Experiences and Perceived Benefits of a Youth Skateboarding Program in South Africa: From the Physical to Emotional and Beyond

2021 ◽  
pp. 074355842110529
Author(s):  
Katherine Sorsdahl ◽  
Thandi Davies ◽  
Charl Jensel ◽  
Dallas Oberholzer ◽  
Lillian Gelberg ◽  
...  

This study aimed to assess the mental health needs and risk behaviors of adolescents attending an afterschool life-skills skateboarding program, to evaluate the perceived benefits of the program, and to identify potential modifications required to meet the identified needs. Program participants were from three gang- and poverty-affected urban communities in Cape Town, South Africa. Seventy-six adolescents aged between 10 and 19 years old (83% male) completed a self-report survey, and 24 adolescents and 19 key influencers participated in in-depth interviews and focus groups. Descriptive analyses were conducted on survey data and a framework approach was used to analyze qualitative data. 72% of the adolescents reported symptoms of moderate to severe anxiety and/or depressive symptoms, 66% had experienced food insecurity, 45% had been physically abused at home, 47% had been bullied, and 59% had used alcohol. Benefits of the program included experiencing a sense of belonging to a skateboarding subculture, protection from gang recruitment and community violence, physical and emotional benefits of exercise, mentors as positive role models, and learning life skills. Recommendations to improve the program were to include information on depression, anxiety, suicidal thoughts and grief, and to include stress management and emotion regulation skills.

Author(s):  
Poonam Tiwari

Life Skills Education is a value addition programme for children and youth to understand self and enable them to analyze their capacity to enhance the function in most productive way so they empower efficiently in challenging situations. Life Skills include psychosocial competencies and interpersonal skills that help people make informed decisions, solve problems, think critically and creatively, communicate effectively, build healthy relationships, empathize with others, and manage their lives in a healthy and productive manner. Life Skills are needed at all stages and phases of life, but it becomes important for children and adolescents because this is crucial stage on which future of individual depends. The Life Skills programme is a very important and integral part of the educational system worldwide. It is a school based programme where Life Skills are imparted in a supportive learning environment. The Central Board of Secondary Education (CBSE), India has introduced Life Skills Education as an integral part of its curriculum and provides guidelines for transaction of the ten core Life Skills. Though Life skills are often learned indirectly through experience and practice but it would be enhanced directly by implementing through a dedicated Life skills curriculum by using proper and suitable transaction methods. In school based programme to teach Life Skills in supportive leaning environment teacher’s role is very crucial. Teachers should be act as positive role models for students as Life Skills are better caught then taught. So it is significant to know what strategies teachers build to inculcate the Life Skills among students. The present paper focuses on the ten core Life Skills necessary for students and the strategies used by CBSE teachers at upper primary level of Varanasi City to transact and internalize these Life Skills among students. Survey method was used for the study. Sample consisted of 225 teachers teaching at upper primary level from 31 CBSE schools selected purposively. Content analysis was used to analyse data obtained from questionnaire prepared by reseacher, frequency and percentage were calculated. The findings provide information regarding strategies practiced by CBSE teachers would be helpful for designing Life Skills Training Module.


Author(s):  
Nonzukiso Tyilo ◽  
Jenny Shumba

The education system in South Africa is exacerbated with challenges that influence the effective teaching and learning in school, for example, discipline, substance abuse, teenage pregnancy, low self-esteem, lack of positive role models, peer pressure, poor study habits, poverty, etc. Guidance and counselling nurture learners to make informed decisions and about life and this deepens learners' self-knowledge, beliefs, interests, etc. Since the dawn of democratic government in South Africa, guidance was phased out in schools and replaced with Life Orientation (LO). LO as a compulsory subject focuses on self in relation to others and society. It addresses skills, knowledge, and values for people to adopt a healthy lifestyle, involved in solving problems and make informed decisions. The teaching LO in schools prepares and empowers learners to become responsible citizens. The chapter aims to help LO teachers to understand the key role of LO in schools, in the midst of the challenges.


2010 ◽  
Vol 15 (1) ◽  
Author(s):  
Keitshepile G. Setswe ◽  
Khangelani Zuma

The goals of the Abstinence and Be Faithful Among Youth (ABY) project were to enhance local responses among the youth in South Africa to prevent HIV infection through encouraging abstinence,faithfulness and avoidance of unhealthy sexual behaviour among youths over a five-year period. A quantitative baseline evaluation of the ABY project was conducted in five cities in South Africa. Data were collected from learners and youths just before the ABY intervention started at nine randomly selected sites in Johannesburg, Cape Town, Durban, Port Elizabeth and Mthatha using a three-stage cluster sampling design. In total, nine sites were randomly selected from a possible eighteen. At each of the data-collection points, data were collected from 60 participants. In total there were 27 data-collection points and 1620 respondents. Young people have strong views on abstaining from sexual intercourse, as 83% said that it was possible not to have sex for as long as you can. There was also strong support for abstinence, as 78.5% said that not having sex was the best way of preventing infection with HIV. In total, 68.1% of the youths said that the media had a positive influence on encouraging abstinence and 72.1% said role models could help them not to have sex, while 84.3% said that leadership and life skills workshops were helpful in encouraging them to abstain from sex. In total, 68.7% of young people said that the media encouraged faithfulness in relationships and 84.6% said that life skills workshops were helpful in encouraging them to remain faithful to one partner. Young people have strong views on and support for abstinence. They also have strong views on and perceptions of remaining faithful to one partner. These findings are a valuable guide to the views and perceptions of young people with respect to abstinence and faithfulness before interventions are implemented. Opsomming Die doel van die Abstinence and Be Faithful for Youth (ABY) projek was om die plaaslike reaksie onder jong mense te versterk ten einde MIV-infeksies te voorkom deur onthouding, getrouheid en vermyding van ongesonde seksuele gedrag onder die jeug oor ’n vyfjaar-tydperk aan te moedig.’n Kwantitatiewe basislyn-evaluering van die ABY-projek is in vyf stede in Suid Afrika uitgevoer.Data is van leerders en jongmense by nege lukraak gekose plekke in Johannesburg, Kaapstad,Durban, Port Elizabeth en Mthatha met behulp van ’n klustermonsternemingsontwerp in drie fases ingesamel kort voor die ABY-intervensie begin het. In totaal is nege plekke lukraak gekies uit ’n moontlike agtien. By elke data-insamelingspunt is data van 60 deelnemers verkry. In totaal was daar 27 data-insamelingspunte en 1620 respondente. Jongmense het sterk menings oor seksuele onthouding, aangesien 83% gesê het dat dit moontlik is om seksuele omgang vir so lank moontlik te vermy. Daar was ook sterk ondersteuning vir onthouding, aangesien 78% gesê het dat onthouding die beste voorkomingsmaatreël vir MIV-infeksie is. Wat die media betref, het 68.1% van die jongmense aangedui dat dit ’n positiewe invloed het om onthouding aan te moedig en 71.1% het aangedui dat rolmodelle hulle kan help om nie seks te beoefen nie, terwyl 84.1% aangedui het dat leierskaps- en lewensvaardigheidswerkswinkels hulle gehelp het om hulle van seks te onthou. In totaal het 68.7% van die jongmense aangedui dat dit getrouheid in vaste verhoudings aanmoedig en 84.6% het aangedui dat lewensvaardigheidswerkswinkels hulle aangemoedig het om getrou aan een persoon te wees. Jongmense het sterk menings oor onthouding en ondersteun dit ten sterkste.Hulle het ook sterk menings oor en persepsies van getrouheid aan een metgesel. Hierdie bevindinge is ’n waardevolle riglyn oor jongmense se menings en persepsies rakende onthouding en getrouheid voordat intervensies geïmplementeer word.


2016 ◽  
Vol 42 (1) ◽  
pp. 42-57 ◽  
Author(s):  
Robert J. Franzese ◽  
Scott Menard ◽  
Andrea J. Weiss ◽  
Herbert C. Covey

Research on the effects of child abuse and of childhood and adolescent exposure to domestic violence or community violence has generally, with some exceptions, found them to be related to subsequent negative behavioral outcomes, such as crime, delinquency, and substance abuse. This study uses longitudinal self-report data from the National Youth Survey Family Study to investigate how being physically abused by parents, witnessing violence between parents, and exposure to violence in the neighborhood are related to violent victimization and offending in middle adulthood, controlling for prior involvement in the outcome behaviors in adolescence. Physical abuse and witnessing parental violence appear to have little direct impact on adult violent offending and victimization net of the impact of adolescent violent victimization more generally; but adolescent exposure to neighborhood violence does appear to be predictive of adult violent victimization and offending for female respondents.


2008 ◽  
Author(s):  
Shari Young Kuchenbecker ◽  
Allison E. Newell ◽  
Daniel W. Pugh ◽  
Robert Soto ◽  
Gabrielle Bashist

2019 ◽  
Author(s):  
Sneha Barai

UNSTRUCTURED The UK General Medical Council (GMC) explicitly states doctors have a duty to ‘contribute to teaching and training…by acting as a positive role model’. However, recent studies suggest some are not fulfilling this, which is impacting medical students' experiences and attitudes during their training. As such, doctors have a duty to act as role models and teachers, as specified by the GMC, which it seems are not currently being fulfilled. This would improve the medical students’ learning experiences and demonstrate good professional values for them to emulate. Therefore, these duties should be as important as patient care, since this will influence future generations.


Children ◽  
2021 ◽  
Vol 8 (8) ◽  
pp. 668
Author(s):  
Tatiana Görig ◽  
Corinna Södel ◽  
Annette B. Pfahlberg ◽  
Olaf Gefeller ◽  
Eckhard W. Breitbart ◽  
...  

Seeking shade, the use of textile sun protection and sunscreen, and protecting one’s eyes by wearing sunglasses are recommended sun protection measures in children. We aimed to quantify the use of these measures as well as the prevalence of sunburn in children aged 1 to 10 years in Germany and to identify their determinants. Data collected via telephone interviews in a nationwide sample of 554 parents or caregivers in family were analyzed. Use of sunscreen was the most common measure applied (77.8%), while sunglasses were least frequently used (12.5%). The prevalence of sunburn during the past year was 21.8%, and it was positively associated with children’s age. The use of sun protection measures was significantly associated with the age and skin color of the child, while characteristics and tanning behaviors of the caregivers only played a minor role. The use of sun protection measures was higher when caregivers perceived themselves as a role model (Odds Ratio (OR) = 4.33, p < 0.001). Our nationwide data show that there remains a need for the improved use of sun protection measures, especially in children aged 7 to 10 years. In educational material, parents should be encouraged to become positive role models for their children regarding sun protection.


2021 ◽  
pp. 089976402199165
Author(s):  
Yinglin Ma ◽  
Mary Tschirhart

Our study uses a social cognitive theory lens to examine the development of AmeriCorps’ members’ context-specific self-efficacy (self-efficacy to perform community service). The analysis uses panel survey data from 189 Ohio State AmeriCorps members collected at the beginning and end of their service terms in 2017–2018 or 2018–2019. Using a random-effects model, the results indicate that generally self-efficacy increased from beginning to end of the service term. Perceptions of having performance accomplishments, having positive role models, and receiving useful feedback significantly increased self-efficacy to perform community service, while experiencing service stress diminished self-efficacy development.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Samantha L. Coert ◽  
Babatope O. Adebiyi ◽  
Edna Rich ◽  
Nicolette V. Roman

Abstract Background Teenage parenting is recognised as one of the greatest health and social problems in South Africa. Research in South Africa has shown that by the age of 18 years, more than 30% of teens have given birth at least once. Teen mothers may feel disempowered because they are ‘othered’ and consequently, may develop forms of resistance which in most cases may inhibit their ability to parent. Social support is therefore, an imperative intervention for successful teen parenting but this is not clearly understood in South Africa. This study aimed to compare the relationship between parental efficacy and social support systems of single teen mothers across different family forms. Methods A quantitative methodology with a cross-sectional comparative correlation design was conducted with 160 single teen mothers who resided with a family in a low socio-economic community. The participants completed a self-report questionnaire that comprised of the Social Provisions Scale, and the Parenting Sense of Competence scale. Descriptive statistics and Pearson correlation were used to investigate the data. Results A significant positive relationship between social support and parental efficacy was found. When comparing different family forms, single teen mothers’ residing with one parent reported greater levels of parental efficacy and single teen mothers’ residing with two parents, re-counted high levels of social support under the subscales; guide, reliable and nurture. However, when computing for guardian-skip generation, results show that there is no significant relationship between parental efficacy and social support. As well as no correlation across subscales of social support. Conclusion The positive relationships between social support and parental efficacy are important for planning and applying parenting programmes amongst single teen mothers and facilitating awareness regarding the importance of social support and family forms when considering parenting practices.


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