A THEORY-BASED SCHOOL VIOLENCE PREVENTION PROGRAMME FOR HIGH SCHOOL LEARNERS IN THE TSHWANE SOUTH DISTRICT, GAUTENG PROVINCE, SOUTH AFRICA

Authors

DOI:

https://doi.org/10.15270/55-4-761

Keywords:

school violence, theory-based programme development, theory-based programme evaluation, prevention, intervention research, South Africa

Abstract

There is a lack of theory-driven and evidence-based school violence prevention programmes targeting high school learners. In line with a developmental social work approach within a framework of stakeholder participation and empowerment, the Think Smart-Take Charge-Turn a New Leaf programme was designed and implemented e. Following a one-group pre-test/post-test survey design, a focus group interview with eight Grade 11 learners to obtain information on their experiences and their opinions about the outcomes of the programme was conducted. This pilot evaluation determined that the programme effectively enhanced student knowledge and positively influenced attitudes towards violence, but did not appear to change behaviours

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Published

2019-10-11

How to Cite

Masinga, P. (2019). A THEORY-BASED SCHOOL VIOLENCE PREVENTION PROGRAMME FOR HIGH SCHOOL LEARNERS IN THE TSHWANE SOUTH DISTRICT, GAUTENG PROVINCE, SOUTH AFRICA. Social Work/Maatskaplike Werk, 55(4), 424. https://doi.org/10.15270/55-4-761

Issue

Vol. 55 No. 4 (2019)

Section

Articles

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