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We describe an exploratory, descriptive, and contextual study on the lived experiences of 17 male teachers' own aggression in the Gert Sibande district in Mpumalanga province. Individual phenomenological interviews were used to collect data from these volunteers for this qualitative research. The data were analysed by means of an open coding systematic process in order to establish the themes and categories that describe male teachers' experiences of own aggression. Results show that the participants in this sample experience their own aggression in a variety of ways. It appears they primarily experience a loss of power and control that gives rise to aggression. Significantly, participants are aware that they need guidelines to enable them to cope with their aggression. Although there are aggression theories that support and provide an understanding of aggressive behaviour, Transformative Learning Theory seems to offer the best way of bringing about transformative change in individual behaviour, as it raises consciousness and an understanding of the self through self-reflection.

Aggression is part of South African society and has implications for the mental health of persons living in South Africa. If parents are aggressive adolescents are also likely to be aggressive and that will impact negatively on their mental health. In this article the nature and extent of adolescents' experiences of aggression and aggressive behaviour in the family are investigated. A deductive explorative quantitative approach was followed. Aggression is reasoned to be dependent on aspects such as self-concept, moral reasoning, communication, frustration tolerance and family relationships. To analyse the data from questionnaires of 101 families (95 adolescents, 95 mothers and 91 fathers) Cronbach Alpha, various consecutive first and second order factor analyses, correlations, multiple regression, MANOVA, ANOVA and Scheffè/Dunnett tests were used. It was found that aggression correlated negatively with the independent variables; and the correlations between adolescents and their parents were significant. Regression analyses indicated that different predictors predicted aggression. Furthermore, differences between adolescents and their parents indicated that the experienced levels of aggression between adolescents and their parents were small. Implications for education are given.

Aggression is increasingly seen in most parts of South African society. Aggressive behaviour of boys in secondary school often results from frustrations caused by perceived high expectations of others regarding the role, locus of control, and personality of boys. Locus of control plays an important role in a person's perception concerning a situation and possible reactions to what is happening, or should be happening. A 56-item questionnaire, based on Rotter's "Locus of control" questionnaire, and the DIAS Scale were used. The questionnaire was completed by 440 boys in Grades 9, 10, and 11. Various factor, item and differential statistical analyses were conducted. Three constructs were identified, i.e. physical, verbal, and indirect aggression. Results indicated that locus of control has a significant influence on verbal and indirect aggression. The differential analysis indicated that contextual variables (language of tuition, age, and grade) play a significant, but not substantial, role in aggression. Furthermore, boys with an internal locus of control are significantly and substantially less aggressive than boys with an external locus of control, with respect to physical, verbal and indirect aggression.

This meta-synthesis is on research conducted by different researchers in a team research project on learners' experience of aggression in secondary schools in South Africa. The objective was to obtain a broader understanding of their experience of aggression in different contexts in South Africa, as well as possible ways to assist learners to address the experienced aggression. Eleven completed research projects were purposively sampled. Data were collected utilising the following headings: objectives, sampling, research design, research method, and research results, and guidelines. At the end of the meta-synthesis process the results are described, with supporting direct quotations from participants and a literature control. Guidelines for learners to cope with aggression are described.

The aim of this article is to discuss guidelines for support staff experiencing aggression in schools and to develop an approach for the support staff to deal with aggression to facilitate their mental health. The researchers explored the experience of aggression of the support staff in a chosen school by conducting phenomenological, unstructured interviews. Focus groups were also conducted for the purpose of data collection.The interviews and focus groups were audiotaped and transcribed verbatim. The data was analysed according to Tesch's method. Guba's model for the validity of qualitative research was used.One central idea was identified from the data collected and this was that the support staff were not seen as human beings in their work environment.Four recurrent themes were identified:1. Isolation of the support staff from the rest of the school2. Unsafe work environment3. Unfair work practice4. Psychological breakdown of the support staffIt was evident from the findings of the research that the support staff experience aggression on an emotional level. Emotional aggression is described as a form of abuse based on power and control. Themes were discussed and recommendations were made to the management of the school as well as the support staff to change the situation and facilitate the mental health of the support staff.The results of the interviews were utilised to formulate guidelines to facilitate the mental health of the support staff with regard to aggression in schools.

The world regards AIDS as the most disastrous health threat in the world. HIV/AIDS- related issues amongst adolescents were initially neglected due to the visible impact of this pandemic on babies and adults. Adolescents' behavior is however regarded as high-risk because of their involvement in sexual activities from a young age. The purpose of this study was to explore and describe male adolescents' views about sexual activities and their specific needs in terms of AIDS-prevention programmes in order to develop guidelines for programme developers. The target population was male adolescents between 15 and 17 years of age. The research design was based on qualitative research--because of its exploratory, descriptive and contextual nature. The collection of the data was done by means of focus group interviews and field notes reflecting the observation done during the interviews. Data was analyzed according to Tesch's approach of data reduction (Creswell, 1994) with reference to relevant literature. Applying Guba's model (De Vos, 1998) on trustworthiness ensured the trustworthiness of the research. Themes forthcoming from the study were as follows: most adolescents are sexually active; different roles and motives exist for male and female adolescents in terms of sexual activity; risks in terms of HIV/AIDS are externalized; the acceptability of involvement in sexual activity is viewed differently; underlying experiences of fear exist; and male adolescents have specific needs in terms of AIDS-prevention programmes.

Visual impaired adolescents have mixed emotions, that is feelings of helplessness, confusion, disbelief, powerlessness, fear, shamefulness and anxiety. They generally consider themselves as inferior beings. They are beset by predominantly negative images and view themselves as either a source of trouble or in trouble. In bringing this view, one of the main challenges has been to challenge this problematic perspective on visually impaired adolescents. Therefore the aims of research on the life-world of visually impaired adolescents were to explore and describe the life-world of visually impaired adolescents and to describe guidelines to assist them on how to cope and lead a meaningful life

The world regards AIDS as the most disastrous health threat in the world. HIV/AIDS- related issues amongst adolescents were initially neglected due to the visible impact of this pandemic on babies and adults. Adolescents' behavior is however regarded as high-risk because of their involvement in sexual activities from a young age. The purpose of this study was to explore and describe male adolescents' views about sexual activities and their specific needs in terms of AIDS-prevention programmes in order to develop guidelines for programme developers. The target population was male adolescents between 15 and 17 years of age. The research design was based on qualitative research--because of its exploratory, descriptive and contextual nature. The collection of the data was done by means of focus group interviews and field notes reflecting the observation done during the interviews. Data was analyzed according to Tesch's approach of data reduction (Creswell, 1994) with reference to relevant literature. Applying Guba's model (De Vos, 1998) on trustworthiness ensured the trustworthiness of the research. Themes forthcoming from the study were as follows: most adolescents are sexually active; different roles and motives exist for male and female adolescents in terms of sexual activity; risks in terms of HIV/AIDS are externalized; the acceptability of involvement in sexual activity is viewed differently; underlying experiences of fear exist; and male adolescents have specific needs in terms of AIDS-prevention programmes., BACKGROUND AND RATIONALE The Aquired Immune Deficiency Syndrome (AIDS) was identified during 1979 and 1980. The Human Immuno Deficiency Virus (HIV) was subsequently isolated in 1981. AIDS is regarded as [...]

The aim of this article is to discuss guidelines for support staff experiencing aggression in schools and to develop an approach for the support staff to deal with aggression to facilitate their mental health. The researchers explored the experience of aggression of the support staff in a chosen school by conducting phenomenological, unstructured interviews. Focus groups were also conducted for the purpose of data collection. The interviews and focus groups were audiotaped and transcribed verbatim. The data was analysed according to Tesch's method. Guba's model for the validity of qualitative research was used. One central idea was identified from the data collected and this was that the support staff were not seen as human beings in their work environment. Four recurrent themes were identified: 1. Isolation of the support staff from the rest of the school 2. Unsafe work environment 3. Unfair work practice 4. Psychological breakdown of the support staff It was evident from the findings of the research that the support staff experience aggression on an emotional level. Emotional aggression is described as a form of abuse based on power and control. Themes were discussed and recommendations were made to the management of the school as well as the support staff to change the situation and facilitate the mental health of the support staff. The results of the interviews were utilised to formulate guidelines to facilitate the mental health of the support staff with regard to aggression in schools., INTRODUCTION According to Geen (in Hargie & Dickson, 2001:300) aggression 'is the delivery ... of noxious stimuli intended to harm another.' Demands, blund directives, ridicule or abuse are all aggressive [...]

Visual impaired adolescents have mixed emotions, that is feelings of helplessness, confusion, disbelief, powerlessness, fear, shamefulness and anxiety. They generally consider themselves as inferior beings. They are beset by predominantly negative images and view themselves as either a source of trouble or in trouble. In bringing this view, one of the main challenges has been to challenge this problematic perspective on visually impaired adolescents. Therefore the aims of research on the life-world of visually impaired adolescents were to explore and describe the life-world of visually impaired adolescents and to describe guidelines to assist them on how to cope and lead a meaningful life, In this article attention will be focused on the description of the life-world of visually impaired adolescents. The target population of this research was visually impaired adolescents who at least [...]

The researcher is the key person in obtaining data from respondents. The researcher as an instrument can also be the Achiles heel in an educational research project. In this article the authors are reasoning why she/he can cause the downfall in a research project. Different research projects were utilized to demonstrate what limitations and threats educational researchers can pose in a research project., Background and problem statement: Central to conducting research and more specifically qualitative research is the researcher as research instrument (Denzin & Lincoln, 2000: 368; Marshall & Rossman, 1995: 59-65). The [...]

'Ironically, we probably know more about the rings of Saturn than the emotions we experience everyday' (Lindsay-Hartz, 1984: 689)., Introduction According to Planalp (1999: 1) the world is forcing its inhabitants to come to terms with emotion. One of these emotions is aggression. Aggression is an integral part of [...]

This article serves as an introduction to discourse analysis. Due to logistical reasons, because this is a relatively new and multifaceted approach in research, this article involves only introductory remarks about discourse analysis as approach to qualitative, reflexive educational research. Different postmodern 'approaches' to qualitative nursing research derived from other disciplines are being rooted in nursing as epistemology. Discourse analysis is introduced as a Poststructuralist and Social Constructionist 'approach' to educational research developing within the postmodern line of thought. The ideas on discourse analysis as a research `approach' of Parker (1992: 6-20) and Terre Blanche & Durrheim (1999: 154-167) are discussed. Discourse analysis could serve as a valuable 'approach' in educational research as it challenges current dominant ways of understanding or viewing the objects of study. This process opens up space for alternative reflections that could lead to change., Postmodernism is not a school of thought. It is not a unified intellectual movement with a definite goal or perspective. 'Postmodernism can be the set of ideas which try to [...]

A wide-ranging literature study lead to the development of a self-enhancement programme, integrating the most vital information in the field within a new conceptual framework. This programme was evaluated through sound qualitative methodology. Respondents were included in the sample through purposeful sampling. Phenomenological interviews were conducted, and all the available data analyzed by means of Tesch's descriptive approach. Measures to ensure trustworthiness have been applied in the research and ethical measures have been strictly adhered to. Two central themes identified from the research results are the experience of change initiated by the programme and the experience of the utility value of the programme., In the broad area of personal growth a massive amount of literature exists, and it is ever increasing. The average individual (indeed the one targeted by this type of information [...]

For many years there has been a debate on what scientific research is about. Some researchers argue that quantitative research is the only kind of scientific research and scoff qualitative strategies, and recently visa versa has taken place. The authors of this article do not support any of these stances. They argue that scientific research depends on decisions made during the research process. The researcher is almost 'funneled' in the research process through specific decisions s/he makes on the research road. For example: the problem that is identified and stated, the research question(s) and aim of the research will determine what research strategy the researcher is obliged to choose. In this way the authors do not view quantitative and qualitative research as in opposition to each other, but complementing each other in the search for the truth and the solution of research problems. They reason that qualitative inquiry actually precedes quantitative inquiry in the classical scientific method. By no means this article aims at providing research recipes, but rather attempts to demonstrate the richness and diversity in scientific research., Introduction, Problem Statement and Aim For many years there has been an epistemological debate on what scientific research is about. The differences between quantitative and qualitative research have according to [...]

Nurses are the backbone of the health care delivery system in South Africa. Continual nurse training is essential to meet the present and future dynamic health needs of the ever-growing population of South Africa. The accepted and approved method of conducting basic nurse education and training programmes is on a full time basis. However, the advent of the auxiliary and enrolled nurse courses in 1960 has created a rapidly growing market for further education. At the beginning of 1997 applications were made to the SAINC (South African Inspectorate for Nursing Council) for the implementation of distance learning for basic nurse education and training programmes. The inspectorate's findings were very positive and the first Democratic South African Nursing Council took a resolution that a scientific study through a follow-up inspection be conducted to determine whether distance learning as a method of providing education and training of nurses could be implemented. In this article the authors present a report on the evaluation of distance bridging nursing courses in South Africa., Acknowledgement: The views expressed in this article do not necessarily reflect the views of the South African Nursing Council. Overview and Research Methodology of Distance Bridging Course Introduction Nurses are [...]