KING EDWARD HIGH

SCHOOL
DEUS DAT INCREMENTUM

Ziqhamo Silevu
Life Orientation
01 March 2024

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1.1) The confidence in one’s own worth or abilities; self-respect
1.2) 1.Negative feedback or criticism from others
2.Comparing oneself unfavourably to others
3.Experiencing failure or setbacks
4.Perceived societal standards or expectations
1.3) Self-development refers to the process of improving oneself through learning, acquiring
new skills, and personal growth. It involves setting goals, exploring new opportunities, and
continuously striving for self-improvement in various aspects of life, such as career,
relationships, and personal well-being.
self-confidence refers to a belief in one’s own abilities, qualities, and judgment. It is the
assurance and trust in oneself to handle challenges, make decisions, and achieve goals. Self-
confidence is closely related to self-esteem and is influenced by factors such as past experiences,
achievements, and perceptions of competence.
1.4) One self-management strategy that learners can use to enhance their self-esteem is setting
and achieving achievable goals. By setting realistic and attainable goals for themselves, learners
can experience a sense of accomplishment and build confidence in their abilities.
1.5 ) 1. Goal Setting and Achievement
- Set realistic and achievable goals.
- Break down larger goals into smaller, manageable tasks.
- Celebrate small victories to build confidence.

2. Skill Development
- Identify areas of interest or skills they wish to improve.
- Dedicate time to practice and develop these skills.
- Seek feedback and use it constructively to further improve.

3. Social Support:
- Build a support system with friends, family, or mentors.
- Engage in positive social activities and groups.
- Practice assertiveness and communication skills to foster healthy relationships.

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1.6 )
Loss of Autonomy: Victims often experience a loss of control over their own lives and bodies,
leading to feelings of powerlessness and low self-worth.
Trauma and Abuse: Many victims endure physical, emotional, and sexual abuse during
trafficking, which can shatter their sense of self-worth and lead to feelings of shame and
worthlessness.
3. Social Stigmatization: Victims may face social stigma and judgment from society, which can
further erode their self-esteem and make it difficult for them to reintegrate into their
communities..
Psychological Manipulation: Traffickers often use psychological manipulation tactics to
control their victims, such as gas lighting and emotional coercion, which can undermine victims'
confidence in themselves and their abilities.
1.7 ) Human trafficking can have devastating effects on the self-worth of its victims like
1. Dehumanization and Degradation: Traffickers often use manipulation, coercion, and
violence to control their victims, making them believe that they are worthless and
disposable. This constant dehumanization and degradation can severely erode a victim’s
self-esteem³.

2. **Trauma and Psychological Damage**: Victims of human trafficking endure intense

trauma, including physical, sexual, and psychological abuse. This trauma can lead to
long-term psychological damage such as depression, anxiety, post-traumatic stress
disorder (PTSD), and other mental health issues, all of which can contribute to a
diminished sense of self-worth¹².
1.8 ) Excessive use of social media can have several negative effects on the self-worth of
teenagers. Here are two critical impacts:

Social Comparison and Envy: Social media platforms often portray idealized versions of life,
leading teenagers to compare themselves unfavourably with others. This can result in feelings of
envy and the belief that others lead better lives, which can diminish self-worth and contribute to
dissatisfaction with one’s own life12.
Cyberbullying and Harassment: Teenagers on social media may be exposed to cyberbullying
and harassment. Negative comments or being ostracized online can lead to a decrease in self-
esteem and self-worth. The anonymity of the internet can sometimes make such experiences
more intense and harmful than in-person interactions23

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1.9 ) Self-esteem plays a crucial role in how individuals respond to and cope with sexual abuse.
High self-esteem can empower youths to speak up, seek support, and assert boundaries, reducing
the likelihood of continued abuse. Conversely, low self-esteem may lead to feelings of
powerlessness, shame, and self-blame, making it harder for victims to disclose abuse or seek
help. Encouraging healthy self-esteem through education, support systems, and promoting a
culture of open communication can better equip youths to address and prevent sexual abuse in
their school environments.
1.10 ) One effective way for grade 10 learners to deal with sexual abuse at school is to establish a
trusted support network. This could involve confiding in a trusted teacher, school counsellor, or
family member about the abuse. By speaking up, learners can access the necessary resources and
support to address the situation safely. Additionally, this action can ensure their continued safety
by initiating appropriate interventions, such as counselling, legal action, or increased
supervision, to prevent further abuse and create a safer environment for all students.

Activity 2
2.1) A gender stereotype is a generalized view or preconception about attributes or
characteristics, or the roles that are or ought to be possessed by, or performed by, women and
men
2.2)
1. “Women are more nurturing and emotional, while men are logical and assertive.”
2. “Men should be the primary breadwinners, while women should focus on domestic
responsibilities.”
3. “Girls are not as skilled in STEM fields as boys.”
4. “Men should not show vulnerability or express emotions other than anger.”
2.3)
Discrimination Gender inequality
The unjust or encompasses the
prejudicial treatment unequal treatment of
of an individual or individuals based on
group based on their gender. It refers to
certain the systemic and
characteristics, such persistent disparities
as race, gender, between men and
religion, sexual women in various
orientation, or aspects of life,
disability. It involves including access to
the denial of education,

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 opportunities, rights, employment,
or privileges to a healthcare, political
particular group of participation, and
people, often leading decision-making.
to marginalization Gender inequality is
and social exclusion. often rooted in
Discrimination can be patriarchal norms and
overt, expressed stereotypes that assign
through explicit different roles,
actions or policies, or responsibilities, and
covert, manifested opportunities to men
through subtle biases and women.
and prejudices

2.4) Gender stereotyping can lead to the violation of grade 10 learner rights by perpetuating
harmful biases and limiting opportunities based on gender. For example, if a teacher assumes that
girls are not as capable in math and science as boys, they may inadvertently provide less support
or encouragement to female students in these subjects, ultimately hindering their academic
success and violating their right to equal education. Additionally, gender stereotypes can create a
hostile environment for students who do not conform to traditional gender norms, leading to
discrimination, bullying, and exclusion, which violate their right to a safe and inclusive learning
environment.
2.5) 1.Limited Opportunities: Gender inequality can result in limited access to resources and
opportunities for certain genders. For example, if girls are discouraged from pursuing STEM
subjects due to stereotypes, they may miss out on valuable learning experiences and career
opportunities in fields such as engineering or computer science, which can impact their academic
success.

2.Low Self-Esteem: Gender stereotypes and discrimination can erode the self-esteem
and confidence of learners, particularly those who do not conform to traditional gender
norms. This lack of confidence may lead to underperformance in academics as learners
may doubt their abilities and feel unworthy of success.

3. Unequal Treatment: Gender bias from teachers or peers can result in unequal treatment
in the classroom. For instance, if a teacher consistently calls on boys more than girls or
gives boys more opportunities for leadership roles, it can create an unfair learning
environment where certain learners feel marginalized and overlooked. This unequal

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 treatment can undermine the motivation and engagement of learners, impacting their
ability to succeed in their schoolwork.
2.6) 1. Fear of Stigma: In societies where gender inequality is prevalent, there may be a
strong stigma associated with sexual abuse, particularly towards victims. Families may fear
that reporting the abuse could bring shame or dishonour to their family, especially if the
victim is female. This fear of stigma can lead families to prioritize protecting their reputation
over seeking justice for the victim.

2. Lack of Trust in Authorities: In environments where gender inequality is widespread,

there may be a lack of trust in authorities to handle cases of sexual abuse fairly and
effectively. Families may fear that authorities will not take their concerns seriously or that
they may face further discrimination or mistreatment when seeking justice. This lack of trust
can discourage families from reporting the abuse to authorities.

3.Economic Dependence: Gender inequality can contribute to economic disparities

between genders, with women often being economically dependent on their male
counterparts. In cases where the perpetrator of sexual abuse is a family member or
someone with financial power over the victim or their family, the fear of economic
repercussions can prevent families from reporting the abuse. They may worry about
losing financial support or facing retaliation if they speak out against the perpetrator.

4. Cultural Norms and Beliefs: Gender inequality can be perpetuated by cultural norms
and beliefs that prioritize male authority and control over female autonomy. In some
cultures, there may be a belief that women and girls are responsible for preventing sexual
abuse by adhering to strict gender roles and modesty standards. This victim-blaming
mentality can lead families to hesitate to report sexual abuse out of fear of being seen as
responsible for the incident or violating cultural norms.
2.7) 1. Equal Participation Opportunities: Fitness activities can be structured in a way that
promotes equal participation opportunities for all learners, regardless of gender. By offering a
variety of activities that appeal to different interests and abilities, such as team sports, individual
workouts, or recreational games, learners can engage in activities that they enjoy and feel
comfortable participating in. Additionally, ensuring that equipment and facilities are accessible
and inclusive can further encourage equal participation among all learners, breaking down
gender stereotypes and promoting equality.

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2. Promotion of Collaboration and Respect: Fitness activities provide opportunities for
learners to collaborate, work together towards common goals, and develop respect for each
other’s abilities and contributions. Through team sports and group workouts, learners can learn to
value teamwork, communication, and cooperation, regardless of gender. Encouraging a culture
of respect and inclusivity within fitness activities can foster positive relationships among
learners, challenge gender stereotypes, and promote equality both on and off the field.
2.8) 1.Limited Access to Quality Education: One socio-economic factor that sustains the cycle
of poverty among youth is limited access to quality education. In many communities, socio-
economic disparities result in unequal access to educational resources such as well-equipped
schools, qualified teachers, and educational materials. Children from low-income families often
attend underfunded schools with overcrowded classrooms and limited extracurricular
opportunities, which can hinder their academic performance and limit their future prospects.
Without access to quality education, youth may struggle to acquire the skills and knowledge
needed to break out of the cycle of poverty, perpetuating intergenerational poverty.

2. Lack of Economic Opportunities: Another socio-economic factor that contributes to the

cycle of poverty among youth is the lack of economic opportunities. In communities where job
opportunities are scarce, particularly in sectors that require specialized skills or education, youth
may struggle to find employment or secure stable income-generating activities. This lack of
economic opportunities can lead to unemployment, underemployment, or reliance on low-paying
jobs with limited prospects for advancement. Without access to decent employment
opportunities, youth may find themselves trapped in poverty with limited avenues for upward
mobility, perpetuating the cycle of poverty within their communities.
2.9) community engagement initiatives can foster a supportive environment where teenage
pregnancy is addressed openly and proactively. This includes involving community leaders and
stakeholders in awareness campaigns and prevention strategies tailored to the community’s
specific needs. Parental involvement is another critical aspect, as open communication about
sexual health within families can significantly reduce the risk of teenage pregnancy. Lastly,
culturally sensitive approaches that respect the community’s values and beliefs can enhance the
acceptance and effectiveness of prevention programs. Collectively, these community-driven
efforts can create a robust network of support and education, empowering teenagers to make
responsible decisions and ultimately reducing the incidence of teenage pregnancy.
2.10) One strategy learners can consider to protect themselves from being victims of gender
inequality is to advocate for gender equality and challenge gender stereotypes within their
schools and communities. By speaking out against discriminatory practices, promoting inclusive
language and behaviours, and actively supporting gender equality initiatives, learners can help
create a safer and more equitable environment for everyone.

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This strategy ensures that everybody is always safe by fostering a culture of respect, tolerance,
and acceptance. By challenging gender inequality, learners can help create a supportive
environment where all individuals feel valued and respected regardless of their gender identity or
expression. This inclusive approach promotes positive relationships, reduces the risk of
discrimination and harassment, and creates a sense of belonging for everyone, ultimately
contributing to the safety and well-being of all members of the community.

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