Psychology

Permanent URI for this communityhttps://hdl.handle.net/10413/6472

Browse

Now showing 1 - 9 of 9

A review of Applied Behaviour Analysis (ABA) as a method of early intervention for foundation phase learners living with Autism in South Africa.
(2023) Govender, Rivendri.; Buthelezi, Nontobeko Precious Angela.
Background: Applied behaviour Analysis (ABA) is a form of intervention that is primarily used in the treatment of Autism Spectrum Disorders (ASD) and is based on the premise that behaviours are caused by external stimuli resulting in the implementation of a reward and punishment system in order to discourage or encourage behaviours. Aim: This study is aimed at evaluating the effectiveness of the Applied Behaviour Analysis model as a method of intervention for foundation phase learners who were diagnosed with ASD. Methodology: Embedded within the Theory of Learning and Development, data was collected through the analysis of secondary data retrieved from case files from The Star Academy (South Africa). The study population focussed on foundation phase learners who were diagnosed with ASD and were receiving ABA intervention as the primary method of intervention and purposive sampling was employed in the selection of the case files. Results: The findings of the study revealed that the ABA method of intervention, has an array of areas of functionality which were targeted within each domain of functioning. This allowed the child to acquire a complete repertoire of skills in a natural manner. Conclusion: This research study concludes that the Applied Behaviour Analysis method of intervention is effective in the treatment of Autism in foundation phase learners within a South African context.
Breaking barriers: assessing the efficacy of White Paper 6 implementation in KwaDedangendlale's educational landscape and the impact of the NeuroScreen Tool.
(2023) Dlamini, Anisa Samkelisiwe.; Buthelezi, Nontobeko Precious Angela.
The KwaDedangendlale community (Valley of a Thousand Hills) is a notable little settlement near Botha’s Hill outside of the Hillcrest in KwaZulu-Natal in the Pinetown district. Socio-economic barriers that prevent access to high quality education are one of the main problems that South African schools, particularly those in underprivileged areas, must face. This is due to the legacy of the apartheid era that ingrained economic inequality into South African society. White Paper 6 (EWP6) is a new government policy for a single, undivided education system for all learners, including those with disabilities and barriers to learning, in the hope that inclusive education will serve as a fundamental element of a cohesive society (Donohue & Bornman, 2014, p. 2). Through informal stakeholders’ perceptions of and experiences with the NeuroScreen tool, this study aims to understand the perceived impact and value of the tool by exploring stakeholders’ experiences in the classroom and how the available resources help them help learners who are experiencing learning barriers. The study also pinpoints prior interventions, referral protocols, and networks in KwaDedangendlale, aiming to fill the gap by locating new networks and referral systems that might be used in KwaDedangendlale to help learners experiencing learning difficulties. The method used for data collection is interviewing. Semi-structured, one-on-one interviews with secondary school teachers and a member of the Department of Education (DoE) were used to collect data in order to gather opinions on the state of education in the Pinetown district and Thabela Secondary School. The data was analysed using thematic analysis. The list of mapped locations was compiled based on research on the programmes offered there and the establishments’ commitment to helping young people overcome challenges to achievement. The KwaDedangendlale community clearly exhibits a gap in referral systems and referral networks. Because of this, there has not been much growth in terms of nearby educational facilities for the village. The results showed that a lack of support services from the DoE, problems with overcrowding, and the lack of parental involvement continue to be obstacles for teachers in their implementation of EWP6 at this mainstream rural school.
Career development narratives and experiences of post-matriculants in a disadvantaged community: a study of Douglas in the Northern Cape.
(2022) Hoorn, Caroline.; Mkhize, Nhlanhla Jerome.
Post-matriculants in disadvantaged communities such as Douglas encounter a number of career challenges. The transition to the democratic dispensation in 1994, coupled with the rapid changes in the information domain that are characteristic of post-industrial life, complicate the career development trajectories of black youth in the rural areas in particular. Legally, South Africa has moved from an apartheid to a democratic system. Although this democratic system is approximately 27 years old, the legacy of apartheid runs deep and more so in rural settings. The career development stories and experiences of black rural youth in provinces such as the Northern Cape have not been told, leading to their marginalisation. It is against this background that the current study explored the career development narratives and experiences of post-matriculants in the Douglas community in the Northern Cape. Using a qualitative, narrative approach, the researcher elicited career development stories from 23 participants in Douglas using semi-structured interviews. The study revealed that the career development narratives and experiences extracted are those filled with a mixture of a few positive experiences but mainly those of frustration, stagnation, and loss of hope resulting from the uncontrollable external environmental conditions in Douglas. Key pillars like family, teachers, some people in the community, as well as non-governmental organisations, played a critical role in enabling post-matriculants to choose and pursue careers amidst constant frustration with social, environmental, and socio-economic factors that posed serious obstacles. Another key factor that the study showed was that gender did not have any influence on the career choices of the post-matriculants. The perceptions around career choices and gender were being challenged partly by the urge to affirm equality and the constant reminder of the poverty-stricken conditions prevalent in the households. However, the constraints experienced by the post-matriculants outweighed the enablers’ needed for consistent career development. In addition, the study concluded that while the systems of influence like individual, society and environmental-societal are critical in shaping individual career pathways, individuals are pushed by a strong sense of self-concept, and self-efficacy propelled by constant resilience to emerge with successful careers even amid existing deeply entrenched structural systems designed to disadvantage black people. Lastly, the study concluded that the development of self as individuals is not done in the absence of the community or society. The study revealed a lot of attachment to society that was expressed in the future plans of Douglas’ post-matriculants should they succeed in their career pursuits. Therefore, the importance of stakeholder roles and integration within the planned strategies towards the effectiveness of career development processes and approaches would alter the career development narratives and experiences of post-matriculants and would enable them to have successful career pathways and growth.
Experiences of adults who had a traumatic brain injury.
(2023) Ismail, Hallima.; Mfene, Xoli Precious.
A traumatic brain injury is a sudden, unprecedented injury that causes damage to the brain. Impacting an average sixty-nine million people a year, the incidence of traumatic brain injury may be described as a silent epidemic. Therefore, the objectives of this research study were to: investigate the experiences of adults who had a traumatic brain injury, to determine what changes were experienced by adults who suffered a traumatic brain injury and to explore the long-term and short-term challenges of adults who experienced a traumatic brain injury. The study utilised a qualitative research approach, with an interpretive paradigm. Additionally, an exploratory research design was implemented. Purposive sampling was employed to select eight participants for the study. Reflexive Thematic analysis was used to analyze data. The findings of the study indicated that all eight participants experienced negative alterations due to their traumatic brain injuries. The degree of negative experiences varied, and some participants indicated an interleaving of positive impacts post-injury. All participants highlighted a lack of overall awareness and understanding by the general population of their experiences and their plight. Furthermore, the findings of the study highlighted that the traumatic nature of the recovery process was especially challenging for participants, and that some turned to negative coping mechanisms to counterbalance the trauma experienced. An emergent finding of the study revealed gender differences between the seeking of emotional assistance post-injury and indicated that male traumatic brain injury survivors may likely be less inclined to seek assistance, due to the associated stigma. Further research is recommended to assess gender differences in coping with TBI and help seeking.
Exploration of students perceptions and experiences of online learning at the University of KwaZulu-Natal (Howard college)
(2023) Xulu, Thulile.; Hlengwa, Wellington Mthokozisi.
Corona-virus pandemic commonly known as covid-19 had an impact on higher education system globally as a result emergency learning (Online learning) was introduced to avoid the disruption of academic lessons. Online learning required students and lecturers to carry out the teaching and learning process through online platforms such as zoom and other learning sites. Therefore, this study aimed at understanding how university of KwaZulu-Natal (Howard college campus) students perceived and experienced online learning. This study was a qualitative study and thematic analysis was used as form of data analysis. The study used eight participants who were university of KwaZulu-Natal students, and they were doing their first, second and third years across three colleges: College of Humanities, college of Law and management studies and college of agriculture engineering and science that are found within Howard college campus (UKZN). The results indicated that students had different perceptions and different experiences of online learning, as some students indicated that they had positive experience and perception of online learning whereas some perceived and experienced online learning negatively. Online learning offers flexibility, but it also presents various constraints such as Network issues, Lack of technological devices, Loss of human interaction. Some students were less motivated to participate in online learning as they prefer face to face interactions. In conclusion the key factors in conducting online learning are the availability supporting tools, stability of internet connection and access, and applications of online learning must be easy to access and use, they must also be motivating and in the form of combination among several online learning media to provide the best way in delivering and accepting the material during teaching learning process.
Exploring educators’ perceptions of the challenges facing second-language learners within the Foundation Phase at ex-Model C schools in Pietermaritzburg.
(2016) Padayachee, Mayure.; Mayaba, Phindile Lungile.
The South African inclusive education system seems to present with significant challenges. More specifically it appears to require interventions that are often beyond the speciality of educators and the capacity of schools. This study investigated educators’ perceptions of the challenges facing second-language learners in the Foundation Phase of ex-Model C schools. Moreover it employed a qualitative research design, using a semi-structured interview schedule, to explore this topic. Six Foundation Phase educators, who were female and of varied age and race, were recruited from selected ex-Model C schools in the Pietermaritzburg area. The findings of their individual interviews were analysed using thematic analysis and were presented alongside six central themes that emerged. The research findings highlighted concepts such as the post-apartheid development of ex-Model C schools, the significance of multiculturalism in English medium schools, language as a barrier to teaching and learning, teaching and assessment amongst linguistically diverse learners and the commonly implemented learner support strategies in ex-Model C schools in Pietermaritzburg. This study promotes the need to develop a multicultural model of education within ex-Model C schools. More specifically it recommends that future policy development and practice must provide educators with the appropriate training for the multicultural context, to ensure that they are adequately equipped to address issues of diversity; particularly in relation to culture and language. In addition, this study encourages the implementation of onsite learner support services and the development of an inter-disciplinary approach to education, particularly in ex-Model C schools. Lastly this study emphasises the need for schools to provide the opportunity for early intervention and appropriate support for all learners, including second-language learners who may experience language barriers to learning.
Infusing an African-centred pesperctive into life skills education at primary school level in Kenya: a case study of the Nandi community.
(2022) Magut, Amos Kiprotich.; Mkhize, Nhlanhla Jerome.
The indigenous healing and care practices in Kenya were forced to go underground during colonial times and thereafter during the design and roll-out of Western-type education. Consequently, therapy in Kenyan schools is largely dominated by contemporary psychological theories that have been conceptualized from a Eurocentric framework, and their treatment utility designed for European-Americans. Healing processes that are based on this worldview are in total conflict with African indigenous understandings of the person and reality, and hence the healing processes. With many primary schools reporting an increase in delinquency, there is need to enrich counselling offered in Kenyan primary schools through tapping into the cultural resources. The nature of the indigenous African psychosocial resources, and the exact techniques involved, remain unclear and have not been given much attention. Afrocentricity provided the philosophical basis for this study. It was informed by the mixed methods research approach whereby Nandi elders through interviews and focus group discussion contributed values during the exploratory phase. The second phase involved instrument development based on findings of phase one, and the third entailed administration of the instrument to a sample (260) of school counsellors. The results indicated that Nandi people have psychosocial resources. Moreover, school counsellors have positive views of the role these resources can play. However, most counsellors have minimal or no knowledge of indigenous resources and interventions. Schools are grappling with many psychosocial challenges, which counsellors feel cultural resources can help mitigate. However, the challenge remains that most indigenous resources have not been documented. Results indicate that these challenges can be managed as there is interest among educational stakeholders to use them. Finally, the results showed that actualisation of infusion is possible if values are documented and sensitisation on their viability is made. These findings have the following implications for policy, research, theory and practice: infuse indigenous tenets in management of disruptive behaviours in schools; change policy to have mother tongue taught and tested in all primary schools; indigenous psychosocial resources and interventions be documented and the mechanisms identified to infuse them into life skills curriculum, and teachers be inducted on the tenets and efficacy of indigenous resources.
The meaning of struggle songs for the black female university students.
(2023) Makhaye, Nomvuselelo Lorraine.; Khumalo, Richard Thabane.; Sekhesa, Thabo.
This study investigates the significance of struggle songs and meaning they have for six Black female university students who sing them at the University of KwaZulu-Natal (UKZN) in Pietermaritzburg (PMB). To understand the singing of struggle songs from experiences of these university students, the study employed a qualitative methodology, interpretive phenomenological analysis (IPA). Data was collected using semi-structured interviews that were recorded and transcribed. From transcripts, IPA provides a step-by-step guide to analysis. The theoretical foundations for this study were Black feminism and the Afrocentric paradigm. Findings indicated that the meaning that the participants attach to struggle songs is that of a versatile tool through which they communicate injustices and victories. These Black female university students also saw struggle songs as a tool that unites Black people in the fight against injustices and a tool that captures Black South African history and, furthermore, defines their identity. Singing struggle songs brought about a connection with the past, fallen heroes, and the spiritual realm, as well as positive and negative emotions. The study participants revealed that Black university students, including both genders, and Black South Africans are still suffering the consequences of apartheid, like financial struggle, which has its background in apartheid policies that disadvantaged Blacks. Furthermore, Black female university students still leave in fear because of gender-based violence (GBV). They also have other unmet needs that they feel could be easily addressed but are not. These lead them to engage in the singing of struggle songs. It is suggested that addressing these issues at the university and government levels will benefit both the university and the students by reducing protests and increasing time spent in class focusing on the main purpose, which is to study.
Visualising undergraduate students’ achievement emotions: family, technology and aesthetics.
(2023) Shuttleworth, Terry.; Munro, Nicholas.
In the educational context, achievement emotions are the range of emotions that a student may experience during and use for the purposes of academic achievement and outcome-oriented activities (e.g., studying for a test, writing a test, and obtaining the results on a test). Achievement emotions can therefore be understood as important mediators that, if recognised and managed appropriately, could transform a student’s educational efforts and outcomes. Grounded in Pekrun’s Control Value Theory of achievement emotions, this dissertation explores achievement emotions among university students, and presents these emotions as individually and socio-culturally mediated processes which add depth to conceptualising the ways in which students can achieve at university. Using Photovoice as a participant driven and empowering data production strategy and reflexive thematic analysis to analyse the data produced, the researcher explores the subjective meanings that six students gave to the variety of achievement emotions they experienced in their learning journeys. Three main themes suggest that family, technology, and an aesthetic learning space underpin and facilitate the students’ achievement emotions of enjoyment, excitement, hope frustration, defeat, and anxiety. The findings indicate that photovoice as a data production strategy conscientised participants to their achievement emotions, speaking to the emancipatory nature of this method.

Browse

Browsing Psychology by SDG "SDG4"