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This study aimed to investigate the correlation between career adaptability and developmental tasks among young adults concerning life orientation. Additionally, it sought to ascertain whether self-regulation functions as a mediator in the relationship between life orientation and career adaptability. The study included a total of 435 young adults aged between 18 and 34 years. The research employed the Polish versions of three questionnaires: the Social Participation Questionnaire, the Self-Regulation Scale, and the Career Adapt-Abilities Scale-5. The conducted research demonstrated that the assimilation and integrative social participation types predominated, and young adults were more likely to display a transitive life orientation than a moratorium orientation. The results also showed, as expected, a positive relationship between the promotional strategy and all components of the career adaptability. Mediation analysis revealed that the promotion regulatory focus acted as a mediator in the relationship between transitive life orientation and all five categories of career adaptability within the transitive orientation dependence model and, similarly to preventive regulatory focus, between moratorium orientation and the dimensions of concern and control. Preventive regulatory focus turned out to be a mediator between transitive orientation and career adaptability variables only in the case of three out of five variables—concern, control and curiosity. [ABSTRACT FROM AUTHOR]

Abstract This study aimed to investigate the correlation between career adaptability and developmental tasks among young adults concerning life orientation. Additionally, it sought to ascertain whether self-regulation functions as a mediator in the relationship between life orientation and career adaptability. The study included a total of 435 young adults aged between 18 and 34 years. The research employed the Polish versions of three questionnaires: the Social Participation Questionnaire, the Self-Regulation Scale, and the Career Adapt-Abilities Scale-5. The conducted research demonstrated that the assimilation and integrative social participation types predominated, and young adults were more likely to display a transitive life orientation than a moratorium orientation. The results also showed, as expected, a positive relationship between the promotional strategy and all components of the career adaptability. Mediation analysis revealed that the promotion regulatory focus acted as a mediator in the relationship between transitive life orientation and all five categories of career adaptability within the transitive orientation dependence model and, similarly to preventive regulatory focus, between moratorium orientation and the dimensions of concern and control. Preventive regulatory focus turned out to be a mediator between transitive orientation and career adaptability variables only in the case of three out of five variables—concern, control and curiosity.

Deafness is a common sensorineural disorder that can lead to lower quality of life and life orientation. Hence, we examined the effect of emotional intelligence (EI) on the general health and life orientation of adolescents who have a hearing impairment. The Participants were 32 adolescents aged 16–19 years selected via random sampling method from Deaf schools in Isfahan. They were randomly divided to intervention and control groups. Each group also consisted of 16 adolescents. The intervention group participated in an EI program for 12 sessions. These sessions were implemented for 45 minutes a day, two days a week for six weeks. Data were collected by a General Health Questionnaire (GHQ) and Life Orientation Test (LOT). The findings suggested that EI training significantly influenced the general health and life orientation of the experimental group, after participation in the intervention sessions. These results suggest that EI might result in positive and effective consequences and might play an important role in the improvement of general health and life orientation of the participants. For this reason, these findings have critical implications for therapists, teachers, and parents in supporting adolescents who have a hearing impairment to develop their general health and life orientation. [ABSTRACT FROM AUTHOR]

The study explores the impact of an optimistic approach on an individual's life satisfaction. The study aims to understand the relationships between variables and determine whether they align with previous research findings showing that an optimistic approach benefits greater life satisfaction. The study was conducted in Pakistan. Two hundred participants were taken through purposive sampling, belonging to different socio-economic backgrounds. They were administered The Life Orientation Test (LOT) and Satisfaction with Life Scale (SWLS). To establish inter-item consistency, Cronbach alpha value was found for LOT as (a = .69-.72) and for SWLS as (a = .83-.92). Results showed a positive & relatively strong correlation (r=.473, n=200, p=.000) between the two variables through Pearson correlation test. Further, Regression was applied, resulting in a highly significant relationship f (1, 98) = p<0.05, R2=.552. Despite low optimism scores, a high level of life satisfaction was determined, and when optimism increases by 1 point, the life satisfaction score increases by 2,141 points. Based on the results of the study, the influence of optimism on life satisfaction in the context of Pakistan is discussed. [ABSTRACT FROM AUTHOR]

Introduction: Research on school-based sexuality education in South Africa, taught within Life Orientation (LO), has mainly focused on learners’ responses, how teachers approach the subject, and the curriculum content. Critiques have included heteronormative biases, an emphasis on danger, disease and damage, a reinforcement of gendered binaries, and the lack of pleasure or well-being discourses. In contrast, our research focused on the unexpected moments teachers experience, i.e., the ethical, emotional or psychological challenges they encounter in their interactions with learners. Methods: We interviewed 49 teachers across a range of schools in three provinces. Data were analyzed using narrative thematic analysis. Results: Teachers’ narratives referred to an alarming array of traumas and psychosocial problems experienced by learners, including sexual abuse, substance abuse, neglect, HIV diagnosis, unsafe abortion, witnessing murders, and attempted suicide. Teaching particular topics, they indicated, triggered learner distress, although, sometimes, distress was triggered by innocuous topics. Teachers felt insufficiently skilled to teach certain topics sensitively to promote the well-being of learners who experienced current or past trauma. They also felt ill-equipped to deal with learners reporting trauma or psychosocial problems to them. Strategies narrated included allowing learners to skip relevant classes, building trust, understanding learners’ needs, being a learner’s advocate, and drawing on learners’ grounded expertise. Teachers spoke of experiencing burnout and secondary trauma themselves. Discussion: We argue that LO teachers are, in effect, sexual, reproductive and mental health frontline workers. They need in-depth training in learner-centered and dialogical approaches to build trust within the classroom sensitively and in basic screening, containment, referral and lay counselling skills to assist distressed learners outside the class. A wellbeing approach to sexuality education requires providing LO teachers with ongoing support and consultation with peers and mental health professionals to avoid burnout and promote well-being. [ABSTRACT FROM AUTHOR]

Introduction: The present study was conducted with the aim of investigating the effectiveness of problem solving training on life orientation, positive and negative emotions, and learned helplessness in incompatible couples in Qaemshahr city. Methods: The method of the present research was an experiment and a quasi-experimental research design with a control group. The statistical population included all couples who referred to counseling centers in Qaemshahr city in 2023. 30 couples were selected as a sample using available sampling method and randomly assigned to two experimental and control groups (15 people in each group). Then, the subjects of the experimental group received problem solving training during 8 sessions of 60 minutes. In order to collect data from life orientation questionnaires (Shier and Carver, 1994), positive and negative affect (Watson et al., 1988) and learned helplessness (Quinless and Nilsson, 1988) in two stages before and after training in both groups (experiment and control) were used. Results: The findings from the analysis of covariance test showed that problem solving training improved optimism in life orientation, increased positive emotion, and reduced learned helplessness in the tested group (p=0.05). Conclusions: According to the findings of the present research, in the field of therapy and counseling of incompatible couples, training in problem solving for the compatibility of couples and solving their conflicts; It looks very efficient and promising. [ABSTRACT FROM AUTHOR]

Introduction Nowadays, heart failure is one of the most serious health problems. In Poland, about a million people struggle with it. This is due to several demographic and epidemiological trends, m.in. the improvement of the health care system and the aging of the population. Cardiovascular diseases are a huge challenge for the healthcare system, as they are considered the main cause of death in Poland. The basic assumption of the treatment of the disease includes the improvement of the quality of life Aim of the study: The aim of the study was to assess acceptance of the disease in patients with heart failure receiving outpatient medical care. Material and methods: The research was carried out on a group of 100 patients from NZOZ "Vita". To carry out the research, the author's questionnaire and the Standardized Questionnaire: AIS and LOT-R were used, and appropriate consents were obtained for their use in the work. Results In the study group, the level of disease acceptance according to the AIS in patients with heart failure treated on an outpatient basis was medium and high (48%; n=48 vs. 48%; n=48). Among the respondents, the largest group (46%; n=46) were people with an average level of optimism according to LOT-R. In people with heart failure, the most common comorbidities were diabetes, hypertension and bronchial asthma. Additional diseases did not have a statistically significant impact on the acceptance of the disease among the examined patients (p>0.05). The importance of religion as well as spiritual development in the respondents' lives did not influence their acceptance of the disease (p>0.05). Respondents with an optimistic attitude more often represented a higher level of acceptance of the disease according to the AIS than those with a pessimistic attitude (p=0.005). Conclusions Acceptance of the disease is the final stage of adaptation to the disease, it manifests itself in the recognition of limitations and losses that result from the occurrence of a given disease entity. Therefore, accepting the disease brings many benefits that ultimately improve the course of the disease and further prognosis.

Disabled individuals often spend their lives grappling with low levels of optimism and unmet needs. It has been widely accepted that people with disabilities generally have fewer educational opportunities and a lower quality of life than their non-disabled counterparts. This present study employs descriptive research to investigate the relationship between life orientation and academic performance among selected students with physical disabilities. The participants were chosen through purposive sampling, consisting of sixty-four respondents from selected schools in Manila. Data were collected using a survey instrument, The Life Orientation Test Revised (LOTR). The researcher utilized the Z-test, H-test, weighted mean, and ANOVA to identify differences in variables, and Pearson's r to explore relationships. The findings revealed that students with physical disabilities are optimistic individuals; they accept and confront their condition despite the inconveniences and pain it may cause. Moreover, the present study showed that the higher the level of life orientation, the better the academic performance. Therefore, there is a need for the educational system to consider the life orientation of students when developing new strategies and approaches to understanding and teaching students with physical disabilities. [ABSTRACT FROM AUTHOR]

The given study examines the role of self-esteem and optimism in software organizations based in Hyderabad, India. It establishes the new spectrum of optimism, self-esteem and its transformational effect on employees, their positivity and eventual productiveness. Purposive sampling technique wass used for selecting the sample for the study. Survey research methodology was used to get data from the sample. The Life Orientation Test Revised (LOT-R) was used to measure optimism and The 10-item Rosenberg Self-Esteem Scale (Rosenberg, 1965) was used to assess global self-esteem. Survey research is used as research methodology. Correlation and ANOVA are used to analyze the data. It was found that optimism had a strong and positive correlation with self-esteem. The association between self-esteem, optimism and work experience was also found to be significant and moderately positive. A significant difference between the optimism level of senior and junior level employees was also observed. Based on these results, it can be concluded that software employees who have an optimistic outlook and adequate self-esteem contribute towards greater employee performance, overall organizational productivity and fared well in consumer facing roles. [ABSTRACT FROM AUTHOR]

Youth just like people of different age bands around the world face a multitude of challenges daily and continuously in their lives. For some of them, suicide is the ultimate answer to all their battles. Suicide continues to be on the rise for concern in South Africa and the entire world. Despite authors' attempts to understand, conceptualise, and bring awareness about it, it seems inevitable. This paper was aimed at mapping the existing literature on psychosocial factors, associated with suicide amongst youth. The author used narrative as the research method. Data was collected from different databases with a trajectory of 10 years. The author used databases, such as Google Scholar, ScienceDirect, Jstor and Sabinet African Journals. The author used purposive sampling in selecting relevant articles using keywords. Data was then analysed thematically using thematic content analysis. The study found that youth encounter a lot of challenges, categorised under social factors, such as family, and psychological risk factors, such as psychopathology, which ultimately led them to have suicide ideation or attempt. The paper recommends an incorporation of a topic in Life Orientation for pupils in High School in South Africa, which raise awareness on the issues of mental health and conscientize parents and or guardians in symposiums about psychosocial factors, associated with suicide. The study concludes that youth around the world indeed encounter multiple challenges. Researchers should fundamentally contemplate about the programmes or guidelines of dealing with emotions that may be evoked by several crises that the youth face to normalize them. [ABSTRACT FROM AUTHOR]

IntroductionResearch on school-based sexuality education in South Africa, taught within Life Orientation (LO), has mainly focused on learners’ responses, how teachers approach the subject, and the curriculum content. Critiques have included heteronormative biases, an emphasis on danger, disease and damage, a reinforcement of gendered binaries, and the lack of pleasure or well-being discourses. In contrast, our research focused on the unexpected moments teachers experience, i.e., the ethical, emotional or psychological challenges they encounter in their interactions with learners.MethodsWe interviewed 49 teachers across a range of schools in three provinces. Data were analyzed using narrative thematic analysis.ResultsTeachers’ narratives referred to an alarming array of traumas and psychosocial problems experienced by learners, including sexual abuse, substance abuse, neglect, HIV diagnosis, unsafe abortion, witnessing murders, and attempted suicide. Teaching particular topics, they indicated, triggered learner distress, although, sometimes, distress was triggered by innocuous topics. Teachers felt insufficiently skilled to teach certain topics sensitively to promote the well-being of learners who experienced current or past trauma. They also felt ill-equipped to deal with learners reporting trauma or psychosocial problems to them. Strategies narrated included allowing learners to skip relevant classes, building trust, understanding learners’ needs, being a learner’s advocate, and drawing on learners’ grounded expertise. Teachers spoke of experiencing burnout and secondary trauma themselves.DiscussionWe argue that LO teachers are, in effect, sexual, reproductive and mental health frontline workers. They need in-depth training in learner-centered and dialogical approaches to build trust within the classroom sensitively and in basic screening, containment, referral and lay counselling skills to assist distressed learners outside the class. A wellbeing approach to sexuality education requires providing LO teachers with ongoing support and consultation with peers and mental health professionals to avoid burnout and promote well-being.

Introduction: Today, the insurance industry is considered one of the most essential factors in wealth and social well-being production. This industry is based on economic service and has a critical and sensitive position in economic growth and development, especially in developing countries. Since human resources are the most valuable capital to realize the goals of this industry, therefore, it is necessary to examine the factors related to the psychological empowerment of employees. Based on this, the current research was conducted to compare the quality of work life and job embeddedness based on the life orientation of optimistic-pessimistic nature in Kermanshah insurance offices. Materials and Methods: This study was a causal-comparative study in terms of goals and descriptive in terms of the data-gathering procedure. The sample size of the research was 280 people (62 women and 218 men) from the employees of Pasargad Insurance in Kermanshah city in 1401, which were selected by convenience sampling. To collect data, Walton's Quality of Work Life (QWL), Ardalan et al.'s Job Embeddedness (JEQ), and Sheyer & Carver's Life Orientation (LOT) questionnaires were used. The research data were analyzed using SPSS-27 software and multivariate analysis of variance. Results: The results of the MANOVA test showed that all the dimensions of the quality of work life are different based on the life orientation of optimistic-pessimistic nature. This claim is also true about the six components of occupational institutionalization and shows, that the dimensions of job embeddedness are based on the life orientation of optimistic-pessimistic nature have a significant difference. Conclusion: Optimism as a hopeful expectation in a specific situation can play a significant role in the quality of working life, and the desire to continue working and creating attachment to organizational tasks. As a result, it is suggested that managers prepare training programs for employees to adopt an optimistic orientation in life to reduce job abandonment and attachment to the organization, which is a consequence of job embeddedness.

The aim of this study was to investigate the effectiveness of emotion focused therapy on self -handicapping, interpersonal communication skills and life orientation in divorced women referred to counseling centers in Isfahan. The research was semi-experimental with a pre-test, post-test design with a control group and a one-month follow-up which was performed in the fall of 2020. For this purpose, among the referents, 28 women who met the criteria for entering the research were selected with the convenience sampling and randomly replaced in two experimental and control groups. The participants of the experimental group received Goldman and Greenberg's emotion-focused therapy individually for 9 sessions of 90 minutes. They answered the questionnaires of Jones & Rudwalt Self-handicapping, Jerabek Interpersonal Communication Skills and Scheier & Carver. Life Orientation [1]in three phases. For data analysis variance with repeated measures was used. Finding indicated reduction in mean of self-handicapping and improvement in interpersonal communication skills and life orientation in experimental group in comparison to control group. Based on the findings, for reduction of self-handicapping and improvement in interpersonal communication skills and life orientation in divorced women emotion focused therapy can be used.

Introduction: Considering the emergence of covid-19 disease and the importance of the anxiety of this disease in the mental health of women, the aim of this research was to predict Covid-19 anxiety based on life orientation and cognitive flexibility among the women of Baneh City.Method: This research is a correlational study, which was conducted cross-sectionally. The statistical population included all women in Baneh city, from which 250 people were selected using available random sampling and answered the questionnaires on Covid-19 anxiety, life orientation, and cognitive flexibility. The collected data were analyzed using the Pearson correlation coefficient and multivariate regression analysis with enter model SPSS-18 software.Results: The results showed that there is a negative and significant relationship between optimistic orientation and Covid-19 anxiety and its dimensions. There is a positive and significant relationship between the physical dimension of Covid-19 anxiety and pessimistic orientation. Also, there is a negative and significant relationship between cognitive flexibility and Covid-19 anxiety and the results of multiple regression analysis revealed that 7 % and 7.3% of the variance of Covid-19 anxiety is explained by optimistic orientation, Control, and Alternatives subscales.Discussion and Conclusions: The findings showed that life orientation and cognitive flexibility play an important role in women's covid-19 anxiety. Therefore, targeting such topics in people's psychological intervention programs can be useful in reducing their covid-19 anxiety.

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In this article I focus on an initiative to determine how a group of 7 purposefully recruited Grade 10 in-service life orientation teachers in the Dr Kenneth Kaunda district of the North West province conceptualise socio-environmental issues and aim to determine whether their teaching-learning practices are aligned with the expectations of the Curriculum and Assessment Policy Statement. A qualitative research design was used to generate data through semi-structured interviews. The data were analysed thematically. A critical finding was that a need exists to include a situated knowledge approach to real-life socio-environmental issues for the purpose of humanising life orientation for learners. With this article, I wish to contribute to a particular discourse with regard to real-life socio-environmental issues through humanising life orientation pedagogies through environmental education. The potential merits of such a transformative approach, which is grounded in a critical pedagogical paradigm, are discussed as well. [ABSTRACT FROM AUTHOR]

Rationing of nursing care is a widespread and growing phenomenon whose causes are multifaceted and whose consequences are serious. Nursing rationing is defined as withholding or failing to perform necessary nursing tasks due to insufficient time, staffing, and/or inadequate skills. Nursing rationing is also defined as omission, delay, failure to complete, which qualifies as an error of omission. Unfinished nursing care has many negative consequences for patients, nurses and organizations. The presented series of three papers aims to show many important aspects related to rationing of care. This third part of the series of rationing of nursing care phenomenon will address the important issues from the point of view of care rationing, such as nurses' job satisfaction, nursing staff life satisfaction, nursing staff burnout, and nursing staff life orientation.

This study examined the conditional indirect effect of optimism in the interplay between life satisfaction and student engagement through academic self-efficacy. Participants were 166 (mean age = 21.72, σ = 2.71, ♀ = 57.8%) university undergraduates, who responded to an online survey containing Student Engagement Scale, Satisfaction with Life Scale, General Academic Self-Efficacy Scale and Life Orientation Test-Revised. Data were screened for normality and intercorrelation using the Pearson Product Moment Correlation statistical tool. Both the direct and indirect effects were estimated using the AMOS Structural Equation Modelling (SEM) procedure while the conditional indirect effect was ascertained using the Hayes (2018) Process Macro. Results showed that life satisfaction, academic self-efficacy and optimism were independent predictors of student engagement. The indirect effect of academic self-efficacy in the life orientation - student engagement link was also significant. The study concluded that the conditional indirect effect of optimism in the association between life satisfaction and student engagement via academic self-efficacy was stronger for low optimistic undergraduate students.

Background: Despite its reported positive deliverables, comprehensive sexuality education (CSE) in South African schools is unable to document an influence in reducing alarming statistics regarding adolescent sexual health. Prior research points to a gap that exists between what studies suggest and what is implemented in practice. Aim: Drawing on Freire’s theory of praxis, the aim of this study was to involve the voice of adolescents in reforming CSE – specifically, how the programme could be developed with the objective to co-construct a praxis in order to support sexuality educators in a delivery of CSE that is more responsive to the needs of adolescents. Setting: Ten participants were purposively selected from all five school quintiles in the Western Cape province of South Africa to take part in this study. Methods: A qualitative descriptive design with aspects of a phenomenological approach was utilised. Rich data were collected by means of semistructured interviews and were analysed thematically with ATLAS.ti. Results: The results illustrate the suggestions made by the participants towards the improvement of the CSE programme. They reported on approaches and strategies used to teach CSE that imply that it is often not delivered comprehensively – confirming the disjuncture between what the curriculum envisages and what is executed in practice. Conclusion: The contribution might lead to change in disconcerting statistics and consequently an improvement in the sexual and reproductive health of adolescents. Contribution: The participants from this study assisted in co-constructing a praxis for CSE teachers to inform their practice.

The purpose of the present study was to identify the protective and risk factors related to psychological distress during COVID-19 in an Israeli sample. An online survey was administered from April 19 to May 2, 2020, while a strict lockdown was in place. Participants were recruited by snowball sampling. Psychological distress was evaluated using the Generalized Anxiety Disorder questionnaire (GAD-7) and the Patient Health Questionnaire-9 (PHQ-9). Risk and protective factors for psychological distress were assessed on the Multi-dimensional Perceived Social Support (MSPSS), the coping strategies (COPE), the Life Orientation Test (LOT), and the Gratitude questionnaire. Out of the 655 valid questionnaires collected (from participants ranging in age from 18 to 86, 246 males, 409 females), 138 (21.3%) were positive for moderate to very severe depression and 87 (13.2%) for moderate to extremely severe anxiety. Participants who were screened for depression and anxiety were more likely to be women and young adults (18–24). After adjusting statistically for gender, age, and socioeconomic status, depression and anxiety remained significantly associated with both emotion-focused (PHQ-β =.437, p <.001, GAD-β=.441, p <.001) and problem-focused (PHQ-β =−.219, p <.001, GAD-β=−.143, p <.001) coping strategies, as well as on the social support (PHQ-β =−.167, p <.001, GAD-β=−.155, p <.001), life orientation (GAD-β=−.09, p <.001), and gratitude scales (PHQ-β =−.07, p <.001). Levels of anxiety and depression were generally associated with gender (women), age (younger population), socioeconomic status (low), and an emotion-focused strategy as risk factors. A problem-focused strategy, social support, life orientation, and gratitude served as protective factors above and beyond personal background. [ABSTRACT FROM AUTHOR]

This article deals with key concepts in religious education. In a first step, it is briefly justified why, in view of the numerous key concepts in religious education, attention should be paid to anthropological categories for reasons of educational theory. In an exemplary way, attention is then given to religiosity, life orientation and credition. The aim of this contribution is to work out potentials as well as limitations of anthropological key concepts for religious education and to stimulate a critical discourse on key concepts in religious education in general. [ABSTRACT FROM AUTHOR]

Comprehensive sexuality education (CSE) was implemented in South African schools in the year 2000 as part of the subject Life Orientation, with the aim of contributing positively to adolescent sexual health in a holistic manner. Continued high rate of teenage pregnancy and HIV infection is an indication; however, that the programme is not entirely successful. To establish why the aims of the programme and the consequences of learners' sexual behaviour do not correspond, this systematic review aimed to determine how the programme contributes to the sexual health of adolescents and to make recommendations for its improvement. Nine databases were searched, after which two reviewers independently evaluated the methodological quality of the identified studies using an appraisal tool. The 22 articles that met the criteria for final inclusion were qualitative in nature and included cross-sectional and cohort studies. Results indicate that the contribution of the CSE programme is reflected in teachers, learners and the curriculum. Teachers are in need of expert training and learners are neither actively involved in the learning process nor the development of the programme as they need and would like to be. Recommendations include the development of context-specific training curricula for pre- and in-service teachers as developed collaboratively by various experts and stakeholders. Learners' voices, active involvement, cultural context and needs are fundamental to the development and delivery of CSE. The teaching method and content of sexuality education should meet the contemporary needs of the 21st century adolescent to ensure optimal sexual health. [ABSTRACT FROM AUTHOR]

Background: Despite its reported positive deliverables, comprehensive sexuality education (CSE) in South African schools is unable to document an influence in reducing alarming statistics regarding adolescent sexual health. Prior research points to a gap that exists between what studies suggest and what is implemented in practice. Aim: Drawing on Freire's theory of praxis, the aim of this study was to involve the voice of adolescents in reforming CSE – specifically, how the programme could be developed with the objective to co-construct a praxis in order to support sexuality educators in a delivery of CSE that is more responsive to the needs of adolescents. Setting: Ten participants were purposively selected from all five school quintiles in the Western Cape province of South Africa to take part in this study. Methods: A qualitative descriptive design with aspects of a phenomenological approach was utilised. Rich data were collected by means of semistructured interviews and were analysed thematically with ATLAS.ti. Results: The results illustrate the suggestions made by the participants towards the improvement of the CSE programme. They reported on approaches and strategies used to teach CSE that imply that it is often not delivered comprehensively – confirming the disjuncture between what the curriculum envisages and what is executed in practice. Conclusion: The contribution might lead to change in disconcerting statistics and consequently an improvement in the sexual and reproductive health of adolescents. Contribution: The participants from this study assisted in co-constructing a praxis for CSE teachers to inform their practice. [ABSTRACT FROM AUTHOR]

BACKGROUND & OBJECTIVE: Self-esteem and optimism are important for students’ success. Our objectives were (a) to determine self-esteem and life-orientation (optimism) levels among Optometry students in the Department of Optometry & Vision Sciences at the University of Lahore (UoL) (b) to investigate associations between sociodemographic factors, self-esteem, and optimism. METHODOLOGY: This cross-sectional study was conducted during November 2021 to December 2021 at the Department of Optometry and Vision Sciences, UoL. A total of 168 Optometry students were recruited by convenience sampling. Self-esteem was estimated using Rosenberg Self-Esteem Questionnaire. Life Orientation Test-Revised (LOT-R) questionnaire was used to measure optimism. Ethical approval was obtained from the Institutional Review Board of the UoL. Chi-square was used to determine associations between sociodemographic variables, self-esteem, and optimism. RESULTS: Mean self-esteem score was 18.48±3.86 (range:8-30). About 20% of students had low self-esteem. The mean life orientation score was 14.15±2.8 (range:5-24). About 43% of students had low optimism. Significant associations were found between self-esteem, reason of admission in the Optometry program with p-value=0.001, family income p=0.037 , choice of the Optometry program p=0.036, and reason of admission in the Optometry program 0.032. CONCLUSION: Low self-esteem and low optimism have been observed among a significant percentage of Optometry students at the UoL. Reason of admission in the Optometry program and family income were significantly associated factors. Students’ own decision to choose a study program may increase their self-esteem and optimism. Financial assistance for students from the low socioeconomic background may be a positive approach to boost their self-esteem and optimism. Teachers, parents, and counselors should support the students to increase their self-esteem and optimism.

BACKGROUND & OBJECTIVE: Self-esteem and optimism are important for students' success. Our objectives were (a) to determine self-esteem and life-orientation (optimism) levels among Optometry students in the Department of Optometry & Vision Sciences at the University of Lahore (UoL) (b) to investigate associations between sociodemographic factors, self-esteem, and optimism. METHODOLOGY: This cross-sectional study was conducted during November 2021 to December 2021 at the Department of Optometry and Vision Sciences, UoL. A total of 168 Optometry students were recruited by convenience sampling. Self-esteem was estimated using Rosenberg Self-Esteem Questionnaire. Life Orientation Test-Revised (LOT-R) questionnaire was used to measure optimism. Ethical approval was obtained from the Institutional Review Board of the UoL. Chi-square was used to determine associations between sociodemographic variables, self-esteem, and optimism. RESULTS: Mean self-esteem score was 18.48±3.86 (range:8-30). About 20% of students had low self-esteem. The mean life orientation score was 14.15±2.8 (range:5-24). About 43% of students had low optimism. Significant associations were found between self-esteem, reason of admission in the Optometry program with p-value=0.001, family income (p=0.037), choice of the Optometry program (p=0.036), and reason of admission in the Optometry program (p=0.032). CONCLUSION: Low self-esteem and low optimism have been observed among a significant percentage of Optometry students at the UoL. Reason of admission in the Optometry program and family income were significantly associated factors. Students' own decision to choose a study program may increase their self-esteem and optimism. Financial assistance for students from the low socioeconomic background may be a positive approach to boost their self-esteem and optimism. Teachers, parents, and counselors should support the students to increase their self-esteem and optimism. [ABSTRACT FROM AUTHOR]

The coronavirus disease (COVID-19) pandemic has not only brought the risk of death but has brought unbearable psychological pressures to the people. Mental health of COVID patients is expected to be affected by the continuous spread of the pandemic. This study aims to find the mediating role of coping styles in the relationship between life orientation and psychological distress among COVID recovered patients. It was hypothesized that: life orientation is likely to have a relationship with coping; coping is likely to have a relationship with psychological distress and coping is likely to mediate the relationship between life orientation and psychological distress among patients recovered from COVID. For this purpose, 378 COVID-10 recovered patients’ men (190) and women (188). Urdu translations of the Life Orientation scale revised, Brief Coping Orientation to Problem Experienced (COPE) and Impact of event scales were used to collect data. Results show that emotionfocused and avoidant coping mediate the relationship between life orientation and psychological distress. The research has implications for mental health practitioners and individuals dealing with health-related issues. [ABSTRACT FROM AUTHOR]

Previous researches have positioned well-being as an integral variable of mental health correlated with other factors like satisfaction with life and life orientation. The present research examines well-being, life satisfaction, and orientation towards life among teachers during COVID-19. During the initial phases of COVID-19, the Government imposed lockdown in the month of May-June (2020). This led to the closure of all the schools and colleges, offices, public places, etc. Although the schools were closed, staff and teachers of the schools were asked to perform tasks which included the distribution of ration, home surveys, shift- work at hospitals, airports, shelter homes, etc. With an increasing rate of infections and mortality, the teachers were hesitant to volunteer for any COVID duty and were generally apprehensive about being called up for such duties. In this research, 364 school teachers (both male & female of 27-60 years) were included as an inclusive sample of those performing and not performing any such duty from Delhi, India. The present research aims to understand the dynamics of well-being among teachers during COVID. It utilizes measures of the Life Orientation Test-revised (LOT-R), Satisfaction towards Life Scale (SWLS), and Warwick-Edinburg Mental Well-being Scale (WEMWBS). Correlation and multiple regression are used as statistical measures to find out the relationship and predictability among the variables. Results show a significant relationship among Life orientation, life satisfaction and well-being and wellbeing is significantly predicted by life satisfaction and orientation towards life. Discussion suggests that similar results are being observed among variables under consideration amid COVID and future implications are drawn out from the present study. [ABSTRACT FROM AUTHOR]

Stigmatization of persons with disabilities has been an adverse reality existing across societies for centuries. In recent years, the Government of India and other non-governmental organizations have attempted to alleviate the negative connotation attached to the disability through various schemes and reservations. The present study has made an effort to explore the social stigmatization of people with visual impairment and its relationship with the constructs of self. The research examined social stigma, self-concept, self-esteem, self-efficacy, life orientation, and hope of 30 visually disabled persons living in Delhi-NCR. Data was analysed and the results revealed that the selfconcept, self-esteem, self-efficacy, and hope of the participants were found to be moderately positive with a lower level of life orientation. The stigma of disability was found to have a negative significant correlation with the constructs of self, thus indicating that despite the efforts to sensitize the general public and help the people with a disability gain their rightful status in society, this population is possibly still struggling with the prejudice and discrimination due to their condition which is causing a negative impact on the development of how they perceive themselves. An inclusive approach for diverse categories at a systemic level is strongly needed at both policy and individual levels in the country to help the target group find their place and gain rightful equity. [ABSTRACT FROM AUTHOR]

The life orientation programme (LOP) was introduced to all schools in South Africa to help learners to, among others, take cognisance of their sexual lives. Before the programme was introduced in the 2006, many learners had become infected with human immunodeficiency virus (HIV). The programme was introduced based on the perceptions that some learners were struggling as a result of the epidemic. The main aim of this study was to evaluate educators’ perceptions of their ability to successfully implement the objectives of the programme. In the study we used open-ended questions to explore 8 educators’ perceptions on the programme. Of the 8 educators who responded to the questions in the questionnaire, only 2 were interviewed based on their willingness and commitment to life orientation (LO) in schools. The findings suggest that only 1 of the 8 educators had the relevant training and qualification to teach LO at school. Although the educators considered the programme to have a moderate influence on the learners’ sexual behaviour, we highlight compromise and uncertainty about the veracity of such claims. The introduction of LO to South African schools cannot be underestimated because of its welltimed intervention. However, all involved must be committed to ensure successful implementation of the programme. [ABSTRACT FROM AUTHOR]

The coronavirus disease (COVID-19) pandemic has not only brought the risk of death but has brought unbearable psychological pressures to the people. Mental health of COVID patients is expected to be affected by the continuous spread of the pandemic. This study aims to find the mediating role of coping styles in the relationship between life orientation and psychological distress among COVID recovered patients. It was hypothesized that: life orientation is likely to have a relationship with coping; coping is likely to have a relationship with psychological distress and coping is likely to mediate the relationship between life orientation and psychological distress among patients recovered from COVID. For this purpose, 378 COVID-10 recovered patients’ men (190) and women (188). Urdu translations of the Life Orientation scale revised, Brief Coping Orientation to Problem Experienced (COPE) and Impact of event scales were used to collect data. Results show that emotion-focused and avoidant coping mediate the relationship between life orientation and psychological distress. The research has implications for mental health practitioners and individuals dealing with health-related issues.

Background: The impact of school closures due to COVID-19 raised widespread concerns about children's health and well-being. We examine the impact on the sexual health needs of learners in the context of COVID-19 related lockdowns in rural KwaZulu-Natal, South Africa. Methods: In july-November 2020 and August-November 2021 we conducted 24 in-depth interviews and 8 group discussions with teachers and learners from 4 schools, community members and key education stakeholders. All interviews were conducted by telephone. We used a thematic analysis approach and Nvivo 12 software to manage the data. Results: Four main themes related to the COVID-19 pandemic emerged from the data: the sexual and reproductive health (SRH) of learners in the lead-up to the pandemic; the impact of COVID-19 on learners' SRH and wellbeing; the opportunities schools provided to support sexual well-being of learners during the pandemic; and the role of schools in supporting SRH for learners during the pandemic. Learners and stakeholders reported that the SRH of young people was affected by alcohol misuse, poor SRH knowledge and few pathways to link learners with services. Stakeholders working with schools reported that a lack of access to biomedical interventions (e.g., contraception) increased learner pregnancies. Gender-based violence in learners' households was reported to have increased during the COVID-19 pandemic related to loss of income. School closures disrupted the provision of a safe space to provide SRH and HIV-education through Life Orientation lessons and school nurse talks. This loss of a safe space also left learners vulnerable to sexual and physical violence. However, once schools re-opened, daily COVID-19 screening in schools provided the opportunity to identify and support vulnerable children who had other social needs (food and uniforms). Conclusion: The COVID-19 pandemic may have increased SRH needs and vulnerability of school-going children in a high HIV-burden rural setting. School shutdowns reduced the opportunity for schools to provide a vital safe space and information to enhance SRH for adolescents. Schools play a vital health promotion and social protection role. [ABSTRACT FROM AUTHOR]

There is a lack of knowledge about how embodied educational practices can be used to challenge and problematise traditional Life Orientation teaching approaches that normally result in a lack of learner engagement on socio-environmental challenges. The objective of this small-scale exploratory qualitative study was therefore to establish whether Grade 10 Life Orientation teachers encouraged embodied learning experiences that are grounded in learners' lived experiences, creativity, expressive potential and perspectives. Data were generated from lesson observations combined with semi-structured individual interviews that were analysed thematically. The findings revealed that the participating teachers struggled to transform complex social and environmental matters into concrete embodied educational experiences for their learners. An additional finding highlighted the importance of how the Life Orientation curricula can serve as a stimulus to aid an embodied teaching-learning approach towards social and environmental responsibility. These findings provide a starting point for the development of a framework to guide Life Orientation teachers to employ embodied learning practices and, thus, meet the outcomes of the subject as envisaged in policy statements. [ABSTRACT FROM AUTHOR]

This article explores strategies to improve teachers' proficiency in group investigation (GI) as a cooperative teaching and learning approach in secondary schools in Pixley Ka Seme District, South Africa. The researchers followed a pragmatic approach and a contemporary mixed-method design to conduct the research. Convenient and purposive sampling was used to select Life Orientation teachers to participate in the interviews and observations. Data were analyzed using inductive thematic analysis. Findings revealed that even though teachers have limited knowledge in employing group investigation as a teaching approach, the role of the teacher in cooperative classroom pedagogy is vital to promote optimal learning experiences for learners and develop critical twenty-first-century life orientation skills. Policy needs to be put into practice. Thus, implementing a cooperative learner-participatory approach will enhance learners' performance in the life orientation classroom and ensure that diverse learners are actively involved. Further research is needed, using a much bigger sample, which might yield different or more nuanced results on improving teachers' proficiency regarding group investigation cooperative teaching-learning approach. [ABSTRACT FROM AUTHOR]

Purpose-To assess the role of need for achievement on decision making and life orientation of young adults. Design/methodology/approach- The data was collected from the participants using a questionnaire. The sample size is 100 young adults. The sampling technique used is convenience sampling, and the research design is a cross-sectional survey. It was hypothesised that individuals high in achievement motivation will also be high in life orientation level and there will be a positive correlation between achievement motivation and decision making. Findings - The results of the study indicate that an individual high in achievement motivation will also be high in life orientation level and a positive correlation is found between achievement motivation and decision making. The other findings are that optimising decision-making styles is positively correlated with achievement motivation and a significant difference in achievement motivation between males and females is found, indicating a higher need for achievement in females as compared to males. Social Implications- The findings of the study are considerable with respect to the personal, professional, and educational development of young adults. As the research suggests, there is a positive relationship between decision-making styles, achievement motivation, and orientation towards life. Therefore, various decision-making styles can be introduced in the behavioural sciences' subject domain. Higher achievement needs in females indicate their potential in various professional realms, and such platforms, if provided, can increase women's participation in the workforce, resulting in economic, social, and personal development for women as well as society. Originality/Value - The youth of a country are its greatest assets, and for an aspirational country, there is a need for a highly motivated task force. The research topic focuses on how motivated behaviour occupies a central position in personality and its relationship with decision-making style and orientation towards life. This study focuses on the need of the hour, which is harnessing our youth and exploring more about the achievement-oriented behaviour and optimistic outlook of young adults, which is the demographic dividend of the country. [ABSTRACT FROM AUTHOR]

The study was conducted to find differences among working and non-working individuals regarding happiness, gratitude, life satisfaction, and life orientation. Convenient sampling technique was used to collect the data. The sample consisted of 300 individuals; 150 were working and 150 were non-working individuals. Out of 150 working participants, 75 participants were bankers and 75 were teachers. The non-working sample consisted of 75 males and 75 females. Oxford Happiness Questionnaire, The Gratitude Questionnaire-six item form (GQ- 6), Satisfaction with Life Scale and Life Orientation Test-Revised were used to measure happiness, gratitude, life satisfaction, and life orientation respectively. Correlation unveiled that happiness, gratitude, life satisfaction, and life orientation were positively correlated. Independent sample t-test showed that working individuals were happier, more grateful, and more satisfied with life as compared to non-working individuals while non-working females showed higher levels of gratitude, satisfaction, and positive life orientation than non-working men. Further independent sample t test indicated that bankers were happier than teachers. Multiple regression analysis showed that happiness and gratitude predict life satisfaction.

There is a lack of knowledge about how embodied educational practices can be used to challenge and problematise traditional Life Orientation teaching approaches that normally result in a lack of learner engagement on socio- environmental challenges. The objective of this small-scale exploratory qualitative study was therefore to establish whether Grade 10 Life Orientation teachers encouraged embodied learning experiences that are grounded in learners’ lived experiences, creativity, expressive potential and perspectives. Data were generated from lesson observations combined with semi-structured individual interviews that were analysed thematically. The findings revealed that the participating teachers struggled to transform complex social and environmental matters into concrete embodied educational experiences for their learners. An additional finding highlighted the importance of how the Life Orientation curricula can serve as a stimulus to aid an embodied teaching-learning approach towards social and environmental responsibility. These findings provide a starting point for the development of a framework to guide Life Orientation teachers to employ embodied learning practices and, thus, meet the outcomes of the subject as envisaged in policy statements.

This research explored the challenges experienced by society during the coronavirus disease 2019 (COVID-19) pandemic and the role thereof in the validation of Life Orientation in South African schools. The importance of Life Orientation as a subject has been questioned since its implementation in 2006. During the first year of the COVID-19 pandemic, it became clear that the skills and values taught in Life Orientation were actually needed to survive the mental and emotional impacts of the pandemic. The aim of this study was to explore the preservice teachers’ perceptions of Life Orientation, the importance of this subject and the knowledge, skills and values that are taught in Life Orientation and how these can equip society during the pandemic. The research followed a qualitative design in an interpretivist paradigm. Data were collected through an online questionnaire that preservice teachers had to complete. A group of 102 first-year Bachelor of Education students, 18 fourth-year Bachelor of Education students and 20 students in the Postgraduate Certificate in Education programme were involved in the study. Preliminary data revealed that COVID-19 challenges had a possible impact on the attitudes of 140 preservice teachers towards Life Orientation as a compulsory subject in South Africa and further concluded that Life Orientation plays a significant role in preparing learners for various challenges faced by society, not least the COVID-19 pandemic.

Introduction: The impact of cancer represents a severe crisis for both patients and relatives. The implications of social support on well-being were well studied but several classifications have been proposed. Objective: The present cross-sectional study was aimed at examining the association between perceived social support (PSS) from family, friends, and significant other and psychological well-being (illness perception, life orientation, life satisfaction, and quality of life). Method: Participants were 138 cancer patients recruited during waiting time for medical treatment or examination, mostly diagnosed for more than six months. The Multidimensional Scale of Perceived Social Support, the Illness Perception Questionnaire, the Life Orientation Test-Revised, the Satisfaction with Life Scale, and the European Organization for Research and Treatment of Cancer Quality of Life Questionnaire were administered. Multiple regression analyses were performed. Results: Patients reported fatigue and loss of energy, and environmental pollution and change or bad luck as probable illness causes. Associations between (i) PSS from family and optimism, (ii) PSS from friends and personal control, coherence of disease, optimism, and physical functioning, (iii) PSS from significant other and life satisfaction were found. Conclusions: Our results revealed a specific role for each different PSS source.

As a school subject, life orientation (LO) aims to improve learner well-being, but a lack of classroom resources may be a barrier. We investigated whether classroom resources were equally available for LO educators in fully funded (no-fee) and partially funded (fee-paying) high schools in Tshwane South, South Africa. In this analytical cross-sectional study, LO representatives completed questionnaires about the availability of resources in their schools. Sixty-seven LO representatives completed the questionnaire. No-fee and fee-paying schools had the same availability of government resources and textbooks, but no-fee schools had less access to audio-visual equipment and printed materials. Representatives from both categories of schools were least satisfied with the availability of resources for the topic: Health. In contrast, they thought that the resources for non-health related topics such as career and skills-development were adequate. Representatives from no-fee schools were less satisfied with physical education resources (U (56) = -2.29, p = 0.02). The government’s efforts to redress inequity is evident in the availability of basic resources. However, a lack of health resources is a source of concern in a society that has a quadruple burden of disease.

Objective: Research suggests a decline in the mental health and wellbeing of people with dementia (PwD) during the COVID-19 pandemic; however few studies have compared data collected pre-pandemic and during the pandemic. Moreover, none have compared this change with what would be expected due to dementia progression. We explored whether PwD experienced changes in mental health and wellbeing by comparing pre-pandemic and pandemic data, and drew comparisons with another group of PwD questioned on two occasions prior to the pandemic. Methods: Community-dwelling PwD enrolled in the IDEAL programme were split into two groups matched for age group, sex, dementia diagnosis, and time since diagnosis. Although each group was assessed twice, one was assessed prior to and during the pandemic (pandemic group; n = 115) whereas the other was assessed prior to the pandemic (pre-pandemic group; n = 230). PwD completed measures of mood, sense of self, wellbeing, optimism, quality of life, and life satisfaction. Results: Compared to the pre-pandemic group, the pandemic group were less likely to report mood problems, or be pessimistic, but more likely to become dissatisfied with their lives. There were no changes in continuity in sense of self, wellbeing, and quality of life. Discussion: Results suggest the pandemic had little effect on the mental health and wellbeing of PwD, with any changes observed likely to be consistent with expected rates of decline due to dementia. Although personal accounts attest to the challenges experienced, PwD appear to have been resilient to the impact of lockdown and social restrictions during the pandemic. [ABSTRACT FROM AUTHOR]

Background: Problems associated with the conditions of children undergoing hemodialysis (HD) have significant effects on maternal physical and mental health status. Therefore, the provision of information and support to mothers of children receiving HD can have a profound impact on the health status of mothers. Aim: The present study aimed to investigate the effect of participation in peer-support groups (PSGs) on happiness and life orientation in mothers of children undergoing HD. Method: This longitudinal single-group study with interventional study design, with a pre/post-test research design, was conducted on 27 mothers who were referred to Dr. Sheikh Hospital, Mashhad, Iran, during 2019-2020. The mothers were divided into six groups and attended PSG sessions. The data were collected using demographic characteristics/ medical history questionnaire, the Oxford Happiness Inventory (OHI), and the Revised Life Orientation Test (LOT-R) three times before and three times after the intervention. The data analysis was performed using the SPSS software (version 25). Results: In this study, the mean±SD age of participants in the PSG was 38.00±5.50 years. A significant difference was observed in the mean±SD scores of happiness at the pre-and post-intervention stages (P˂0.001). Moreover, there was a significant difference in the mean±SD scores of life orientation before and after intervention (P˂0.001). Implications for Practice: Participation in PSGs can boost levels of happiness and positive life orientation in mothers of children receiving HD. Therefore, nurses are suggested to practice this intervention as an effective strategy.

ObjectiveResearch suggests a decline in the mental health and wellbeing of people with dementia (PwD) during the COVID-19 pandemic; however few studies have compared data collected pre-pandemic and during the pandemic. Moreover, none have compared this change with what would be expected due to dementia progression. We explored whether PwD experienced changes in mental health and wellbeing by comparing pre-pandemic and pandemic data, and drew comparisons with another group of PwD questioned on two occasions prior to the pandemic.MethodsCommunity-dwelling PwD enrolled in the IDEAL programme were split into two groups matched for age group, sex, dementia diagnosis, and time since diagnosis. Although each group was assessed twice, one was assessed prior to and during the pandemic (pandemic group; n = 115) whereas the other was assessed prior to the pandemic (pre-pandemic group; n = 230). PwD completed measures of mood, sense of self, wellbeing, optimism, quality of life, and life satisfaction.ResultsCompared to the pre-pandemic group, the pandemic group were less likely to report mood problems, or be pessimistic, but more likely to become dissatisfied with their lives. There were no changes in continuity in sense of self, wellbeing, and quality of life.DiscussionResults suggest the pandemic had little effect on the mental health and wellbeing of PwD, with any changes observed likely to be consistent with expected rates of decline due to dementia. Although personal accounts attest to the challenges experienced, PwD appear to have been resilient to the impact of lockdown and social restrictions during the pandemic.

Despite an increase in the research that promotes affirmative gender and sexual diversity in the South African Life Orientation (LO) education, there remains an uncomfortable silence on intersex bodies. In the absence of distinctive binary classifications of external genitalia, learners with variant intersex characteristics are incapable of integration into socio-educational environments. This article explores how individuals with variant intersex characteristics learn about the self in relation to society within LO lessons. It extrapolates factors that influence the educational and psycho-social agency in and around the classroom. This phenomenological study has drawn on in-depth interviews with six individuals with variant intersex characteristics post schooling. The evidence shows that the LO curriculum privileges distinct genital developments as a marker of normal human development and means of gender identification. Previous studies found that the mutually exclusive biological sex characteristics drawn from XY (male) and XX (female) chromosomal development were major determinants of social sexual and gender embodiment in puberty lessons. Lensed through the theory of unintelligibility, bodies that deviated from this normative development were seen as ambiguous and derogatively referred to as hermaphrodites. Their personal identities were marred with constructions of freaks and abnormality. Vilifying personhood rhetoric impacted the social skills of intersex learners and their peers. Learners with intersex bodies were uncomfortable to engage with the gender binary curriculum content, facilities and school culture. Silences on intersex bodies in the LO curriculum made these learners feel invisible which led to early school dropout. This article argues for the integration of intersex knowledge that affirms, humanises and protects all gender, sexual expressions and sex characteristics in the school context. The LO curriculum is well-positioned to disrupt problematic constructions of intersex bodies as deficit and embarrassing by including variant sex characteristic developments as a norm.

This research explored the challenges experienced by society during the coronavirus disease 2019 (COVID-19) pandemic and the role thereof in the validation of Life Orientation in South African schools. The importance of Life Orientation as a subject has been questioned since its implementation in 2006. During the first year of the COVID-19 pandemic, it became clear that the skills and values taught in Life Orientation were actually needed to survive the mental and emotional impacts of the pandemic. The aim of this study was to explore the preservice teachers' perceptions of Life Orientation, the importance of this subject and the knowledge, skills and values that are taught in Life Orientation and how these can equip society during the pandemic. The research followed a qualitative design in an interpretivist paradigm. Data were collected through an online questionnaire that preservice teachers had to complete. A group of 102 first-year Bachelor of Education students, 18 fourth-year Bachelor of Education students and 20 students in the Postgraduate Certificate in Education programme were involved in the study. Preliminary data revealed that COVID-19 challenges had a possible impact on the attitudes of 140 preservice teachers towards Life Orientation as a compulsory subject in South Africa and further concluded that Life Orientation plays a significant role in preparing learners for various challenges faced by society, not least the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Despite an increase in the research that promotes affirmative gender and sexual diversity in the South African Life Orientation (LO) education, there remains an uncomfortable silence on intersex bodies. In the absence of distinctive binary classifications of external genitalia, learners with variant intersex characteristics are incapable of integration into socio-educational environments. This article explores how individuals with variant intersex characteristics learn about the self in relation to society within LO lessons. It extrapolates factors that influence the educational and psycho-social agency in and around the classroom. This phenomenological study has drawn on in-depth interviews with six individuals with variant intersex characteristics post schooling. The evidence shows that the LO curriculum privileges distinct genital developments as a marker of normal human development and means of gender identification. Previous studies found that the mutually exclusive biological sex characteristics drawn from XY (male) and XX (female) chromosomal development were major determinants of social sexual and gender embodiment in puberty lessons. Lensed through the theory of unintelligibility, bodies that deviated from this normative development were seen as ambiguous and derogatively referred to as hermaphrodites. Their personal identities were marred with constructions of freaks and abnormality. Vilifying personhood rhetoric impacted the social skills of intersex learners and their peers. Learners with intersex bodies were uncomfortable to engage with the gender binary curriculum content, facilities and school culture. Silences on intersex bodies in the LO curriculum made these learners feel invisible which led to early school dropout. This article argues for the integration of intersex knowledge that affirms, humanises and protects all gender, sexual expressions and sex characteristics in the school context. The LO curriculum is well-positioned to disrupt problematic constructions of intersex bodies as deficit and embarrassing by including variant sex characteristic developments as a norm. [ABSTRACT FROM AUTHOR]