Browsing by Author "Johns, Lucinda Theresa."

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An autoethnographic study of my experience with breast cancer.
(2020) Johns, Lucinda Theresa.; Sliep, Yvonne.; Richards, Roselee.
My breast cancer experience facilitated the exploration of my intersectional identities within an autoethnographic framework. I contextually reflected on my personal and professional identities within the interactional lens of silence and vulnerability. The qualitative methodology of autoethnography allowed me to use autobiographical self-reflective data collection that included self-narrative, poetry, photographs, presentation, intersecting academic and community spaces. The data collection informed the analytical intersecting chapters that reflect the research question and the associated three objectives: (1) to explore the transformative nuances of my breast cancer in relation to my intersecting identities, (2) examine how my profession as an academic and psychologist had an influence on meaningmaking of my illness and healing and (3) investigate the contextual contributions of interconnectivity within communities. The concluding chapter reasserts the intersecting matrix of my identities as I navigated through my breast cancer experience. This elaborate autoethnographic process ultimately contributes to existing knowledge and the national narrative of breast cancer within the South African context.
A comparative study of the effectiveness of stress inoculation training in the treatment of academic test anxiety among university students.
(2007) Madikizela, Londiwe P.; Johns, Lucinda Theresa.
A commonly used method for treating students with test anxiety in tertiary academic institutions is Skills Workshops. These workshops encompass study, time management and test taking skills. However, Meichenbaum & Butler's (1980) model of test anxiety suggests that test anxiety has four components that need to be taken into consideration when treating test anxiety. These are (1) Internal Dialogue, (2) Behavioural Acts, (3) Behavioural Outcomes and (4) Cognitive Structures. They suggest that Stress Inoculation Training (SIT) is an ideal treatment method for treating test anxiety as it addresses all these components. This study looked at the effectiveness of SIT in comparison to the Skills Workshops as well as no treatment at all. The results showed that both SIT and Skills Workshops were effective in reducing test anxiety levels but SIT was a more superior method.
Contact with the foreigner: a study of intergroup contact with foreign nationals as constructed by black South Africans in Umlazi, G section post 2015 xenophobic attacks.
(2017) Muthwa, Nqobile.; Johns, Lucinda Theresa.; Cartwright, Duncan James.
In intergroup contact literature, the contact hypothesis has been proven to be an effective prejudice reduction tool when contact occurs under optimal conditions (for example: Pettigrew and Troop, 2006). However, research on this theory has continually focused on experimentally manipulated conditions of contact, resulting in research that is decontextualised and that fails to take into account the complex realities of contact in situations of conflict. In this study, intergroup contact was understood as a natural phenomenon and the focus was on understanding how group members constructed contact encounters in a context where issues such as conflict and intergroup violence were lived experiences. This study was conducted in Umlazi, KwaZulu-Natal, an area that was largely affected during the 2015 xenophobic attacks in South Africa. Working models of contact were drawn upon as an analytical framework for this study, in order to gain an understanding of how local residents constructed and made sense of their encounters with foreigners. Observations during the study revealed that local residents largely constructed intergroup contact as an exploitative process on local residents as foreigners were said to be constantly exploiting and taking advantage of local residents. Such a belief of contact allowed local residents to avoid encounters with foreigners; but also allowed group members to render actions, such as violence, towards foreigners as intelligible due to the threat foreigners posed to group members.
Experiences' of Health science students' in relation to the use of laboratory animals for experimental research purposes : a phenomenological inquiry.
Coldwell, Sarah Jean Houston.; Johns, Lucinda Theresa.
The use of laboratory animals for research purposes has been debated for many years. Animal rights movements are strongly opposed to using animals for research purposes. There is also an argument that animal research is fundamental in the medical field to improve medical procedures and to develop new medical methods and treatments. Previous studies have primarily focused on issues of an ethical and moral nature regarding animal treatment, or on veterinarian sciences and animal shelter workers experiences. To my knowledge there is limited research focusing on postgraduate students’ experience and this research aims to address the gap. The study aims to explore the experiences of novice postgraduate research students using laboratory animals for their research and the influence of these experiences on their understanding of animal research and their psychological challenges. A qualitative approach was adopted using phenomenology as a framework and theory. Van Kaam’s descriptive phenomenological analysis was used to analyse eight email facilitated questionnaires completed by postgraduate students studying at the University of KwaZulu-Natal (UKZN) Biomedical Research Unit. The themes that emerged were: The moral dilemma; the experience of guilt; role expectation to improve quality of human life; deterrents factors to the animal experience; coping strategies and beliefs about the BRU education programme. The findings revealed participates faced several challenges linked to conducting research on animals in terms of under-preparedness, emotional well-being and moral stressors. Recommendations include for more effective preparation methods and practice for students using animals for research purposes and to implement psychological services to assist those students experiencing difficulties due to the research process.
A phenomenological understanding of the experiences of young adult stroke survivors.
(2015) Jeewa, Sumaya.; Johns, Lucinda Theresa.
Little is known of the experiences of young adults who have survived a stroke. This study explored the lived experiences of young adult stoke survivors. Four stroke survivors, between the ages of 18 and 37 years old were interviewed using an Email Facilitated Qualitative Interview schedule. The time elapsed since the participants' stroke was, on average, 4.5 years. The data was analyzed using Interpretive Phenomenological Analysis, which revealed five superordinate themes. These were (I) the initial response of shock and surprise, (2) frustration due to limitations, (3) perceived fear of judgment, ( 4) the significant role of family support, and (5) stroke as a journey of transformative learning. Overall participants described their experience in the recovery trajectory as exceptionally challenging and difficult; however, they viewed the stroke journey as a valuable learning experience. In support of the findings, it was recommended appropriate emotional, psychological and educational support be provided to young adult stroke survivors and their families.
A qualitative study on Black African female postgraduate students’ beliefs and understanding of breast cancer.
(2017) Nyandeni, Londiwe N.; Johns, Lucinda Theresa.
The aim of this study is to provide a qualitative understanding and beliefs regarding breast cancer of Black African female postgraduate students. The study was conducted at a tertiary institution in KwaZulu-Natal. The subjects for this study, ten in total, were purposively and suitably selected. The data was collected through one-on-one semi-structured interviews, which were recorded on an audiotape. They were then transcribed and translated, and further analysed through thematic analysis, in order to identify similarities among the responses of the participants. The results suggest that there is adequate knowledge of breast cancer among Black African female postgraduate students. Due to their education and exposure to knowledge about breast cancer, their beliefs can be argued to be more westernised. Further education on breast cancer is, however, recommended.