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Guidelines for parents, teachers and professionals in the handling of rebellious childrenRebelliousness is the act of defying lawful authority or a resistant way of relating to authority. 
 It is seen by many as a normal way of development.
 
 The development of rebellious behavior actually starts in childhood and progresses through 
 to adulthood.
 The study focuses on the manner in which the family and school handle the rebellious child and the negative effects that these have on the child's development. These problems may manifest in truancy, delinquency, negativism, runaway, antisocial behavior, alcohol and substance abuse and gang involvement.
 The results of the study prove that the environment in which the adolescent lives, contribute greatly to the development and the maintenance of rebellious
 behavior.
 
 Guidelines were written for parents, teachers and psychologists regarding the handling of the 
 rebellious child.
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The role of the state in the establishment of a culture of learning and teaching in South Africa (1910-2004)Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004. 
 
 To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching.
 
 The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future.