asian setting and evaluate the effects of training on clinicians’ understanding and clinical practice. Results Patients’ positive attitudes towards antipsychotic medication, particularly awareness of the need for treatment predicted higher levels of adherence, and concerns about the adverse effects of these medications are closely related to the environmental context of treatment. Concerns associated with antipsychotic side effects appear to be less prominent when patients are not working or in prison but they may influence adherence when demands on functioning change. The modified medication management training was effective in improving clinicians’ understanding and was felt to be transferrable to an Asian setting, but patients’ and families’ traditional cultural beliefs about mental illness and concerns about the effects of western medication on physical health were found to be particular challenges when implementing adherence interventions. Patients with severe mental illness in Hong Kong are twice as likely compared to the general population to have developed metabolic syndrome, consequently medication management interventions could require greater focus on the identification and management of physical health problems; which may help to address patient and family concerns about long-term treatment. The staff training programme requires psychopharmacology teaching, provision of clinical supervision and side effects management content in order to improve clinicians’ confidence when implementing medication management interventions. Conclusions Concerns about the adverse effects of treatment that influence adherence are environmentally bound. As influences on medication adherence are different in different settings, staff training programmes should place more emphasis on the local context in order to improve efficacy and the feasibility of implementation. The results suggest that in Hong Kong medication management interventions should have an increased focus on families and that treatment satisfaction could be a suitable target for interventions. The findings also present a question about whether previous medication management studies have given due consideration to predicting and managing concerns about the impact of side effects on functioning over the longer term and the potential effects of medication on patients’ physical well-being. The outcomes of this programme also demonstrate that future medication management training studies need to use robust study designs in order to more certainly attribute clinicians’ improvements to the training intervention and could consider measuring treatment satisfaction as a primary patient outcome measure.
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Goodman, Suki. "An evaluation of a social context training programme for South African magistrates." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5886.
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Includes abstract.Includes bibliographical references (leaves 184-216).
This study is an evaluation of the Law, Race and Gender (LRG) Unit’s social context training programme for magistrates (1998-2004). The programme was developed in the context of the political transition of 1994 and the promulgation of the new constitution. These factors created an impetus for the transformation of the justice system. Research suggests that the South African lower court system was plagued by discriminatory practices in relation to race and gender. Under apartheid magistrates were public servants and responsible for enforcing apartheid legislation. Their work demands changed after 1994, yet many members of the magistracy were ill-prepared for the new requirements of their job. The Law, Race and Gender Unit’s training programme was developed to increase magistrates’ awareness, knowledge and skills of the social context concerns of race and gender. The aim of the programme was to help magistrates deliver fair and equal justice to all of South Africa’s citizens. There are few published evaluations of social context training programmes for judicial officers specifically and judicial education interventions generally. This study aims to contribute to this relatively under-researched field. It is also the first study to apply Brinkerhoff’s (2003; 2006) success case method (SCM) to a judicial education training programme. The evaluation is designed according to Rossi, Lipsey & Freeman’s (2004) evaluation hierarchy. The study presents the method, results and discussion of evaluations across this hierarchy. The evaluations include an assessment of the needs identification process, analysis of the programme impact theory, appraisal of programme implementation and evaluation of programme outcomes. A variety of research methods and techniques were used in the different evaluations. These include document analysis, interviews and Brinkerhoff’s (2003; 2006) SCM. The results of the evaluation of the needs identification process suggest that the training need was not identified through a traditional systematic needs analysis. The LRG Unit was established and funded prior to any formal needs assessment. The lack of a comprehensive needs identification process had implications for the development of the actual training intervention. The theory evaluation uses social science research to critique the impact theory implicit in the programme and offers suggestions as to how the impact theory could be strengthened. The implementation evaluation concludes that the training programme was well delivered and received by the trainees and external evaluators. The results of the SCM outcome evaluation demonstrate that despite some of its limitations, the programme succeeded in enriching the education and social awareness of magistrates, which in turn enhanced their work and the way they served their communities and the ends of justice. The study is the first of its kind in that it offers a comprehensive, multi-levelled evaluation of a social context training intervention for judicial officers. It aims to contribute new knowledge to the area of judicial education programme evaluation.
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Evans, Gemma. "Parenting skills training as an intervention for tic disorders." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/parenting-skills-training-as-an-intervention-for-tic-disorders(062fa8b4-1398-4200-9882-45f77254dcbd).html.
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Tic disorders can have a significant emotional and social impact on children and their families. There is increasing support for the use of parenting programmes in childhood conditions; however research into the applicability of such programmes in tic disorders is limited. This thesis therefore aimed to investigate the topic of parenting interventions in tic disorders. The thesis presents five chapters, written as a series of self-contained papers and prepared in accordance with selected journal submission guidance. Paper 1 is a systematic literature review of the implementation and effectiveness of behavioural parent training programmes across neurodevelopmental disorders. Twenty-two randomised controlled studies were included in the review. Neurodevelopmental disorders included attention deficit hyperactivity disorder, autistic spectrum conditions, intellectual difficulties and developmental disorders and tic disorders. Training programmes included Triple P, Barkley’s Defiant Children, Parent Child Interaction Therapy, New Forest Parenting, Parenting your Hyperactive Preschooler, Parents Plus Children, Preschoolers with Autism, Incredible Years and an idiosyncratic programme. Effects of interventions on child outcomes were examined alongside intervention characteristics and content. Results indicated robust evidence for effects of parent training on attention-deficit/hyperactivity difficulties and externalising difficulties, across neurodevelopmental disorders and training programmes. Evidence to support the effect of parent training on internalising, social and global difficulties across disorders was less robust, with fewer and inconsistent outcomes reported. Clinical and research implications resulting from the findings are discussed. Papers 2 and 3 present empirical studies. Both studies are Q-methodological investigations into opinions on parenting interventions in tic disorders. Q-methodology is a technique which enables participants’ subjective viewpoints to be grouped using by-person factor analysis. Views on the acceptability, effectiveness, feasibility and utility of parenting interventions were explored across parents of children with tic disorders (Paper 2) and professionals (Paper 3). Across both studies, seven main factors were identified (parents four, professionals three). Findings highlighted that interventions were generally considered acceptable, justified and perceived as needed. However, important differences in opinions were found within and between parent and professional groups, highlighting key clinical considerations for possible intervention format, delivery and content. Paper 4 provides a commentary of the clinical implications of these findings when the two studies are considered together, and provides guidance to further develop and implement interventions. Paper 5 presents a critical review, including discussion of the strengths, limitations and implications of the findings, alongside personal reflections on the research process.
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Kwan, Ho Shiu-fong Cecilia, and 關何少芳. "The role of parent training in the management of mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31974752.
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Kwan, Ho Shiu-fong Cecilia. "The role of parent training in the management of mentally handicapped children." [Hong Kong] : University of Hong Kong, 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12322398.
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Li, Ying-ha Daisy, and 李影霞. "Stimulating early language in young developmentally delayed children: the effectiveness of a languageintervention programme using a parent group training model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956634.
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Murray, Jemma-Louise. "The impact of the earlybird/earlybird plus training programme on the parent-child relationship and family well-being." Thesis, University of Southampton, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548317.
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Wilson, Marcia Huipe. "Behavioral management parent training for children with developmental delays ages 18-36 months." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Summer2010/m_wilson_061710.pdf.
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朱志強 and Chi-keung Chu. "The study of the application of social learning theory in parent management training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31975318.
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Chu, Chi-keung. "The study of the application of social learning theory in parent management training." [Hong Kong] : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12505195.
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Henry, Alexis. "An Evaluation of Behavioral Skills Training on Parent Implementation of Behavior-Management Strategies." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2425.
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This paper describes an evaluation of the effectiveness of Behavioral Skills Training (BST) as an individual parent training model. BST effects on parent responses to child behavior, and by extension, child problem behavior was investigated. The parent participants in the study had children under the age of 10 years old with diagnoses such as Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder. The researcher conducted observations in situ and via video transmission. Implications of the study include the ability to effectively apply an intervention for parents in situations where the therapist cannot physically come to the parent’s home as well as the effectiveness of using BST to teach general problem behavior management to caregivers. The results presented suggest that behavioral skills training as a parent training method is effective for increasing appropriate parent behavior, but results are mixed for its immediate impact on child problem behavior. Keywords: attention deficit disorder, autism spectrum disorder, behavioral skills training, parent training, problem behavior
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Sharma, Akhila Nand. "Management of the vocational education and training programme (VETP) in Fijian secondary schools." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294618.
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Marsden, Anita. "Parental attributions of child behaviour as a predictor of outcome in parent management training." Thesis, King's College London (University of London), 2010. https://kclpure.kcl.ac.uk/portal/en/theses/parental-attributions-of-child-behaviour-as-a-predictor-of-outcome-in-parent-management-training(c39dad35-abba-4278-8f40-ce6bb3c889bd).html.
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Osman-Kagee, Aneesa. "Implementing a group intervention programme emphasising early communication stimulation with parents of children with autism spectrum disorder." Master's thesis, Faculty of Health Sciences, 2020. http://hdl.handle.net/11427/32908.
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Introduction: Implementing low-intensity interventions, such as group-based parent education and training (PET), is a cost and time effective way of providing early intervention for families and their children with autism spectrum disorder (ASD) in low- and middle-income countries (LMICs). Relatively little empirical research demonstrates the effectiveness of parent education and training in this context. Methods: The study aimed to develop and pilot a group-based parent education and training (PET) programme (COMPAS) and determine its appropriateness and acceptability. Secondly, it aimed to investigate the clinical effectiveness of the programme to improve the communication interaction skills and self-efficacy beliefs of parents of young children with autism. The study followed an exploratory sequential mixed methods research design and used the Replicating Effective Programs (REP) framework. Sixty-one participants took part in the study which consisted of 3 phases. In phase one we developed the programme and teaching materials and activities. In the pre-implementation phase, we collected qualitative and quantitative data via questionnaires from two stakeholder groups (25 parents and 5 autism experts). In the implementation phase, we used a single group pre-test post-test design with 31 parents of children with autism to determine changes in parent-child interaction and parenting self-efficacy. The primary outcome of the implementation phase, parent-child interaction, was measured using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO), and the secondary outcome, parenting self-efficacy, was measured using the Parenting Sense of Competence Scale (PSOC) and the Parenting Self-Efficacy Measuring Instrument (P-SEMI). Results: In the pre-implementation phase, a panel of experts agreed the training content was comprehensive and relevant, and that the manual was user-friendly. After the pilot study parents felt confident that they could use at least one of the strategies taught during everyday routines or play with their child. Results from the implementation phase indicated significant improvement in parenting interactions (p < .05, d = 1.26) and self-efficacy (p < .05, d = 0.35) after the training. Conclusion: We developed and piloted a training programme in a LMIC setting which resulted in increased interaction skills and self-efficacy for parents of young children with autism. This study indicates that brief, group parent education and training in a LMIC is feasible and can be effective in improving parenting skills and feelings of competence.
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Wachlarowicz, Marissa Marie. "Pathways by which parent management training brings about long-term changes in deviant peer association." Wichita State University, 2012. http://hdl.handle.net/10057/5522.
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Parental monitoring, child social competence, and child academic success were examined as mediators explaining the relationship between Oregon's Model of Parent Management Training (PMTO) and long-term changes in deviant peer association for an at-risk sample of divorced mothers of 6-10 year old boys. Participants included a community sample of 238 boys and mothers. Mother's mean age was 34.7 years at the start of data collection, and boys mean age was 7.8 years. Multi-method, multi-informant methods were used to examine skilled parenting and parental monitoring, as well as child factors, including social competence, academic success, and deviant peer association. Intervention was found to positively impact average levels in deviant peer association across time. Parental monitoring did not mediate the relationship between intervention and changes in deviant peer association. Parenting skill induced changes in social competence and academic success were not found to mediate the relationship between PMTO and future deviant peer association. However, children who were ranked higher on social competence and had stronger academic skills demonstrated lower levels of deviant peer association and reduced risk for persistent affiliation with antisocial
peers. These results support the need to ascertain other mediating factors contributing to the
increasing, long-term benefits of PMTO. Further implications for prevention and intervention
are discussed.Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology
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Li, Ying-ha Daisy. "Stimulating early language in young developmentally delayed children : the effectiveness of a language intervention programme using a parent group training model /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671583.
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Zhou, Zhen. "Project-based foreign language training programme for Chinese companies and organisations : towards effective international communication strategy." Thesis, Southampton Solent University, 2012. http://ssudl.solent.ac.uk/2101/.
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The rapid development of China’s economy has seen increasing demand for foreign language training in Chinese companies and organizations. Nevertheless educational institutions across the world have struggled to design appropriate foreign language training programmes for Chinese companies and organisations. Many models have been proposed and put into practice. However, little research has focussed attention on the actual needs of Chinese staff and the real demands of Chinese organizations and companies, so there is a continuing dilemma in terms of satisfying expectations of both training providers and trainees. This research aims to develop and test a project-based foreign language training model for Chinese employees. The model aims to develop the ability of foreign language training suppliers to establish a management strategy for project-based training involving international educational communication. A series of propositions have been generated based on the two-tier levels of project-based training model designed in this research, which is based on the literature review of Chinese foreign language education, Chinese learning styles, organisational learning objectives, project-based foreign language learning theories and existing programme models. Initial research was also conducted to identify where training and development needs and deficits lie within China’s organisations and companies. Chinese staff and managers are chosen to investigate their attitudes. A mixed method of combining quantitative and qualitative analysis was employed in the research in order to validate these propositions. The research has generated a number of successful outcomes relating to its aim and objectives. Firstly, individual project creation by Chinese trainees is a creative approach to meet learning objectives. Secondly, foreign language programmes need to aim to develop work-related or professional skills alongside language skills rather than learning the foreign language only. Thirdly, the divergence of perceptions in terms of training needs analysis and on-going assessment among Chinese staff and managers is discovered in the research. Fourthly, pedagogic design needs to blend formal instruction and independent learning. Fifthly, joint evaluation by bringing trainee, training providers and partners together customises evaluation. Sixthly, decision-making within Chinese organisations and companies involves top-down and bottom-up orientation. Additionally, understanding the operational structure of a training partner is important to the success of implementing a training programme through international educational management. These contributions will add updated knowledge to education management and also enable further value to international educational institutions and practitioners.
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Martin, Maeve. "The development and evaluation of a programme on effective classroom management suitable for use in teacher education." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10006561/.
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Al-Sarraf, Abdul-R. "Management education, training, and development in Great Britain : a case study of the Strathclyde MBA programme." Thesis, University of Strathclyde, 1988. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24933.
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The purpose of the present research was to evaluate the MBA programme offered at Strathclyde Business School to determine whether the MBA programme is designed to meet the needs of local industry or whether a 'mis-match' does in fact exists between industry and the MBA programme. By systematic evaluation of attitudes displayed within the student, employer, and academic communities. In general, the findings of this research clearly indicated that there is a perceived 'mis-match' between the industrial world and the MBA programme. The results of this research and the comments of the target group (business/industry) supported many other research studies that MBA programmes in general are characterised by lectures and academic theories, and therefore, are not suitable for the contemporary business organizations. Chapter 1 is a general introduction to the present research study. Chapter 2 examines the growth of formal management education and training in Great Britain, and attempts to describe the attitudes and opinions of British industry toward the formal management courses offered by various British colleges and universities, with special reference to the 1960s and beyond. Chapter 3 focuses mainly on discussing the 'mis-match' described by many writers between the MBA programme and British industry, and attempts to demonstrate how and why the MBA programme is unsuited to British industry. Chapter 4 focuses on five interviews with key administrators involved in the Strathclyde MBA programme since its inception. Each interview relates to a different time period. Chapters 5, 6, 7 and 8 are based upon an analysis of questionnaires that were distributed to the new (incoming) MBA students, MBA graduates, MBA staff, and business/industry. The questionnaires contain various questions related to individual experience with the MBA programme, and information on the attitudes, opinions, and recommendations of respondents. In addition, the various comments received from respondents were considered to be a valuable source of information for the analysis. Chapter 9 discusses in detail the 'mis-match' widely hinted at in the literature review (Chapters 2 and 3) between the MBA and the target group (business/industry). The evidence presented in this chapter centers around issues related to sponsorship and recruitment of MBAs, communication (relationships) between the business scnool and the industrial world, and the MBA curriculum including: course content, teaching methods and teachers. Chapter 10 presents a brief summary of the various findings discovered throughout the present research studies. In general, the findings clearly indicated that the present MBA programme needs to be closely studied and revised to meet the needs of business and industry. Recommendations for change and improvements in the MBA programme centered around a course content relevant to the real needs and requirements of tne local companies and organizations, teachers who are skilled at handling group dynamics and influencing the content of the discussion in the classroom, and a variety of teaching methods with active involvement of the student in the learning process. More important, as emphasized throughout this research study, a better communication process between the business school and the industrial world was clearly required and needed to eliminate the present 'mis-match' between the MBA training and the industrial world.
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Booth-Jones, Laurene. "Assesssing small business training programme effectiveness in an incubator setting and beyond." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1014074.
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The focus on entrepreneurs as drivers of the economies of nations has catapulted them into the forefront of the local and international marketplace. This has led to a demand for entrepreneurial education and training resulting in a plethora of different and often divergent views. One commonality that has emerged is that entrepreneurship can be taught; although it cannot be taught in conventional and traditional ways. It requires a move from traditional education and training to more enterprising participative and supportive forms of business development. It requires investments of time, resources and support. Incubators are facilities that are engaged with entrepreneurs and offer a variety of support including education and training. This study has assessed the effectiveness of training offered by the Seda Nelson Mandela Bay ICT incubator. There has been limited research undertaken on entrepreneurial education and training in an incubator setting. This study followed the qualitative paradigm. The sample comprised of 10 small businesses at the Seda Nelson Mandela Bay ICT incubator. Empirical data was obtained by interviewing the owners of the small businesses using an interview schedule. Issues such as the most effective training programme, content that it contained, methodology used and quality of the facilitator and applicability of the training programme were explored. The study found that the small businesses were opportunity driven rather than necessity driven and that the incubator served as a bridging facility in moving the businesses from the informal sector to the formal sector. The content of the training programmes was found to be effective when a mix of both theoretical and practical is offered especially with an emphasis on the underlying entrepreneurial themes of confidence, persistence and uncertainty and so on. It also found that training programmes should be linked to the life cycle of the business and address the specific needs of the small business owner. The start-up phase requires very specific training. Most of the facilitators were found to be experienced and empathetic. However, only a few were using a wider range of preferred learning styles favoured by entrepreneurs such as role playing, simulation, brainstorming and problem-solving techniques. The study also found that when generic training programmes are offered there was less recall on the part of the trainees. The management team of the incubator is an important determinant of the success of the incubatees and it is recommended that they need to be well versed in their sector and have good networking skills. There is a strong link between the theoretical and the practical content of training programmes especially where the emphasis is more on the practical content. It is recommended that facilitators pay attention to their relationship with trainees as it is a critical success factor in the training programme. Training programmes offered over a period of time add more value to the incubatee. This might be because of the mentoring and counselling that is available after each training module is completed. Finally, more research needs to be undertaken on the quality and effectiveness of training programmes offered by incubators to small businesses.
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Bøhagen, Kine. "Fra skolehjem til Parent management training : En historie om forståelse og behandling av atferdsvansker i Norge." Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-14397.
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Denne oppgaven vil ta for seg utviklingen i forståelsen og behandlingen av atferdsvansker i Norge, fra starten av 1900-tallet og frem til i dag. Atferdsvansker kjennetegnes ved et gjentakende og vedvarende mønster av aggressiv eller utfordrende atferd, for eksempel i form av lyving, stjeling, trusler og vold, med klare brudd på sosiale forventninger i forhold til alder og utviklingsnivå. Psykologisk teori og forskning, samt samfunnsmessige forhold som kan ha hatt en betydning for utviklingen vil bli gjennomgått. Generelt har Norge en lang tradisjon med institusjonsbehandling, som det har vært rettet mye kritikk mot. I den senere tid har man sett en økt satsing på strukturert familie- og nærmiljøbasert behandling, med fokus på samspill med omgivelsene, og disse viser lovende resultater. Begrepsbruk og diagnosesystem ser imidlertid ikke ut til å være i samsvar med dagens behandlingstilnærming. Årsaker til at det har tatt såpass lang tid å utvikle bedre behandlingsmetoder for atferdsvansker vil bli diskutert. Behandling av barn og unge med atferdsvansker utgjør stadig en utfordring for det norske samfunn, og det er viktig at man videreutvikler den kunnskapen man har i dag.
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Gough, Stephen. "How might environmental education be introduced into a programme of management education? : exploring the use of adaptive concepts." Thesis, University of Bath, 1999. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299686.
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Henricsson, Sandra, and Janna Karlberg. "Nya verktyg – nytt föräldraskap? : En studie om Kometprogrammets syfte och påverkan på samspelet mellan förälder och barn." Thesis, Stockholm University, Department of Social Work, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-26395.
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Parent training programmes is a wide phenomenon in Sweden today and is concidered to be the most effective method for parents with cildren who have conduct problems. The Komet programme is a manualbased parent training programe developed by the city of Stockholm to strengten interaction between parent and child as well as reducing conflicts in families. The aim of this study was to examine the puspose of the Komet programme as well as the influence it may have on interaction between parent and child. To fulfil the purpose six qualitative interviews were conducted, two interviews with professionals from the Komet programme and four interviews with parents who had participated in the Komet programme. A multidimensional tool for interpretation was used, containing normalisationperspective with focus on child upbringing, roletheory and attachmenttheory. The results showed that the parent’s participation in the Komet programme led to a reduction in conflicts within the family as well as improvement in interaction between parent and child. Further more the results showed that all of the parents where insecure in their parentrole before taking part in the Komet programme. After their participation in the Komet programme they all stated a feeling of having received new tools to better handle conflicts within the family. The overall results of the study led to the creation of two new conceptions introduced in the final discussion: The modern problem family and The manualbased parenthood.
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Griggs, James. "An evaluation of the Team-Teach behaviour support training programme in New Zealand." Thesis, University of Canterbury. Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/5981.
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This thesis investigates the implementation of the ‘Team-Teach’ behaviour support training programme in New Zealand. This school-wide training package develops generalised skills in behaviour management and de-escalation for students who are exhibiting extreme and violent behaviour. The Team-Teach framework also provides training in physical interventions that are designed for use in schools, and with children. The legal issues associated with the use of physical intervention are also addressed during the training in addition to recommended best practice for the development of policies and procedures. Prior evidence suggests that behaviour support training with a physical intervention overlay can result in increased confidence and safety for staff members and a reduction in the levels of physical intervention and incidents.
The purpose of this study was to investigate participant opinion of Team-Teach training immediately after course delivery and further into implementation in addition to an investigation into the barriers and facilitating factors affecting the impact of Team-Teach within two New Zealand special schools.
The research employs a mixed method pragmatic paradigm utilising document analysis, questionnaire and interview survey to ascertain the impact and implementation issues related to Team-Teach training. Quantitative analysis of course feedback ratings and attitudinal scales were combined with the qualitative thematic analysis of written comments and interview transcripts to inform the discussion.
The results present a positive endorsement of Team-Teach training both immediately after the training course and further into implementation and compare favourably with the findings of previous international studies. Research participants reported a significant increase in personal confidence and a perceived reduction in incidences of extreme behaviour and physical intervention. The perceptions of research participants to initial training in New Zealand varied considerably between training providers and there were also notable differences between groups in different work roles and with different levels of experience. Research participants expressed concern over the lack of adaptation of the Team-Teach syllabus to embrace the New Zealand context.
Research participants endorsed use of the ‘positive handling plan’ (PHP) as a way to legitimatise and standardise practice in difficult situations. It was however clear that neither school had developed genuine parental partnerships in either the creation or effective communication of these plans. There was a general agreement that parents should be able to access Team-Teach training but significant concerns were highlighted over how this could be achieved in practice.
Research participants endorsed the Team-Teach model of training ‘in-house’ tutors to provide contextual and responsive internal capacity. There was a general agreement that the physical interventions taught were effective and appropriate for use with children. Participants clearly expressed concerns related to the teaching of too many physical interventions that were not required and recommended that training in physical interventions should be in class teams and specific to actual need.
There was a clear indication that research participants believed this training should receive official recognition at the highest level as an acknowledgement that physical intervention is sometimes necessary in schools and that there is a legitimate way to achieve this.
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Beech, Bernard Frank. "An evaluation of a three day prevention and management of aggression training programme for student nurses." Thesis, University of Nottingham, 2005. http://eprints.nottingham.ac.uk/14415/.
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Workplace violence is a serious issue in health care with international surveys revealing disproportionate involvement in certain professional groups, for example, ambulance staff, nurse and student nurses, or settings, for example, mental health and learning disability, elderly care, and A&E units. Staff training is widely advocated as the appropriate organisational response but there are relatively few published evaluations, and so much remains unknown about training effects or effectiveness. Many published studies are flawed by use of small samples, poor control of extraneous, organisational variables, absence of pre-test or follow-up data, limited range of measures, and weak statistical analysis. This study examined an existing training programme for student nurses whilst attempting to avoid the limitations identified above. The effects of training on a number of learning domains, for example, knowledge, self confidence, beliefs and attitudes, and self –assessed skills was investigated using a repeated measures, variable baseline research design, in conjunction with a model of learning. The likelihood of student nurses involvement in violent incidents, and the power/ease of use of different change evaluation methods were also investigated. Repeated administration of a purpose -designed questionnaire at four time points to three consecutive cohorts of student nurses [N=243] provided information about pre-training stability, possible changes on immediate training completion, and at three-months follow-up, after two clinical placements. Statistical analysis revealed the Unit to have generally desirable effects on learning domains that were still detectable at three-month follow-up. It also highlighted differential involvement in violent incidents based on placement type, and important differences between evaluation methods in terms of ease of use.
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Giqwa, Nomfundiso Louisa. "Waste management knowledge, its production, recontextualisation and circulation in Expanded Public Works Programme (EPWP) training programmes." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63729.
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This study set out to investigate the structuring, recontextualisation and circulation of waste management knowledge in the South African environmental Expanded Public Works Programme (EPWP) Waste Management Projects. In this thesis these projects also referred to as the Working on Waste (WoW) programme or focus area within the Environmental Protection and Infrastructure Programme (EPIP) hosted by the National Department of Environmental Affairs. Expanded Public Work Programmes are a strategy used by governments to address unemployment and in South Africa; the programmes also seek to address a need for skills development. In this study, the focus is on EPWP waste management knowledge, training programmes and activities only. With waste management knowledge as the core interest, the focus of the investigation was on knowledge circulation of waste management via informal (participation in the project) and formal training of workers at Level 2 National Qualifications Framework (NQF). The study started by firstly investigating what waste management knowledge is produced in the Field of Production via scientific research and policy. It then studied how this waste management knowledge is recontextualised into qualifications and skills programmes designed in the official recontextualising field and learning materials and training programmes designed and offered in the professional recontextualising field. The study also focused on the knowledge of workers and their experience of training in the EPWP workplaces, with an emphasis on rural workplaces. This is where the Department of Environmental Affairs (DEA) is placing emphasis on training for job creation, empowerment and skills development, and it is also where a number of EPWP Working on Waste programmes are being implemented. The aim was also to develop an understanding of how knowledge circulates amongst learners in training sessions and in workplaces. To do this, I drew on Bernstein’s theory of the pedagogical device which provides theoretical lenses and a language of description to explain how knowledge is recontextualised from the field of production to the field of reproduction. To investigate the structuring of this knowledge by official and pedagogical recontextualisers, I drew on the work of Maton, who offers a Legitimation Code Theory to explain the principles structuring knowledge, of which I used specialisation and semantics (two of his suite of knowledge structuring principles) for analysis. The questions that guided the study throughout were: 1. What is the structure of legitimate knowledge and knowers in waste management? 2. What are the underlying principles underpinning knowledge and knowers in waste management? 3. How is the knowledge recontextualised in waste management training qualifications, documents and manuals for worker training at NQF Level 2? 4. How is the knowledge reproduced and evaluated in the waste management EPWP training activities (formal) and workplaces (informal)? 5. How does waste management knowledge circulate amongst the workers in the EPWP training activities and workplaces? For this study I used the case study method, focusing only on one field or DEA EPWP focus area (waste management) and one programme (EPWP Working on Waste), looking in more depth at two cases (two similar types of projects) within the EPWP Working on Waste programme, though they are situated in different areas and though I could only carry through observations of actual workplace training in one of the two sites due to contextual circumstances. The first project was situated in the Amathole District Municipality while the second one was situated in the Chris Hani District Municipality, both of which are in the rural towns of the former Transkei region in the Eastern Cape, South Africa. This area has been at the forefront in accessing funding for these projects due to the level of poverty surrounding these towns and the inability of the local government sphere to deliver on its mandate in the region. Data was collected through document analysis, questionnaires, interviews and observations. Documents analysed were research documents produced by researchers at the level of production as well as legal frameworks guiding waste management processes in this country. Qualifications and Unit Standards at Level 2, as well as training materials designed by providers were analysed. Training in one of the projects was observed and workers in both sites were interviewed twice. The main finding of the study is that waste management knowledge is characterised by interdisciplinarity and a strong epistemic relation which emphasises procedural and technical forms of knowledge. The study found that the knowledge constructed in the field, as well as the policies, qualifications and training programmes are all consequently characterised by a strong epistemic code (ER+) and a weak social relations code (SR-). The study also identified a ‘code clash’ with the knowledge of workers in rural towns whose knowledge and experience of waste management was found to reflect a strong social relation (SR+) and weak epistemic code (ER-), a pattern which was traced back to a similar code in waste management knowledge at home and school (i.e. workers’ prior knowledge and learning experiences). This created difficulties for the trainers who sought to use strategies of descending from the abstract to the concrete in various ‘descending’ semantic waves that tended to move from high levels of semantic density (SD+) to lower levels of semantic density (SD-) as the training provider sought to contextualise a range of concepts. This was the main strategy identified for mediating waste management knowledge reflecting a dominant pattern of SD+/SG- to SD-/SG+ (with SG meaning semantic gravity). This shows that the trainer seldom started mediating concepts from the basis of workers’ prior knowledge and experience and observations showed little responsiveness from workers resulting from this strategy. Despite this, the study found that workers did develop an improved understanding of specialised waste management knowledge over time, especially through observing and doing more complex tasks in the workplace. The study offers a model for addressing the pedagogical difficulty identified around the code clash, and suggests that further attention needs to be given to ‘ascending’ from the concrete to the abstract in pedagogical practices. The study also pointed to the need for a more inclusive knowledge framework for waste management training, especially in the field of recontextualisation (both the official and pedagogical recontextualisation fields) to extend possibilities for workers to learn more about economic potential and access routes into more sustainable jobs. It identifies the need for a more systemic approach to waste management in rural towns and municipalities, improved compliance and also proposes that better waste management practices are modelled to avoid performative contradictions between the knowledge promoted in the field of production and the official and pedagogical recontextualising fields and the field of reproduction, where workers are learning this knowledge via a mix of accredited training and exposure to participation in waste management practices. This study contributes to new knowledge in that it offers an epistemically grounded and theorised pedagogical process model for Level 2 Waste Management Training (in the EPWP programmes, but potentially also more broadly) that accords with the need for a strong epistemic relation code (ER+) embodied in the need for learning scientific and technical waste management knowledge and procedures. It also addresses workers’ needs for greater epistemic access and participation in knowledge building and application of waste management knowledge in praxis as per the purpose of the EPW training programmes, thereby potentially opening up more sustainable learning pathways for them out of poverty through the EPWP training opportunities. The study has pointed to key areas for further research, including further research on the proposed model, further research into Level 2 pedagogical practices and further research into the foundations of waste management learning in schools. Most of the workers who were participating in the training in the EPWP programmes were educated at above Level 2 before participating in the projects, yet their knowledge and experience of waste management was mostly based on everyday knowledge, pointing to an absence of adequate waste management education in schools in rural contexts in South Africa. The study has also made various recommendations for improving waste management education and training at Level 2 in EPWP programmes in rural areas in particular (but potentially also more widely), notably the need to develop a more inclusive knowledge framework that includes historical and economic knowledge more explicitly at all levels of the recontextualisation process; improved pedagogical and assessment practices that take better account of learners knowledge and experiences in knowledge building processes; and giving attention to structural and systemic approaches to waste management in rural areas to avoid performative contradictions that arise between the knowledge being promoted in the field of production and the field of reproduction and the actual context of waste management.
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Thantsa, Grace. "A needs assessment for a performance management training programme amongst commanders within the South African military health services." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85820.
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Thesis (MPA)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Performance management entails processes and systems that ensure that organisational activities are geared to promote the achievement of organisational goals. Management of performance is one of the crucial functions to be fulfilled by leaders and managers in an organisation. Management and leaders in an organisation serve as the compass that lead and direct these entities; they should be empowered to optimally fulfil the expected roles and functions. The study resulted from an observation made during internal audit engagements and concerns raised by South African Military Health Services (SAMHS) commanders during these engagements. An initial informal survey of performance management conducted by the researcher during the internal audit engagements confirmed a need for a formal scientific study, hence this formal study. The study was conducted amongst commanders in the SAMHS with their prior voluntary consent to participate in the study. The study participants comprised SAMHS commanders from different levels of this organisation, ranging from directors of professional departments, general officers commanding from different military health formations to officers commanding military units from various provinces. Literature relevant to the studied topic was researched, which ranged from books, legislation and internet articles, as well as internal prescripts of the Department of Defence. A questionnaire was designed and constructed to collect the study information. Central concepts of the study were identified and included in the questionnaire. The study questionnaire was administered to the commanders within the SAMHS, who responded with enthusiasm and diligence. The findings of the study confirmed to a great extent that a performance management training need exists amongst SAMHS commanders. It was also found that SAMHS commanders are willing to undergo performance management training to enhance their functioning. The empirical findings of the study were tabled and analysed on completion of the scientific study and conclusions were drawn from the findings. Based on the findings of the empirical study, conclusions were drawn and recommendations are made.
AFRIKAANSE OPSOMMING: Prestasiebestuur behels prosesse en stelsels wat verseker dat die organisasie se aktiwiteite op die bereiking van die organisasie se doelwitte gerig is. Bestuur van prestasie is een van die belangrikste funksies wat deur die leiers en bestuurders in 'n organisasie vervul moet word. Die bestuur en leiers in 'n organisasie is die kompas wat leiding en rigting gee vir hierdie entiteite en moet bemagtig word om verwagte rolle en funksies optimaal te vervul. Die studie was die gevolg van 'n waarneming wat gemaak is tydens interne oudit betrokkenheid en bekommernisse wat deur bevelvoerders in die Suid-Afrikaanse Militêre Gesondheidsdiens (SAMGD) aan die lig gebring is. 'n Aanvanklike informele prestasiebestuur-opname wat deur die navorser tydens die interne oudit onderneem is, het die behoefte aan 'n formele wetenskaplike studie bevestig en tot hierdie studie gelei. Die studie is onder die bevelvoerders binne die SAMGD met hulle voorafgaande vrywillige toestemming tot deelname aan die studie onderneem. Die deelnemers aan die studie het SAMGD-bevelvoerders op verskillende vlakke van hierdie organisasie ingesluit. Hulle het vanaf direkteure in professionele departemente, bevelvoerende generaals van verskillende militêre gesondsheidformasies tot bevelvoerders vanuit verskeie provinsies gewissel. Relevante literatuur met betrekking tot die onderwerp is nagevors. Dit het boeke, wetgewing, artikels op die internet en interne voorskrifte van die Departement van Verdediging behels. 'n Vraelys is ontwerp en saamgestel om die nodige inligting vir die studie in te samel. Sentrale konsepte van die studie is geïdentifiseer en by die vraelys ingesluit. Hierdie vraelys is aan die bevelvoerders binne die SAMGD, wat met entoesiasme en ywer gereageer het, voorgelê. Die bevindinge van die studie het tot 'n groot mate bevestig dat daar 'n behoefte aan opleiding in prestasiebestuur onder bevelvoerders binne die SAMGD bestaan. Daar is ook tydens die studie bevind dat bevelvoerders binne die SAMGD bereid is om prestasiebestuurs opleiding te ondergaan om hul funksionering te verbeter. Die empiriese bevindings van die studie is na die wetenskaplike studie getabelleer en geanaliseer en gevolgtrekkings is daarvolgens gemaak. Aanbevelings word op grond van hierdie bevindings van die empiriese studie gemaak.
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Reed, Andrea Catherine. "An exploration of the sequential cascade of changes in parenting practices engendered by Parent Management Training – Oregon." Diss., Wichita State University, 2011. http://hdl.handle.net/10057/5153.
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The goal of this research is to better understand the sequencing and timing of changes
in parenting behaviors engendered by PMTO, and the transactional interaction among those
changes. Focusing on the treatment group, the increases in positive parenting at 12 months post
baseline facilitate better subsequent monitoring and lower subsequent levels of coercive
parenting, and lower levels of coercive parenting facilitates better monitoring. In terms of
ensuring more effective and efficient interventions, it appears that PMTO's current curriculum of
introducing positive parenting skills prior to effort to reduce coercive parenting is congruent with
the sequencing of changes in parenting found in this study. This supports the idea that positive
parenting is a core, prerequisite process for other changes. Skill building focused on positive
involvement in the home, skill encouragement, and problem solving are parenting practices
taught earlier in PMTO than practices aimed at improving monitoring.Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology
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Human, Christina. "Can the UN SMART Programme be Smarter? : an analysis of learning outcomes." Thesis, Stellenbosch : Stellenbosch University, 2009. http://hdl.handle.net/10019.1/18182.
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Thesis (MPhil)--Stellenbosch University, 2009.ENGLISH ABSTRACT: This paper analyses the UN Senior Mission Administration and Resource Training (SMART) programme, a training course which was created to improve the management of UN peacekeeping mission resources and support functions and to improve the performance of managers in the UN Department of Field Support and Department of Peacekeeping. The history of the SMART programme and the context in whic h it was created is provided before evaluating the programme against current training and learning theory literature. The paper also examines the current and potential capacity of SMART to facilitate triple loop learning, or innovation, through the inclus ion of futures studies concepts, such as scenario-building, change and strategy management in the programme. Lastly, the study recommends that SMART learners be equipped with these futures-orientated planning tools to improve their work performance, facilitate triple loop learning and thus improve the overall organisational performance of the Department of Field Support.
AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek analiseer die Verenigde Nasies (VN) se SMART Program (Administrasie en Hulpbron Opleidingsprogram), wat ontwikkel is om die bestuur van hulpbronne en ondersteuningsfunksies in VN Vredesmissies asook die werkverrigting van bestuurders in die VN se Departement van Veldondersteuning en Departement Vredesinstandhouding te verbeter. 'n Historiese oorsig van die SMART program asook die konteks waarin die program ontwikkel is, word eers verskaf, voordat 'n literatuurstudie gedoen word van die huidige opleidings- en leerteorië. Die studie ondersoek verder die huidige vermoë van die SMART program om trippelring-leervermoë (of innovasie) te ontwikkel deur die insluiting van toekomsstudiekonsepte soos senario-ontwikkeling en veranderings- en strategiebestuur. Ten slotte word voorgestel dat deelnemers aan die program met toekomsgeörienteerde beplanningsgereedskap toegerus word om hulle met die uitvoering van hulle take te help en trippelring-leerontwikkeling te bewerkstellig, en sodoende die oorkoepelende organisatoriese werkverrigting in die Departement van Veldondersteuning te verbeter.
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Van, Dyk D. L., and H. Bezuidenhout. "Learning experiences of students during integrated management of childhood illness (IMCI) training." Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/641.
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Published ArticleThe aim of the study on which this article is based was to reflect on the learning experiences of students during integrated management of childhood illness (IMCI) training in an undergraduate programme. IMCI is a set of guidelines that was established by the World Health Organisation (WHO) for cost-effective quality care for children younger than five to prevent diseases and death (WHO, 2004). Skilled primary healthcare workers are required to provide quality care at first contact with these children. The IMCI package was presented as an integral part of the second-year module that focuses on primary healthcare. In order to improve the quality of health services and refocus the health system on primary health-care (South Africa Department of Health, 2010), students have to demonstrate that they have achieved competence. According to Killen (2000:188), competence is a holistic term and focuses on knowledge, skills and values instead of competencies, which refer to specific capabilities. Primary health-care workers who act competently will integrate foundational IMCI knowledge with skills and values as well as with the ability to verify their decisions (Killen, 2000:188). Aqualitative, exploratory and descriptive research design was used to investigate the IMCI learning experiences. Such experiences are one of the indications whether training has been successful and how it can be improved (Suski, 2004:222). Data was collected by means of nominal-group technique (NGT) interviews with second-year nursing students of the training school who complied with the criteria for inclusion. NGT interviews were used effectively to evaluate clinical interaction, education and training.The findings reflected the different emotions experienced during teaching and learning as having been positive, negative or neutral. The consideration of negative emotions will assist with the improvement of IMCI teaching and learning, but all these findings can be useful for other higher-education institutions that present or plan to present IMCI training.
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Anderson, David W. "A meta-analysis of cognitive intervention, parent management training, and psychopharmacological intervention in the treatment of conduct disorder." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/40060.
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Conduct disorder in children and adolescents has developed into a very costly problem with severe negative consequences to individuals, families, and communities. A void exists in the literature in that no summaries have been found which compare the effectiveness of the leading treatment modalities for conduct disorder.
The purpose of this study is to conduct a meta-analysis comparing three psychotherapeutic interventions for the treatment of conduct disorders in children and adolescents: 1) cognitive interventions, 2) parent management training, and 3) psychopharmacological intervention (i.e. the use of lithium carbonate and the use of stimulants [e.g., methylphenidate, dextroamphetamine, and pemoline]). The inclusion criteria for this meta-analysis accepted 26 studies for data collection and analysis.Ph. D.
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Gunderson, Theresa L. "The Use of Stress Management in Combination with Parent Training: An Intervention Study with Parents of Preschool Children." DigitalCommons@USU, 2004. https://digitalcommons.usu.edu/etd/6204.
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Many preschool children exhibit a number of problematic, acting-out behaviors. Parents of preschoolers exhibiting behavior problems often experience a great deal of stress associated with these problem behaviors. Consistently robust improvements have been found in the use of stress management for adult stress, pain, and medical wellbeing. Likewise, studies have shown parent training decreases the severity of child behavior problems. However, only a few studies have examined effects of parent training on both child behavior and parent stress. Some studies have found that parents who complete parent training also report lowered stress levels commensurate with improvement of child behavior. It is unclear, though, whether adding stress management would provide additional benefits to parents and their children.
The purpose of this study was to look at effects of providing both parent training and stress management training to parents of preschoolers, and to look at the effects of providing treatment in a different order to two groups of parents. Parent volunteers completed seven weeks of parent training and four weeks of stress management training, with half of the parents receiving stress management first and half receiving parent training first.
It was found that overall improvements in measures of parent stress and chi Id behavior were not significantly different between the two groups. Improvement in child behavior was attributed to parent training; improvement in parent stress was attributed to both parent training and stress management training, with larger improvements in parent-related stress generally attributed to stress management training and larger improvements in child-related stress attributed to parent training. However, child behavior temporarily worsened while parents received stress management training. Stress management did not enhance effects of parent training, but parents were better off on measures of stress and parenting efficacy after receiving both training components than they were after receiving only one treatment component. Parents felt more effective as parents after treatment and rated the overall treatment package highly; however, parents who received their prefened treatment first were slightly more satisfied than parents receiving prefened treatment second. Teachers reported general improvement in children whose parents received treatment and those whose parents did not receive treatment.
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Joseph, Janine Marcelle. "Professional development programme for middle managers at schools." Thesis, Peninsula Technikon, 2005. http://hdl.handle.net/20.500.11838/1905.
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Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2005In order for productive and positive interaction and growth to occur, schools need to be regarded as organisations with a specific purpose and aim. This means that very definite duties and responsibilities need to be structured to ensure that the organisation operates smoothly and that it achieves its aims and goals. In turn, smooth organisational operation will also determine its effectiveness and efficiency and the impact it has on educators, learners and the community. A professional development programme for middle managers might help to expand a philosophy and practice, which could help to equip middle managers of primary schools for a role in bringing about qualitative changes to address educational, needs. This study attempts to investigate the skills, knowledge, values and attitudes required by middle managers of Heads of Department (HODs) to be effective in their departments. This could be used to develop a skills development programme for middle managers in primary schools. The study as a whole is set against the research literature on the professional development of middle managers in primary schools and focuses on the following aspects: (I) managing policy; (2) managing people; (3) managing teaching and learning and (4) managing resources. In the exploration of the management roles and responsibilities of middle managers in primary schools. qualitative and quantitative research approaches were used in investigating the research questions. The research instruments used in the study included 11 semi structured questionnaires, interviews and a focus-group workshop. After the development of data collection instruments, data was collected through semi- structured questionnaires from HODs at selected 18 primary schools. Interviews were also conducted with four principals, one circuit manager, the Assistant Human Resources Consultant and the Human Resource Coordinator of the WCED. A workshop was also conducted with 35 BTech students to develop a framework for a management programme for middle managers in primary schools. The research study reveals the following aspects: (I) the Western Cape Education department has no existing skills development policy for the training of middle managers in primary schools; (2) research respondents identified a need for training in the interpretation and formulation of policies within their various departments as well as training in conflict management and counselling in order to successfully manage the human resources in their department; (3) finance is available for the training of educators but not specifically for middle managers, (4) educators prefer formal training above informal training. This thesis then examines, analyses and discusses these findings with recommendations that follow in Chapter 5.
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Shingenge, Hans Silvanus. "Evaluation of the In-Service Basic Education Teacher Diploma Programme in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/20941.
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Thesis (MPA)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: The In-Service Basic Education Teacher Diploma Programme (BETD Inset Programme) is a Namibian educational programme under the Ministry of Basic Education, Sport and Culture. It is a unified general preparation for unqualified and partly qualified teachers in Basic Education, with opportunities for specialisation in both phases of schooling and in subject areas. It seeks to strike a balance between professional insight, skills and subject knowledge. A process of evaluation was implemented to assess the programme management and the programme workers’ knowledge, skills and expertise, including their choice of methodology for implementing the BETD Inset Programme. The aim of the programme evaluation was to determine the effectiveness and sustainability of the BETD Inset Programme. The problem statement of this study takes as its point of departure the prevalence of development programmes that are not implemented in an effective and sustainable manner, particularly in Third World countries. Many researchers and scholars have identified programme management as crucial to the effective implementation of development programmes. It is in response to this argument that this researcher decided to conduct a study on the National Institution for Educational Development (NIED)’s implementation of the BETD Inset Programme. The objective was to establish whether the existing programme management strategy implements the BETD Inset Programme effectively, and to explore the possibilities of recommending supporting strategy. This study also referred to the issue of gender balance in the appointment of BETD Inset Programme management staff. Qualitative methodology was used to obtain information from the BETD Inset Unit and Regional Education Offices, who play an important role in the implementation process of the BETD Inset Programme. The senior managers were interviewed and they provided information about the BETD Inset Unit management structures and the objectives achieved during the BETD Inset Programme implementation process. The implementation process plans set by the NIED were based on terms of reference provided by the Ministry of Basic Education, Sport and Culture to determine their effectiveness in achieving the set objectives. The literature review of this study reflects the conceptual categories identified from an overview of programme management objectives in development programmes and distance education programmes. These conceptual categories are based on management models that are useful for programme management evaluation. The conceptual categories point out characteristics fundamental to the effective implementation of the BETD Inset Programme. These characteristics were used to formulate measuring criteria, and they formed the basis for the analysis of the study’s results in chapter 5. BETD Inset Programme is defined as a distance education programme. It was deduced that the BETD Inset Programme faced a number of challenges, and that consequently the NIED management had to implement the programme with a limited infrastructure and work force. All these challenges are linked to one major factor, which is the lack of sufficient resources required for the effective implementation of the BETD Inset Programme in a sustainable manner. This study recommends that a strategy for potential stakeholder participation should be redesigned and effectively implemented, in order to secure sufficient resources to support the programme in a sustainable manner.
AFRIKAANSE OPSOMMING: Die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma (BOOD-Insetprogram) is ’n Namibiese onderwysprogram onder leiding van die Ministerie van Basiese Onderrig, Sport en Kultuur. Dit is ’n samevattende algemene voorbereiding vir ongekwalifiseerde en deels-gekwalifiseerde onderwysers in Basiese Onderrig, met geleenthede vir spesialisering beide in skolingsfases en vakgebiede. As algemene doelstelling streef dit na ’n balans tussen professionele insig, vaardighede en vakkennis. Program-evaluering is gedoen ten einde die programbestuur en -werkers te beoordeel volgens hulle kennis, vaardighede en kundigheid, insluitend hulle keuse van metodiek vir die implementering van die BOOD-Insetprogram. Die mikpunt was om die effektiwiteit en volhoubaarheid van die BOOD-Insetprogram te bepaal. Die probleemstelling van die studie is daarop gebaseer dat ontwikkelingsprogramme, spesifiek in Derdewêreldlande, nie effektief en op ’n volhoubare manier geïmplementeer word nie. Navorsers en studente het die bestuur van ontwikkelingsprogramme as die sleutel tot die effektiewe implementering daarvan geïdentifiseer. Dit het daartoe gelei dat die navorser ’n studie onderneem het oor hoe die Nasionale Instelling vir Opvoedkundige Ontwikkeling die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma implementeer. Die doelwit was om vas te stel of die bestaande strategie vir programbestuur die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma effektief implementeer, en ook om ’n moontlike ondersteuningstrategie voor te stel. Die studie het ook die kwessie van geslagsbalans aangeraak ten opsigte van poste wat beklee word deur bestuurspersoneel wat die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma implementeer. ’n Kwalitatiewe metode is gebruik om inligting te verkry vanaf BOOD-Implementeringseenhede en Onderwysstreekkantore wat ’n sleutelrol vervul in die implementeringsproses van die BOOD-Aanvangsprogram. Onderhoude is gevoer met lede van die topbestuur wat ook inligting verskaf het oor die BOOD-Inseteenheid se bestuurstrukture, en doelwitte wat in die implementeringsproses van die BOOD-Insetprogram bereik is. Implementeringsplanne, daargestel deur die Nasionale Instelling vir Opvoedkundige Ontwikkeling aan die hand van riglyne van die Ministerie van Basiese Onderrig, Sport en Kultuur, word gebruik om vas te stel hoe effektief hulle hulle doelwitte bereik. ’n Literatuur-oorsig vir hierdie studie weerspieël die konseptuele kategorieë wat geïdentifiseer kan word uit die gesamentlike bestuursdoelwitte van ontwikkelingsprogramme en afstandsonderrigprogramme. Hierdie konseptuele kategorieë is gebaseer op bestuursmodelle wat ook aangewend kan word vir die evaluering van programbestuur. Die konseptuele kategorieë identifiseer fundamentele kenmerke vir die effektiewe implementering van die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma. Hierdie kenmerke is gebruik om evalueringskriteria te formuleer asook die basis daar te stel vir die ontleding van die studie se resultate in hoofstuk 5. Die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma word getipeer as ’n afstandsonderrigprogram. Die gevolgtrekking word gemaak dat die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma uitdagings in die gesig staar wat die bestuur van die Nasionale Instelling vir Opvoedkundige Ontwikkeling noop om die program met beperkte infrastruktuur en menslike hulpbronne te implementeer. Al hierdie uitdagings hou verband met een hooffaktor, naamlik die gebrek aan voldoende hulpbronne vir die effektiewe en volhoubare implementering van die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma. Die studie stel voor dat ’n strategie herontwerp en effektief geïmplementeer word vir deelname deur potensiële belanghebbendes ten einde voldoende hulpbronne te verseker om die program op ’n volhoubare wyse te ondersteun.
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Mathenjwa, Irene Legodile. "An evaluation of the implementation of the learnership programme within the Public Service Commission." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6679.
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Thesis (MPA)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Nine years after the launch of the Learnership programme, considerable efforts have been undertaken by various organisations to implement the programme. However, the implementation of the programme is still faced with various challenges which hamper the overall goal of obtaining a formal registered qualification and maximising the employment opportunities of the learners through the combination of vocational education and training. The study focuses on the evaluation of the implementation of the Learnership programme within the Public Service Commission. By nature, evaluations play a critical role of determining the worthiness of a programme or its shortcomings. The study provides a detailed account of the Learnership programme, its design, and the implementation thereof. Furthermore, the study highlights the need for a transparent, non-discriminatory legislative and policy context, as well as sound institutional mechanisms for supporting the implementation of the programme. Based on the evidence gathered, it appears that there is little appreciation of the concept of skills development through the Learnership programme. The implementation of the programme has been marred by coordination and management challenges and as a result, the acquiring of skills or skills transfer through the programme remains a challenge. Overall, the lack of institutionalising the programme has rendered it an ad-hoc activity as opposed to a strategic investment of addressing skills shortage. A number of recommendations are provided for improving the implementation of the programme and to contribute towards resolving the pervasive skills constraints in South Africa through the Learnership programme.
AFRIKAANSE OPSOMMING: Nege jaar na die instelling van die Leerderskapprogram is heelwat werk reeds deur verskeie organisasies gedoen om die program te implementeer. Die implementering van die program gaan steeds met verskeie uitdagings gepaard wat nadelig is vir die verwesenliking van die oorkoepelende doel om 'n formele geregistreerde kwalifikasie te verwerf en die leerders se indiensnemingsgeleenthede te verbeter deur 'n kombinasie van beroepsonderwys en -opleiding. Die studie fokus op die evaluering van die implementering van die Leerderskapprogram in die Staatsdienskommissie. Evaluering speel uiteraard 'n kritieke rol om die waarde of tekortkominge van 'n program te bepaal. Die studie bied 'n gedetailleerde oorsig van die Leerderskapprogram en die ontwerp en implementering daarvan. Voorts beklemtoon die studie 'n deursigtige, niediskriminerende wetgewende en beleidskonteks asook 'n stewige institusionele meganisme om die implementering van die program te steun, hoewel dit uit die getuienis blyk dat daar weinig begrip is van die konsep van vaardigheidsontwikkeling deur die Leerderskapprogram. Die implementering van die program word belemmer deur koördinerings- en bestuursuitdagings, met die gevolg dat die verwerwing van vaardighede of vaardigheidsoordrag deur middel van die program 'n uitdaging bly. In die geheel gesien, veroorsaak die gebrekkige institusionalisering van die program dat dit 'n ad hoc-aktiwiteit is in plaas van 'n strategiese investering om die vaardigheidstekort die hoof te bied. Verskeie aanbevelings word gedoen om die implementering van die program te verbeter en om by te dra tot die oplossing van die wydverspreide vaardigheidstekort in Suid-Afrika deur middel van die Leerderskapprogram.
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Motsohi, Peggy Nomsa. "Executive coaching for school principals : a qualitative evaluation study of an executive coaching programme for school principals." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20755.
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Thesis (MPhil)--Stellenbosch University, 2012.Purpose: The study was a qualitative evaluation on the impact of executive coaching as an intervention in improving the leadership capabilities of school principals. It was a pilot study of underperforming schools selected by the Gauteng Department of Education (GDE) project. The coaching intervention provided for one-on-one coaching for school principals and team coaching. The target group was thirty school principals, selected from underperforming primary and secondary schools in the Gauteng Province of South Africa. The GDE determined that school leaders and their teams, besides being confronted with many challenges of overcrowding and poor infrastructure, lack leadership capability and this negatively affects the quality of teaching and management of the schools. Compared to other leadership coaching interventions in schools in South Africa, this coaching intervention included team coaching (the management teams were coached with their principals), making it a unique feature of this coaching intervention. Design/methodology/approach: The evaluation study used qualitative methodology with an empirical design; based on an interpretative and inductive approach. The research focused on behavioural change, level three of Kirkpatrick’s evaluation model (1959). The participants’ reactions to the coaching intervention were also sought (level one of Kirkpatrick’ evaluation model). The sample used came from thirty underperforming schools identified by GDE using specific criteria. The main sample consisted of four principals from schools allocated to the researcher who was also one of the coaches. A supplementary sample of two principals from the same cohort was selected, but the researcher did not coach these. Landelahni Leadership Development Company (LLD), the contracted consultant for the project, selected the coaches. The data collected were 360-degree feedback, field notes from the coach and semi-structured interviews. The three data types were used to triangulate for control of error, as the researcher was an insider. Findings: The main findings demonstrated a positive impact of the executive coaching on the leadership capability of the school principals. The three sources of data in sample X (principals coached by the researcher) are complementary and indicated a positive behavioural shift and change in all four principals, confirmed by sample A (the principals not coached by the researcher), also indicating a positive behavioural shift in the interview data. The positive behavioural change addressed level three of Kirkpatrick’s evaluation model (1959). Overall, the coaching intervention raised awareness and behavioural change relating to management such as increased delegation and working more with their teams. Participants’ responses were positive with all six principals and teams recommended the continuation of the intervention and rollout to other schools. However, the findings indicate the principals still need to make more changes in their leadership approach. The key areas of concern are teaching deliverables and the facilitation of team dynamics; for example, conflict management. v The extent of the behavioural change was limited by the short duration of the coaching intervention. Research limitations: The key limitation is the fact that the researcher was the coach for this coaching intervention and an insider researcher. As typical of qualitative research, the sample was small and therefore the findings are not generalisable, but may be useful in similar contexts. Future research considerations: For future research, doing such a coaching evaluation study, a design, which enables evaluation of the impact on the learners’ outcomes, should be adopted. Contribution of the study: The study adds to the body of qualitative evaluation and empirical research in the coaching profession of which there are a limited number of studies. The findings may also provide strategic input for the GDE’s decision on whether to rollout the coaching intervention to other schools.
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Ngqongisa, Musawenkosi. "Impact of structured training programme on emerging contractors within the Western Cape Province, South Africa." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2716.
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Thesis (Master of Construction)--Cape Peninsula University of Technology, 2018.Emerging contractors have relished greater privileges since the first democratically elected government in South Africa came into power in 1994 but are faced with numerous challenges. The government has placed numerous resources, ranging from training and development programmes, enabling legislative laws and regulations in an attempt to address these challenges and to turn emerging contractors to sustainable contractors. Knowledge transfer through training of emerging contractors, either from established contractors in a project set-up or training providers in a class room, has being recognised as the most effective mechanisms for development and growth of the emerging contractors. This study focuses on latter mechanism of emerging contractor development. The intended training outcomes of the structured training offered to emerging contractors by training providers in a class room set-up, remains and they experience several obstacles. This research focuses on a particular contractor development programme to investigate the effectiveness Western Cape Contractor Development Programme training programme and subsequently to enhance the training programme. The study focuses on specific aspects of training which researcher feels that they were significant: to explore the nature of existing TNA offered at Western Cape Contractor Development Programme , to investigate the trainer’s competences required in the WCCDP structured training, to examine the existing monitoring and evaluation indicators used to gauge the effectiveness of the Western Cape Contractor Development Programme structured training offered to emerging contractors and to explore the assessment strategies used at the Western Cape Contractor Development Programme, in order to measure the trainees’ learning. The study adopted a case study approach since it dealt with a particular contractor development programme in Western Cape, South Africa. A triangulation of both quantitative and qualitative methods was used to answer the research questions, achieve the research objectives and overcome matters with validity and bias. Semi-structured interviews were conducted with the programme coordinators, service provider trainer, service provider facilitator and service provider project manager. A total of 50 self-administered closed-ended questionnaires were distributed to gather data from trainees, only 35 were handed back to the researcher representing a response rate 70%.Therefore a purposive sampling was adopted. To corroborate empirical data collected an observation of the training was conducted. Content analysis was used to analyse qualitative data; descriptive and inferential statics using the SPSS software was used quantitative data. The findings from the study revealed that the Western Cape Contractor Development Programme has lack of comprehensive managerial training needs analaysis approach, no measurable indicators established for monitoring and evaluation; programme has no competency assessment or screening process and lack of adequate knowledge on assessment design and implementation. Therefore, this is largely responsible for the problems at Western Cape Contractor Development Programme and has a negative impact on the programme. It is evident from the findings of the study that Western Cape Contractor Development Programme must develop a comprehensive and formal training needs analysis process to identify the actual needs, design and implement a proper measurable indicators for the monitoring and evaluation system in order to monitor the progress of the programme, training policies and objectives must be revisited for amend, tighten seriously, implemented and monitored regularly with all the concerned stakeholders, develop a trainer competency screening process and appoint a training expert to ensure that relevant assessment strategies are used for assessing the trainees and ensure that desired training outcomes and objectives are achieved to enhance the programme.
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Atwell, Alison. "The impact of a leadership training program on school based management and school community action in Praya Barat Daya, Lombok, Indonesia." University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00003192/.
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[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
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Giguère-Rancourt, Ariane. ""Goal Management Training" : effets d'un programme d'entraînement des fonctions exécutives chez des patients atteints de la maladie de Parkinson idiopathique." Doctoral thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/69591.
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La maladie de Parkinson (MP) est une maladie neurodégénérative surtout reconnue par des tremblements au repos et une rigidité musculaire. Outre ces symptômes moteurs de la MP, d'autres symptômes non-moteurs sont observés, entre autres des problèmes cognitifs. Un peu plus de 30% des patients MP présente un trouble cognitif léger (TCL) avec dysfonctions exécutives, c'est-à-dire des difficultés dans les fonctions exécutives. Ces fonctions consistent en la capacité à organiser et à coordonner les pensées, les actions dirigées vers un but, ainsi qu'à réguler les émotions. Il existe aujourd'hui très peu de traitements disponibles spécifiquement pour les troubles cognitifs chez les patients avec MP. Étant donné que le développement de médicaments peut prendre plusieurs années et que ces médicaments peuvent entraîner des effets secondaires adverses, d'autres avenues non pharmacologiques, pourraient s'avérer utiles afin de soutenir les patients qui présentent un TCL. La présente thèse propose donc l'évaluation de deux approches non-pharmacologiques (entraînement cognitif et psychoéducation), qui ont été adaptées aux patients avec MP-TCL. Afin de répondre à certaines limites des études antérieures, le programme d'entraînement « Goal Management Training » (GMT) a été choisi pour être administré aux patients MP-TCL avec dysfonctions exécutives. Un autre programme a été développé sous forme de psychoéducation sur la MP et ses divers symptômes, couplé à des exercices de pleine conscience. La première étude avait pour objectif d'adapter le programme GMT à la population avec MP-TCL. Avec une étude de cas à niveaux de base multiples chez un premier patient, la faisabilité, la sécurité et l'acceptabilité ont été vérifiées sur plusieurs paramètres (fatigue, symptômes psychologiques et comportementaux, changements de médication ou de dosage et fardeau de l'aidant). Les résultats de cette étude de cas montrent que le GMT est sécuritaire et acceptable, en plus d'améliorer les plaintes concernant les fonctions exécutives. La deuxième étude avait pour objectif de vérifier la faisabilité des deux programmes (fonctions exécutives, qualité de vie, cognition globale) à l'aide d'une étude avec devis randomisé – contrôle chez 12 patients atteints de MP-TCL. Six patients ont reçu le GMT adapté, et six autres patients ont reçu la combinaison de psychoéducation et pleine conscience. Les programmes ont été administrés au domicile de chaque participant en présence du proche aidant, en cinq séances de 60-75 minutes, sur cinq semaines. Différentes mesures de suivi ont été prises une, quatre et 12 semaines après la fin de l'intervention. Les résultats montrent que les deux programmes permettent d'améliorer les plaintes concernant les fonctions exécutives. Ils permettent également de réduire le nombre d'erreurs commises à une tâche mesurant les fonctions exécutives, avec une tendance non-significative à une plus grande amélioration dans le groupe GMT. Aussi, après quatre semaines, le groupe combinant la psychoéducation et la pleine conscience a vu une amélioration de la qualité de vie. Cette étude montre l'intérêt des approches non pharmacologiques. Chaque programme présente ses avantages et ses limites en fonction du profil de chaque participant. La troisième étude avait pour objectif de prendre en compte le point de vue des proches aidants. Pour ce faire, lors de l'étude 2, les proches aidants de chaque participant ont rempli différents questionnaires, notamment sur leurs sentiments de fardeau et de détresse. Dans un premier temps, toutes les données du niveau de base, avant la randomisation et les interventions, ont été combinées. Les liens entre des variables cliniques et chez les proches ont été évalués à l'aide d'une matrice de corrélation. Dans un deuxième temps, les effets des deux interventions ont été évalués sur les mesures des proches aidants spécifiquement. Les résultats montrent qu'il n'y a aucune détérioration des sentiments de fardeau et de détresse chez les aidants pour aucun des groupes et ce, même s'ils devaient investir du temps pour accompagner leur proche lors des interventions. Cette étude a montré l'importance de prendre en compte et d'intégrer les proches aidants dans le processus thérapeutique des patients avec MP-TCL. En somme, cette thèse a montré le potentiel de deux approches non-pharmacologiques pour améliorer le quotidien de patients aux-prises avec des troubles cognitifs. Pour chacune des approches et des méthodes employées, les différentes études présentent des limites, de même que des forces. Différentes recommandations théoriques et cliniques quant à l'intervention chez des personnes avec MP-TCL peuvent être retenues de ces travaux.Parkinson's disease (PD) is a neurodegenerative disease characterised by resting tremor and rigidity. In addition to these motor symptoms of PD, other non-motor symptoms occur, such as cognitive deficits. Approximately 30% of PD patients develop Mild Cognitive Impairment (MCI) with executive dysfunction, that is, difficulties in executive functions. These functions are the ability to organize and coordinate thoughts, goal directed behaviors and to regulate emotions. Few treatments are actually available specifically for cognitive impairment in PD patients. Since medication development can take several years and cause adverse side effects, other non-pharmacological treatments may be useful in helping patients with PD-MCI. This thesis aims to evaluate two non-pharmacological approaches (cognitive training and psychoeducation), which were adapted to patients with PD-MCI. In order to meet certain limitations of previous studies, the Goal Management Training (GMT) training program was chosen for administration to PD-MCI patients with executive dysfunction. Another program was developed in form of psychoeducation on PD and various symptoms, coupled with mindfulness exercises. The first study intended to adapt the GMT program to PD-MCI population. With a multi baseline case study in a first patient, safety and acceptability were verified on several parameters (fatigue, psychological and behavioral symptoms, changes in medication or dosage and caregiver burden). The results show that GMT is safe and acceptable. In addition, it improves concerns about executive functions. The second study assessed the effects of the two programs (executive functions, quality of life, overall cognition) with a randomized - control study. Six patients received the adapted GMT, and six others received the combination of psychoeducation and mindfulness. The programs were administered at the home of each participant in the presence of the caregiver, in five sessions of 60-75 minutes, over five weeks. Various follow-up measures were taken at one, four and 12 weeks after the end of the intervention. The results show that both programs improved concerns about executive functions. They also reduced the number of errors made in an executive functions task, with a non-significant trend towards greater improvement in the GMT group. After four weeks, the group combining psychoeducation and mindfulness saw an improvement in quality of life, whereas scores of the GMT group were maintained. This study shows the interest of non-pharmacological approaches. Each program has its advantages and limitations depending on the profile of each participant. The third study aimed to include caregiver's data. During the second study, the caregivers of each participant answered questionnaires on the feelings of burden and distress. First, all data from the baseline, before randomization and interventions, were combined. The associations between clinical variables and variables in caregivers were assessed with a correlation matrix. Secondly, the effects of the two interventions were specifically evaluated on caregiver's measures. The results show there was no deterioration in feelings of burden and distress among caregivers for any of the groups, even if they had to invest time during the interventions. This study showed the importance of involving caregivers in the therapeutic process of PD-MCI patients. This thesis has shown the potential of two non-pharmacological approaches to improve concerns of patients with cognitive disorders. The three studies show limits, as well as strengths. Different theoretical and clinical recommendations regarding the intervention in people with PD-MCI can be considered.