rural research day - anova health€¦ · substance abuse, and gangsterism. ... eliminate...
TRANSCRIPT
Background
• In 2011 a study was conducted by the Sociology Department of
the University of Stellenbosch amongst the youth of Avian Park
in Worcester.
• Risk behaviour develops from the age of 13 years and older.
• Risk behaviour can be identified as: teenage pregnancy, crime,
substance abuse, and gangsterism.
• From this study it became evident that there is a need for an
intervention aimed at youth in order to minimise and hopefully
eliminate participation in risk behaviour.
Where LIFE Began
• As a result the L.I.F.E. (Learning is Fun and Exciting) Service Learning Project in Avian Park was created by the Division of Occupational Therapy in collaboration with community members in Avian Park, in 2013.
• What is Service Learning?
• The project is based on a similar project (SLEAK) that has been running in Bishop Lavis for the past seven years.
Avian Park was chosen as the backdrop for the project because
the University of Stellenbosch, together with Ukwanda Rural
Clinical School has established relevant infrastructure in Avian
Park, and valuable relationships with the community.
Avian Park • Worcester, Western cape
• Low Socio-economic status area
• 93% Afrikaans
• 88% Coloured
• Very hot summers and rainy cold winters
• Avian Park has a young population with 62% of
the population being < 30 years old.
What does L.I.F.E. aim to do?
This project aims to minimise participation in
risk behaviour amongst Grade 4-7 learners from
Avian Park, by teaching them life and social
skills to promote constructive leisure time
management.
The L.I.F.E. Program
• The project assists the learners to acquire skills which
they are able to carry over to the school and home
environment.
• These skills include:
PUNCTUALITY
RESPECT
LISTENING SKILLS
CLEANING UP
TEAM WORK
The L.I.F.E. Program • Sessions are planned according to the Life Orientation
Curriculum of the Western Cape Department of Education
(WCED)
Personal and Social Welfare
Physical Exercise
Creative Arts
• There are 3 group sessions per week; each day has a different
focus:
Education
Creative Activities
Physical Activities
Methods
The four phased cyclical process
Integrated Curriculum Model for
Service Learning was used as a
guideline together with departmental
guidelines for Service Learning to plan
and implement this project.
1. Situational Analysis
2. Planning
3. Implementation
4. Evaluation & Celebration
FOUR PHASED CYCLICAL PROCESS
Phase 1 – Situational
Analysis • A needs analysis was conducted with the teachers and learners
at Avian Park Primary school, as well as with children at the soup kitchen.
Art
Sports
Homework
Top 3 needs of school learners:
Top 3 needs of children at soup kitchen:
Homework
Gardening/cleaning
Games
Phase 2 – Planning
Based on the results found in phase 1, a planning
document was compiled which included the following
aspects:
• Problems, causes, outputs, outcomes and indicators
related to persons, time, place and materials
• Based on this objectives were drawn up which the
researchers wished to achieve by the end of 2013
Objectives
At the end of the year (2013):
• Increased community awareness and participation (Valley FM & Standard,
posters & pamphlets)
• Utilization of existing contacts and formation of new contacts (newsletters,
emails, progress reports)
• Effective groups according to LO Curriculum therefore ensuring
transferable skills (weekly goals e.g. children’s rights and responsibilities)
• Set group of VW (minimum 2) which will ensure the sustainability of the
group sessions
Phase 3 –
Implementation
L.I.F.E. groups started in August 2013. It took place three
times a week, under the supervision of the Occupational
Therapy students and voluntary workers from the Avian
Park community.
Phase 4 – Evaluation
The project was evaluated and recommendations for
improvements were made.
Questionnaires regarding community awareness of the
project and the effectiveness of the L.O. curriculum were
issued to parents and learners.
How did we improve
community awareness?
Children Who told you about the project?
• Parents/Family/Teachers/Community =16
• A friend told me= 4
• I saw the poster =2
Phase 4 - Evaluation
How did we improve
community awareness?
• Parents How did you hear of the project?
“Opgeplak by die winkel. Die student was by my werk”
“Een van die vrywillige werkers het my ingelig waaroor die projek
gaan.”
Daar was briefies by die skool aan leerders gegee”
How did we improve community
awareness? • When we asked the parents what they knew about the
project?
“Leer van Rolspel, speletjies, plantjies plant, respek en samewerking.
Swop Shop handig papier, plastiek, glas inruil vir geskenkie”
“Om kinders besig te hou. Om kinders weg te hou van misdaad,bendes,dwelmmisbruik. Kinders leer ook van baie aktiwiteite”
“Kinders word geleer om te luister, sekere aktiwiteite wat
hulle doen. Swop Shop- Herwinbare goed inruil vir
opvoedkundige goed.”
Effective groups according to LO
Curriculum?
Parents – have you noted a change in your child’s behaviour?
“Sy sê altyd dankie en asseblief. Sy sê altyd vir my die Here is lief vir my”
“Help met huis skoonmaak”
“Som kom hy laat by die skool, maar wanneer die groepe begin wil hy altyd op
tyd wees. Hy het geleer van stiptelikheid. Wil soms nie eers eet nie”
How did we
improve community
awareness?
1. Article in Worcester
Standard
2. Radio Talk – Valley
FM
3. Community
Partnership
Function
Phase 4 – Evaluation & Celebration
Results
• Were the objectives met?
• Positive feedback received from the Dean of the
Medicine and Health Science Campus,
Tygerberg personnel , and Ukwanda personnel;
after seeing the newspaper article.
• Feedback received regarding the marketing and
community awareness of the project indicated
satisfactory results.
YES
Reflections
Academic
Learning
Interprofessionele opvoeding Kennis op verskeie onderwerpe is verbreed na navorsingsdag bywoning Belangrikheid van bestuur Belang van struktuur Working in community
Pas groep elemente toe
Personal
Learning
Liefde vir die platteland Belang van AT in ‘under-serviced’ gemeenskappe Vertroue in eie vermoe in alle take wat aangepak word Benut gemeenskaps bronne Daily planning actually works + is helpful
Advokaat vir AT
Social
Awareness
Minder terruggetrokke Die projek wat wel in gemeenskap is maak ‘n GROOT verskil Moet almal met die selfde respek behandel Dankbarheid en waardering vir mense Good preparation for comm.serve
Dankbaar vir die impak wat hulle op my lewe gehad het
Conclusion
The first cycle of the LIFE project is considered well
executed in terms of development and implementation of
the life skills group. However, a set group of volunteer
workers who can provide assistance during group sessions
and continue with group sessions in the absence of the
students in order to ensure the sustainability of the project;
requires further development.