The purpose of this qualitative, phenomenological study was to explore the support
of juvenile offender learners in correctional schools from a wellness perspective.
The support of juvenile offender learners on the six dimensions of wellness is
crucial since it has a wide range of benefits, it links achievement of teaching and
learning, and rehabilitation and avoid recidivism. The study integrates Ubuntu and
Wellness frameworks (Hettler, 1984) as a lens to understand the support of
juvenile offender learners’ wellness in the correctional schools. The two
frameworks informed the formulated Wellness framework as an approach to
address and support wellness in active teaching and learning of the juvenile
learners in the correctional schools. Data collection methods used was semi-
structured interviews, open-ended questionnaires and observations. The research
used purposive sampling of 12 teachers and 21 juvenile offender learners from
seven correctional schools in four different provinces in South Africa. Ethical
considerations are followed this include how best to negotiate access to the
correctional schools, signed consent forms, anonymity, and confidentiality. The
findings of the study revealed inadequate support structures and challenges that
threaten the wellness of juvenile learners. However, it was revealed that teachers
make an effort to support juvenile offender learners’ wellness in the correctional
schools. Conversely, there are gaps in terms of policy, theory, and practice on how
they can effectively support juvenile learners. The major impediment is that
teachers are trained to teach in mainstream schools not in the environment of
imprisonment. The study recommends that teachers, Learner Support Assistant
(LSA), Peer Educators (PE), and security official be trained on how to identify
intellectual, physical, social, emotional, spiritual, and career challenges of juvenile
learners and address them in order to improve their learning, and rehabilitate. The
DCS can do this through collaboration with various stakeholders who have
knowledge and expertise in the six-wellness dimensions. Hence, the study
formulated the model called Collaborative Intervention Support for Wellness
framework. It consists of five strategic support structures (DCS, and other
governmental department, non-governmental stakeholders LSA and PE) that are
to assist the teachers in the correctional schools to support and enhance the
juvenile offender learners’ wellness.
Morero oa thuto ena ea boleng bo phahameng ene e le ho hlahloba tšehetso ea
baithuti ba tlolo ea molao dikolong tsa tikolo tsa tikoloho ho tloha boemong bo
botle. Ts’ehetso ea baithuti ba tlolo ea molao lilemong tse tšeletseng tsa bophelo
bo bottle e bohlokoa, hobane enale melemo e mengata, e hokela phihlello ea ho
ruta le ho ithuta, le ntlafatso le ho qoba ho iphapanya. Boithuto bona bo
hokahanya meralo ea Ubuntu le Wellness (Hettler, 1984) joalo ka lense la ho
utloisisa tšehetso ea bophelo ba barutoana ba litlolo tsa molao dikolong tsa
tlhabollo. Meralo ena e mebedi e tsebesitse sebopeho se hlophisitseong sa
Wellness e le mokhoa oa ho sebetsana le ho ts’ehetsa bophelo bo botle ho ruteng
le ho ithuteng ha barutoana ba basenye dikolong tsa khalemelo.
Mekhoa ea ho bokella ya tsebo ya ditaba e sebedisetsoeng ene ele dipuisano tse
hlophisitsoeng hantle, dipotso tse bulehileng le dipotso. Patlisiso e sebelisitse
sampole e nang le morero ae barutisi ba 12 le baithuti ba 21 ba molato hotsoa
dikolong tse supileng tsa khalemelo diprofinseng tse nne tse fapaneng tsa Afrika
Boroa. Mehopolo ea boit’oaro e lateloa ho kenyeletsa kamoo ho ka buisanang ka
mokhoa oa ho buisana leho kena dikolong, liforomo tsa tumello tse saennoeng, ho
se tsejoe lekunutu.
Se fumanoeng ke liphuputsi li fumane meetso e sa lekaneng ea tšehetso le
liphephetso tse sokelang boiketlo ba barutoana. Leha ho le joalo, ho ile ha senoloa
hore barutise ba etsa boiteko ba ho tšehetsa bophelo ba bana ba botlokotsebe bo
bottle dikolong tsa khalemelo. Ka lehlakoreng le leng, ho na le likheo ho latela
melaoana, teori, le boikoetliso bah ore nab a ka tšehetsa baithuti ba basenye
joang. Tši tiso e kholo ke hore barutisi a koetliselitsoe ho ruta dikolong tsa kantle
eseng tikolohong ea chankaneng. Boithuto bona bo khothaletsa hore barutisi, LSA,
PE, le ofisiri ea tšireletso ba koetlisoe mabapi le mokhoa oa ho khetholla mathata
a kelello, mmele, sechaba, maikutlo, memoya le tsa mosebetsi oa baithuti tsa
bana ba basenye le ho libua le bona bakeng sa ho ntlafatsa thuto ea bona, le ho
nchafatsa.DCS e ka etsa sena ka tšebedisano mmoho le bankakarolo ba
fapaneng ba nang le tsebo le boiphihlelo maemong a tšeletseng a bophelo bo
bottle. Kahoo, thuto e thehile mohlala o bitsoang Collaborative Intervention
Support for Wellness. E beha maemong a bohlano a tšehetso (DCS, le Lefapa le
leng la mmoso, barekisi basing bammuso, LSA, le barupeli ba dithaka) tse tla
thusa barutiši dikolong tsa khalemelo ho tse’etsa le ho ntlafatsa boiketlo ba
barutoana ba molato.
Die doel van hierdie kwalitatiewe, fenomenologiese studie was om die
ondersteuning van jeugoortredende leerders in korrektiewe skole vanuit ‘n
welstandsperspektief te ondersoek. Die ondersteuning van jong jeugdige
oortreders in die ses dimensies van welstand is van kardinale belang, aangesien
dit ‘n wye verskeidenheid voordele inhou, verbind dit die prestasie van onderrig en
leer, en rehabilitasie en vermy herhaling.
Die studie integreer Ubuntu en wellness-raamwerke (Hettler,1984) as ‘n lens om
die ondersteumning van jeugoortreders se welstand in die skole vir korrektiewe te
verstaan. Die twee raamwerke het die geformuleerde welstand-raamwerk ingelig
as ‘n benadering om welstand in die aktiewe onderrig en leer van jong leerder in
die korrektiewe skole aan te spreek en te ondersteun. Metodes vir die insameling
van data wat gebruik is, was semi-gestruktureerde onderhoude, oop vraelyste en
waarnemings. In die navorsing is doelgerigte steekproefneming van 12
onderwysers en 21 jong oortreders van sewe korrektiewe skole in vier verskillende
provinsies in Suid-Afrika gebruik. Etiese oorwegings word gevolg, dit sluit in hoe
om die beste toegang tot die skole vir korrektiewe, ondertekende vorms van
toestemming, anonimiteit en vertroulikheid te beding.
Die bevindings van die studie het onvoldoende ondersteuningstrukture en
uitdagings ontdek wat die welstand van jong leerders bedreig. Dit is egter aan die
lig gebring dat onderwysers moeite doen om die welstand van die jeugoortreders
in die korrektiewe skole te ondersteun. Daarteenoor is daar leemtes in terme van
beleid, toerie en praktyk oor hoe hulle jong leerders effektief kan ondersteun. Die
grooste struikelblok is dat onderwysers opgelei word om in hoofstroomskole
onderrig te gee, nie die omgewing van gevangenisstraf nie. Die studie beveel aan
dat onderwysers, LSA, PT en veiligheidsbeampte opgelei word in die identifisering
van intellektuelle, fisieke, sosiale, emosionele, geestelike en loopbaanuitdagings
van jong leerders en om hulle aan te spreek ten einde hul leer te verbeter en te
rehabiliteer.
Die DKD kan dit doen deur samewerking met verskillende
belanghebbendes wat kennis en kundigheid het in die dimensies van ses welstand. Daarom het die studie die model genaamd “Collaborative Intervention
Support for Wellness raamwerk geformuleer. Dit is ‘n kompromie van vyf strategies
ondersteuningstrukture
(DKD,
en
ander
regeringsdepartemente,
nie-
regeringsbelangheggendes LSA, en portuurstudente) wat die onderwysers in die
korrektiewe skole moet help om die welstand van die jeugoortreder te help en te
verbeter.
