Melbourne Graduate School of Education - Theses
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ItemThe implementation of a personal development curriculum program in a boys' secondary school( 2000)his research project is investigating the implementation of a personal development curriculum program that has a cognitive-behavioural basis in a year 8 Pastoral/Personal Development (PPD) subject in a boys' secondary school. The Gatehouse Project curriculum program was used as a framework for the PPD program. This curriculum approach is designed to be integrated into other curriculum contexts. It is based on helping young people deal with difficult emotions by teaching them the key skill of reframing negative, unhelpful self-talk so that they can think, feel and act more optimistically. This project explores the factors that influence the effectiveness of the implementation of this personal development program in the masculine dominant culture of a boys' school through qualitative research methods: field observations, questionnaires and interviews. A commonly held perception of boys is that they are uncomfortable talking about feelings and consider any setting in which they do so to be 'sissy' and effeminate, and therefore not acceptable. The factors identified in this research are described under the themes of the boys' culture, the classroom climate, the teacher factor and the school culture. The macho culture in this boys-only setting influenced the ability of the boys to discuss feelings and sensitive issues in the classroom and the acceptance of the curriculum approach and curriculum context. These insights enable some recommendations to be made for the future development of the Pastoral/Personal Development program in the school and for the rewriting of the Gatehouse Project materials for use in a boys only setting.