Browsing by Author "Naidoo, Zaiboonnisha."

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Adolescent suicidal behaviour : a desperate cry for help.
(2007) Govender, Amutha.; Naidoo, Zaiboonnisha.; Ramrathan, Prevanand.
There appears to be a need to demystify suicidal behaviour not just for the benefit of researchers and health workers but equally for parents, teachers and most importantly for adolescents themselves. The focus in this study was on attempting to provide a fresh perspective of adolescent suicidal behaviour by viewing some delinquent and deviant behaviour as possible manifestation of suicidal behaviour and by decoding and making an attempt to understand the non-verbal voices/cries of suicidal adolescents. In general, suicide and suicidal behaviour among adolescents, has received relatively little attention from Education Departments throughout South Africa. Suicide-prevention is also sadly neglected by government and public health authorities. Unfortunately, despite the fact that the phenomenon has become the first cause of death among the younger age groups, with a higher mortality rate than for road accidents, it has not so far managed to provide backing for preventive schemes within the school and community systems of the same magnitude as the ones developed to tackle other public health problems, such as Aids. The purpose of this study was to gain greater insight into the phenomenon of adolescent suicidal behaviour so that a clearer and broader definition (that included both overt and covert behaviour) was formulated. This will then assist, amongst others, educators, parents and adolescents to identify more easily adolescent suicidal behaviour in its various forms . The study also hoped to investigate and identify the factors that could contribute to suicidal behaviour in adolescents. It also hoped to explore what support systems were available and accessible to the adolescents, more especially those manifesting deviant and delinquent forms of suicidal behaviour and to investigate the effectiveness of the support systems. The concept of networking and creating supportive connections is strongly supported when facing problems of suicide and suicidal behaviour. In creating a connection with the parents, teachers are able to better connect with learners because they will be more aware of the stressors that adolescents are experiencing. Since evidence indicates (Snyder, 1971) that potential suicide victims typically turn first to family and everyday friends and to the more traditional and perhaps formal sources such as clergy, psychiatrists, social workers only later, the need for the school to be more ready to play the role of referrer to other established sources of help is apparent. Teachers should not mistake adolescent suicidal behaviour for just delinquent 'brat' behaviour. In many situations adolescent suicidal behaviour becomes a way of communicating with others after all other forms of communication have broken down - when connections with the outer world is tenuous or non-existent. Stigma keeps adolescent suicidal behaviour from being identified as a public health problem that is preventable. This could be the reason (besides financial ones) why the Department of Education has not seen the urgency to strengthen counselling services in schools. In the absence of such support parents, educators and adolescents need to join forces - create a network of connections - both physical and emotional - so that desperate cries of adolescents are heard, interpreted and eliminated.
Career aspirations of grade eleven learners.
(2001) Bhamjee, Mehmood Essop.; Naidoo, Zaiboonnisha.
Abstract available in the PDF.
Career decision-making the relationship between educational indecision and vocational indecision.
(1997) Beerlall, Sharitha.; Naidoo, Zaiboonnisha.; Smith, Darryl.
The present study investigates the relationship between educational and vocational indecision. It examines gender and cultural differences in relation to these two main variables. Three levels of educational and vocational indecision among first-entry university students were studied and designated the categories decided, tentatively decided and undecided. A biographical questionnaire and the Career Decision Scale (CDS) were used to gather quantitative data. The CDS was used to measure career indecision. Students here were arbitrarily categorised as decided, somewhat decided and undecided according to their CDS scores. Interviews were also conducted to gather qualitative data. A total of 404 students completed the questionnaire and CDS, and a total of 25 students were interviewed. The sample was drawn from the first year student population and comprised 153 male and 221 female students. There were 271 African, 1 Coloured, 99 Indian and 4 White students in the sample. The results from the data show that there is a significant relationship between educational and vocational indecision in the sample. There were significant differences for gender and culture in relation to educational and vocational indecision. Male students were found to be more decided than female students about their majors and vocation. African students were more decided about their vocation than their majors. The reverse was true for Indian students, that is, they were more decided about their majors than their vocation. There were also very interesting differences among the different language groups. The findings of this study show that the levels of educational and vocational indecision were high among the first-entry university students. Recommendations and implications for further study are discussed. KEY TERMS: Career decision-making; majors; vocation; indecision.
Depressive symptoms in adolescents : contributory factors at home and in school.
(2002) Gajadhur, Romela Devi.; Naidoo, Zaiboonnisha.
Depression is a serious mental health problem in adolescents. Schools and primary health care providers are flooded with adolescents who have serious emotional and behavioural problems. Mental health specialists initially overlooked this condition, later argued against its existence, then recommended universal acceptance of it as a separate clinical entity very similar in nature to adult depression. More recently they have expressed concern over the adolescent's cognitive, linguistic, and socio-emotional development capabilities in relation to depressive symptomatology and treatment. Quality mental health services are essential to decrease the prevalence, economic toll and mortality that result from depression. This study is a combination of qualitative and quantitative research methodologies. The principal objective of this study was to determine the prevalence of depressive symptoms in a sample of South African adolescents, to investigate contributory factors at home and in school, and elicit from the adolescent participants suggestions for improving the prevailing conditions. In order to establish the focus of the study four critical questions were posed: • What is the prevalence of depressive symptoms in adolescents? • What factors in the home contribute towards depressive symptoms? • What factors in the school contribute towards depressive symptoms? • What are the suggestions made by adolescents to improve the prevailing conditions? To accomplish this delineation, a group of Grade 11 learners were identified by means of cluster sampling. The entire cluster was given the Beck Depression Inventory, which is a self-report scale for screening depressive symptoms. The results of the BDI revealed that 118/566 learners i.e. 20.84% displayed symptoms of depression. These learners i.e.118 who had scored between 19-29 on the BDI were then given a survey questionnaire to complete. The findings of this study are consistent with other studies. An analysis of data confirmed previous reports of depressive symptoms in adolescents. Gender differences showing more females than males presenting with depressive symptoms were evident in the present study. Females had more responsibilities and not much support in the household chores that led to feelings of frustration and anger. The adolescents expressed concern over their studying and living conditions. In-depth interviews were used to gather information for qualitative analysis. From the content analysis of the interviews, three main themes were identified regarding the factors contributing towards depressive symptoms. Family Relationships (home), with communication, support, outside intervention and perceptions of their parents related to the first theme. The second theme related to peer/ sibling relationships associated with communication, support, other concerns, and perceptions of peers/siblings. The final theme related to school and included communication, support, performance and perceptions of school. Recommendations made on the basis of the present findings included the need for better support structures at schools, with parents and peers/siblings. The qualitative findings indicated a need for social organizations to play a more significant role in the community. Because of this potent combination of formal and informal influence, educators can be powerful resources for the development and continuity of intervention. Educators should be trained to recognize the markers of adolescent depression and to approach and refer them to a central person such as guidance counselors or social workers for initial screening and treatment if necessary. This study has contributed to research data in an area where there is a deficiency of information and understanding. The high prevalence of depressive symptoms in adolescents is a matter of great concern to all service providers. The contributory factors in the home and school that were identified should be attended to in order to improve the living and studying conditions of the learners.
An exploration of the attitudes and expectations of educators towards learners who are deprived as a result of poverty.
(2003) Mohangi, Kamleshie.; Naidoo, Zaiboonnisha.
The present study explored the attitudes and the expectations that educators have towards learners who are deprived by poverty. The influence of the educators' race and gender on these attitudes and expectations was explored as well as the relationship between indigent learners and their educators. The challenges that face educators on a daily basis, make teaching a particularly daunting task. In addition educators have the complex task of teaching learners who come from a diverse range of home backgrounds. These stressors combine to create a complicated learning environment. The interplay between home environmental risk factors, teacher support and learner achievement and performance is of utmost importance for eventual school success and a positive self-perception for the learner. This study was conducted by using a survey questionnaire which was completed by 53 educators (Indian and African), and semi-structured interviews with 12 indigent learners. The researcher was able to determine the emergent attitudes and expectations of educators according to the educator's race and gender. Semi-structured interviews were conducted with 12 indigent learners to determine their relationship with their teachers and their self-perceptions. The responses to the interviews were qualitatively analysed. The findings of this study have indicated that generally, educators have positive attitudes towards indigent learners. They are supportive of these learners and try, in most instances, to plan lessons in a manner that would benefit the disadvantaged learner. With regard to race and gender, African male educators were the highest number that perceived indigent learners negatively, while African female educators appear to be the most sympathetic and held the least negative views on indigent learners. Results also indicated that the majority of educators had formed pre-conceived expectations about learner's abilities based on variables such as the home background, knowledge of siblings performances in school, dress and speech. Although African male educators had the most negative attitudes towards indigent learners, they (African male educators) also held the highest expectations of indigent learners as compared to Indian female educators who held the lowest expectations. This means that African male educators believe that indigent learners have the potential and perform relatively well in the classroom despite their poverty status. The results of the semi-structured interviews, which were qualitatively analysed, indicated that generally, the indigent learners who were interviewed, were happy at school, had friends and enjoyed a good relationship with their teachers. These learners appeared to always try hard with their schoolwork and held high career aspirations. Based on these findings, it appears that generally, the indigent learners who were interviewed had positive self-esteem based on positive relationships with their educators. The findings of this research were discussed in relation to previous findings from international literature. The study was concluded with recommendations to educators on monitoring and controlling expectance effects and bias on the achievement and social behaviour of learners.
An exploration of the attitudes of grade ten learners at an ex-model C school towards racial integration.
(2004) Enoch, Sharon D.; Naidoo, Zaiboonnisha.
The primary aim of this study was to explore the attitudes of grade ten learners towards racial integration at an ex-Model C school in the suburb of Kloof, KwaZulu-Natal. In addition, the study ventured to explore the influence of variables such as race, age, gender and scholastic achievement on learners' attitudes towards integration. Finally, the study aimed to establish learners' perceptions of the difficulties and benefits of integrated schooling, as well as their suggestions to improve school integration. The Pupils' Attitude to Integration Questionnaire was used to gather data from 172 learners, of whom 82 were males and 90 were females. The questionnaire yielded both quantitative and qualitative data that provided insight into the attitudes learners held towards integration. Interviews were also conducted with 12 learners. The researcher was, thereby, able to establish the difficulties and benefits of integration for learners, and their suggestions to improve racial integration at schools. Interview responses were qualitatively analysed and emergent themes extracted. Evidence from the data revealed that, generally, learners held positive attitudes towards integrated schooling. Furthermore, their attitudes were significantly influenced by race, gender and scholastic achievement. Age was not a significantly influential variable. In terms of the results, Coloured learners were most positive regarding racial integration, followed by Black, Indian and White learners. Girls revealed more positive attitudes than boys. Learners with average and above average symbols were more positive than those with below average symbols. Results of the interviews indicated that learners were experiencing more difficulties than benefits in respect of integration. Nevertheless, some learners did offer suggestions to improve integrated schooling. The outcomes of this study were analysed within the context of both international and local literature. Theories of attitude formation as well as theories of racist attitude formation were used in an attempt to explain the results obtained. The study concluded with recommendations for learners, educators, parents and the community at large, to facilitate the cultivation of positive attitudes towards the integration of races. It is anticipated that this research endeavour will not only contribute to an awareness of the challenges of racial integration in schools in South Arica, but will also provide insight into the pivotal role played by significant others and society, in general, in the formation of positive racial attitudes.
An exploration of the criteria used by educators in the identification of children with attention related problems.
(2001) Essack, Fathimabibi.; Naidoo, Zaiboonnisha.
The main purpose of this study was to determine the extent to which educators were able to identify behavioural descriptors pertaining to Attention Deficit Hyperactivity Disorder (ADHD) as outlined in the DSM-IV and to explore the management strategies employed by educators in the classroom in their attempt to deal with the disorder. The participants were 36 Foundation Phase educators (grades 1 to 3) in the South Durban Region. An analysis of data obtained from the administration of questionnaires to educators indicated that, although educators were able to identify behavioural criteria descriptive of ADHD, they were unable to differentiate between ADHD and Oppositional Defiant Disorder (ODD). They viewed the disorders as interrelated. However, they showed insight into the difficulties experienced by ADHD learners. This was evident in the effective classroom management practices educators adopted to deal with these special learners. Finally, knowledge of ADHD and qualification level appeared to have no impact on accuracy of educators' ratings.
Factors contributing to stress in parents of children diagnosed with attention-deficit/hyperactivity disorder.
(2005) Prithivirajh, Yashica.; Naidoo, Zaiboonnisha.
The purpose of this study was to investigate which factors contributed to stress in parents of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). The influence of the parents' gender on these stress factors as well as the way in which parents conceptualised extreme stress/burnout were also explored. This study focused on parents whose children have been diagnosed with this disorder and attend the grade two classes at this special school. Thirty seven parents completed a survey questionnaire and semi-structured interviews were conducted with 10 of these parents. The researcher was able to determine which specific factors contributed to these parents' stress relating to parenting their ADHD child and also explored parents' conceptions of stress. The data was quantitatively and qualitatively analysed. The semistructured interviews explored the parents' subjective stress experiences with their ADHD children and encouraged possible solutions from parents. Gender differences were also explored. The responses to the interviews were qualitatively analysed. The results of this study have indicated that generally, parents perceive extreme stress/burnout in terms of physical and emotional symptoms. The factors contributing to extreme stress appeared to be associated with social problems of ADHD children, their inappropriate behaviours and school-related problems. Many possible solutions were offered by parents but they also indicated the need for support and understanding from significant others, such as spouses, teachers, family members, doctors and therapists. Parents of ADHD children in this study indicated that one's gender does play an important role regarding how a person copes with stress, with mothers generally experiencing far more stress than fathers.
The implementation of teacher support teams at schools : issues and experiences.
(2005) Duncan, Garth Norval.; Naidoo, Zaiboonnisha.
Teacher Support Teams have recently been established at all schools within the Republic of South Africa. Their success, however, has been mixed and some have ceased to function at all. It has therefore been the purpose of this research project to evaluate the current status of implementation at a sample of schools within one circuit of the Ilembe district within the KwaZulu Natal Department of Education. This study therefore reports on the degree of success experienced by schools in the operation of Teacher Support Teams as they have grappled with the harsh realities of the communities that they serve. Many problems and obstacles serve to impede their progress and it is the intention of this study to learn from these experiences. In so doing, one is in a position to provide added and valued support to such schools. Lastly, the research aims to assess whether there are significant differences between the experiences and the nature of interventions between primary and secondary schools. A survey methodology was conducted that utilised a standardised questionnaire and thereafter, a semi-structured interview. Both quantitative and qualitative data provided an insight into the issues confronting Teacher Support Teams, and thereby allowed for recommendations to follow that could assist in future advocacy programmes. A critique of current theoretical frameworks is provided, followed by a more pragmatic approach that is suggested as an alternative to better suit the context of South African schools.
Indigenous fruits from exotic roots? : revisiting the South African occupational therapy curriculum.
(2007) Joubert, Robin Wendy Elizabeth.; Naidoo, Zaiboonnisha.; Samuel, Michael Anthony.
This thesis explores the origins of occupational therapy in South Africa and how its birth, at the end of the Second World War, in a post-colonial era, with an emerging apartheid government, gave rise to an epistemology that was flawed from the start. It was flawed by virtue of its origins within a Eurocentric, paternalistic and male dominated health milieu which itself was strongly under the influence of the reductionistic and prescriptive medical model. It was flawed by virtue of the unnatural and oppressive nature of the country’s governance at the time in which everything, including health care, was designed primarily to benefit those of European descent and disadvantage those of any form of brown skin descent. It was flawed in that it did not collaborate in the design of curricula and research with the very people it served, namely, people with disabilities and black South Africans. Using historical and other relevant documentation, own life experiences, focus groups and the narratives of people with disabilities as data, this thesis attempts to expose the flawed layers described above and exactly how this impacted upon the epistemology of occupational therapy in South Africa. It also explores the changing face of occupational therapy globally and locally as a changing interface between what was then, what is becoming and what has to become in the future. The thesis ends with a flexible model that has multi-dimensional properties that provide multi-dimensional possibilities both in portraying the historical influences upon professional development and in plotting identity and curricula changes. It suggests some inherent principles essential for restructuring the occupational therapy identity and curriculum to meet this identity. It draws sustenance from the resilience that the developing South African occupational therapy profession has displayed, despite all these odds, and attempts to reconcile the errors of the past with the fast-changing face of modern day occupational therapy as it relates to professional practice, theory, contexts, policy and research in South Africa today.
The influence of sexuality education on learners' relationships.
(2003) Naidoo, Maynapathee.; Naidoo, Zaiboonnisha.
Sexuality education is a controversial subject, which gave rise to many heated debates about whether sexuality education should be taught in schools. Many studies found that parents, although the primary educators of sexuality, were abdicating this very important responsibility. This led to their children seeking information from their peers and the media. A few children turned to their teachers whom they could trust. With the increase in teenage pregnancies, child rape and HIV/AIDS, the Minister of National Education, Prof. Kader Asmal, advocated that sexuality education should be taught in schools and not left solely to the parents. Hence, he mandated the implementation of sexuality education in schools in 2002. One of the vital components of sexuality education is teaching children about relationships, not specifically sexual relationships but relationships with significant others. An extensive literature survey revealed that there was a paucity of research in this area. Hence, this study investigated the influence sexuality education in schools was having on Grade 7 learners' relationships with parents, teachers and peers. Learners needed to communicate with their parents, teachers and peers on matters pertaining to sexuality as they experienced it, in order to improve their relationships. Schools were expected to use the whole school policy approach in implementing sexuality education in order to fortify the learners' relationships with others. The purpose of this study was to find out if implementing sexuality education in schools was improving learners' relationships with significant others. Indian and Black learners from two schools in Tongaat, KwaZulu-Natal, were selected to participate in the study. Data were gathered by means of a questionnaire and selected semi-structured interviews. A qualitative and quantitative analysis of the results revealed that many learners were turning to same gender learners and Life Orientation teachers to talk to on matters pertaining to sexuality. However, they expressed feeling uncomfortable and shy when discussing sexuality related issues, especially with parents, other teachers and opposite gender learners. Most of the learners preferred confiding in their mothers or female teachers on issues regarding sexuality. It was also found that boys and girls preferred to be separated during sexuality education sessions because they felt more at ease with their own gender peers. Overall, it was found that the whole school policy approach to teaching sexuality education was not very successful, as reflected in the variable responses to the influence of sexuality education on learners' relationships with others. The findings of this study led to the following recommendations being made to the Department of Education: engaging in more intensive workshops to promote the whole school policy approach to teaching sexuality education in schools; devising a proper monitoring system to check the implementation of sexuality education in schools; engaging female Life Orientation teachers and screening sexuality education teachers. As the relationship between Life Orientation teachers and learners appeared to be positive, Life Orientation teachers could serve as facilitators to bridge the gap amongst all relevant stakeholders involved in the learners' education regarding sexuality. Other teachers could improve their relationship with learners by trying to integrate sexuality education into their learning areas, which would allow learners to develop rapport and trust with them when discussing sexuality issues. Most importantly, a suggestion was made to parents to form a partnership with schools to strengthen their relationships with their children. Children are bound to communicate more effectively with their parents about sexuality if they see their parents liaising with the schools and showing an active interest in their progress. Finally, it must be noted that this study is not without limitations. The chosen sample was not representative of the entire population of KwaZulu-Natal. Therefore the results cannot be generalised. This study was also limited racially to Indian and Black learners.
An investigation of the influence of teaching facilities and teacher training on the attitudes of primary school educators towards the implementation of inclusive education.
(2006) Bhengu, Millicent Gugulethu.; Naidoo, Zaiboonnisha.
The present study focuses on the investigation of the influence of teaching facilities and teacher training on the attitudes of educators towards the implementation of inclusive education. As a result of South Africa's particular history of inequalities and discrimination, and the context recent rapid social changes, most schools do not even have basic resources and are experiencing a serious breakdown in the culture of learning. These factors are viewed as part of the major challenges to educators and the policy of inclusion. If these factors are not addressed, they act as major barriers to learning and development, thereby resulting in the exclusion of many learners. The right of all learners to basic education is underwritten by the policy of inclusive education. Attainment of an educational right, therefore, focuses on the need to ensure that all learners, including learners with special educational needs (LSEN), are able to access equitable educational opportunities that will allow them to achieve to their potential. Inclusive education constitutes a challenge to the education system as a whole and in particular to educators in mainstream classrooms. The educators in South African schools are currently being expected to make major changes in the way they understand teaching and learning in the process of adapting to an entirely new curriculum. Teachers are expected to have the knowledge and skills to accommodate a range of diversity among learners. In international literature, it has been found that positive attitudes in educators towards inclusive education, play an important role in the successful implementation of an inclusive educational policy. From the literature, it becomes clear that, should educator's attitudes towards inclusion be negative, their teaching abilities in the inclusive classroom will be negatively affected. In order to achieve the goal of this study, a survey questionnaire which was completed by fifty educators (White and African) was conducted. The researcher was able to determine the influence of teaching facilities and teacher training on the attitudes of primary school educators towards implementation of inclusive education. From analysis of the data, it became apparent that these primary school educator's attitude was largely positive but they felt incompetent because of their lack of knowledge and skills, and because of the lack of teaching facilities and resources.
The management of learners diagnosed with attention deficit hyperactivity disorder in special schools.
(2001) Tonkinson, Felicity Jane.; Naidoo, Zaiboonnisha.
The purpose of this study is to investigate how educators at schools for learners with special needs manage learners diagnosed with Attention Deficit Hyperactivity Disorder. Two major themes were investigated, namely, the organisational structure in these schools and the interventions utilised to manage these children. This study has focused on educators in these special schools who teach learners diagnosed with this disorder. A questionnaire was administered to 31 class educators from Grade One to Grade Seven in two of these special schools in the North Durban area. Survey data indicated that educators at these two schools for learners with special needs organised their learning environment so as to facilitate the efficient management of ADHD learners. Educators utilised a range of interventions both inside and outside the classroom. The implications of these findings are for those who teach learners diagnosed with this disorder, as well as those who are involved in designing learning environments and curricula, especially in the South African context.
The occupational choices of ex-grade 12 learners at a special needs school between 1996-2001.
(2003) Baijnath, Pravina.; Naidoo, Zaiboonnisha.
This study reports on the occupational choices of 87 individuals with learning disabilities, who had successfully completed Grade 12 between 1996 and 2001 at a long-term remedial school, in a city suburb in the Kwa-Zulu Natal province of South Africa. The sample consisting of 54 males and 33 females between the ages of 18 and 26 years was divided into two age-cohort groups. The main question that guided this investigation was: What are the factors that influenced occupational choices of adults with learning disabilities? Career development theories were used as a lens to understand the various factors that influenced their occupational choices and the systems theory was used as an overarching framework to conceptualise the occupational choices of these individuals. In attempting to capture how individuals with learning disabilities make occupational choices, a combination of two research methods were employed in a complimentary manner. Quantitative data was gathered from individuals in the sample using a telephonic questionnaire. This data was used to provide the study with baseline information to pave the way for more in-depth data gathering. The quantitative research method using face-to-face interviews was used to develop narrative career stories. Data from narrative career stories was used with the intention of understanding the factors that influenced the occupational choices from a broad social and historical context. Evidence from the data revealed that a significant number of participants were employed in the service sector in predominantly part-time, low-skill, low-wage positions such as waiters, waitresses, clerical workers, salespersons and secretaries. Gender differences were apparent with more females being employed than males. In recent years an increasing number of males from the younger age cohort were pursuing studies at colleges and technikons. Very few females aspired towards further education. The data also revealed that many individuals continued to live with their parents and were dependent on them for financial and emotional support. The study concludes with recommendations to individuals with learning disabilities, parents, education departments, employers and future researchers.
Occupational choices of women in South Africa.
(2000) Naidoo, Zaiboonnisha.; Jansen, Jonathan David.; Ramphal, Anandpaul.
The purpose of this study is to determine women's perceptions and choices of different categories of occupations and the reasons for such choices. Since the installation of the first democratic post apartheid government in South Africa, national policy has advanced women's rights. Affirmative action has opened up opportunities previously closed to women, but there is little research documenting changes in career trends. The influence of race, gender, social and political changes on perceptions and choices of occupations of women in the country is not known. This study has focused on African and Indian females in the 15 to 60 age range in the greater Durban area. Women born between 1940 and 1985 have experience of the pre- and post apartheid era, and therefore changes in perceptions and choices could be investigated. A survey questionnaire was administered to 390 female learners in seven former Indian schools. Semi-structured interviews were conducted with 12 African and Indian women; six daughters in non - traditional occupations and six mothers in traditional occupations. The results from the survey and interviews suggest that women have a strong sense of empowerment and do not regard gender as a barrier to occupational choices. A limited number of occupations were categorized as suitable for men only, while the majority were deemed suitable for both men and women. Survey data indicated that African learners were more conservative in their choices than Indian learners. Interviews with the older women however, revealed that African women were more positive about opportunities open to them in the new South Africa. Detailed family profiles suggest that socio - economic factors rather than parental influence, impacted on decision-making patterns. The unique experiences of women in this country, who have been subject to political and social pressures of the apartheid policy and the rapid change of the post apartheid era, must be documented before any theoretical positions can be articulated about the career development of South African women. This study has contributed to research on the career development of women by providing some insight into how a sector of African and Indian women perceive and categorize occupations.
The prevalence of depression in primary school children and the factors that contribute to depression.
(2003) Naidu, Rekha.; Naidoo, Zaiboonnisha.
The study investigated the concept of childhood depression principally in primary school preadolescent children. While there is a plethora of literature on adult depression, and a wealth of research studies on adolescent depression, there seems to be a dearth of research studies on preadolescent childhood depression. The researcher has also observed as an educator that with an increase of the incidence of child abuse, there was a concurrent increase of children with depressive symptoms in the classroom . The findings of this study will hopefully add to the available literature on childhood depression and assist in some way towards ameliorating the status quo in childhood depression. The purpose of the study was to determine the prevalence of depression among preadolescent primary school children and to investigate the factors from home and school that may contribute to depression. Respondents completed the Children's Depression Inventory (CDI) and a specially developed Questionnaire. The findings from both the CDI and the Questionnaire were compared with relevant research studies. The results of the study indicated that 10.3 % of the respondents were depressed. These results were similar to the findings of other studies with similar populations. The findings partially supported the inference that major depression begins in adolescence. The factors at home that were problematic were the relationship with parents and relationship with siblings. Generally the respondents were satisfied with matters at school with the exception of their relationship with their teachers. Although most of the respondents seemed to enjoy good peer relationships and seemed to enjoy being at school, there were some negative aspects in the pupil -teacher relationship which are explored in more detail in the study. Some recommendations were made to the school personnel as well as to parents. One very important implication that surfaced from the study is that schools should employ counsellors or psychologists who are well trained in children's problems to help and heal distressed children. It is hoped that this study raises the awareness of childhood depression and reflects the importance of early intervention and prevention programmes.
A study of attitudes of educators in a special needs school : towards the implementation of inclusive education.
(2004) Audie, Mariaan.; Naidoo, Zaiboonnisha.
This study focused on the attitudes of educators in a special needs school towards the implementation of inclusive education since educators attitudes' are essential in the success of the implementation of inclusive education. The purpose of this study was to investigate the attitudes of educators in one specific school towards the implementation of inclusive education and to further explore selected factors that have influenced these attitudes. Education in South Africa is in the process of major transformation, and the successful implementation of this policy may be threatened if educators in special needs schools have a negative attitude towards the policy, as the role of the special needs educator will change to a more collaborative one to support and empower colleagues. In South Africa learners with disabilities are placed in special schools depending on their level of disability. This study indicated that approximately 97% of educators, in this study, indicated that all educators are not qualified to educate learners with special needs. A combination of the medical, social and psychological models were used to underpin the research. Inclusive education is moving away from the medical model to a human right - social model. A survey research was used that consisted of a questionnaire that was specifically designed for this study. The data was analysed, qualitatively and quantitatively. The result of this study indicated that educators in this school have predominantly negative attitudes towards the implementation of inclusive education, although a lot of positive feelings did emerge. This study recommends that inclusive education be implemented in consultation with educators who are directly involved in the process. The findings of this study may be used with some caution, since the research is only covering the attitudes of educators of one special needs school and therefore a general relation of attitudes cannot be made.
A study of the perceptions and attitudes of teachers and caregivers towards the prescription of Ritalin.
(2003) Hamid, Shameela.; Naidoo, Zaiboonnisha.
Abstract available in the PDF.