School of Applied Human Sciences

Permanent URI for this communityhttps://hdl.handle.net/10413/6451

The School of Applied Human Sciences (SAHS) consists of Criminology and Forensic Studies, Psychology, The Centre for Communication, Media and Society (CCMS), and Social Work.

Browse

Now showing 1 - 20 of 20

A content analysis of child neglect in the international journal, child abuse & neglect (2013-2022).
(2023) Richards, Lynne Althea.; Collings, Steven John.
Introduction: Child neglect has disastrous consequences for the normal development of a child; however, child neglect has purportedly been overlooked in the extant literature (Tingberg & Nilsson, 2020; Wolock & Horowitz, 1984). Objectives: This study seeks to summarise the research conducted on child neglect in the international journal, Child Abuse & Neglect published between 2013 to 2022. Furthermore, it seeks to provide an overview of published empirical research conducted on child neglect in relation to other forms of child maltreatment, highlighting trends concerning the research methodology and sample. Method: A content analysis of the publications on child neglect in the international journal, Child Abuse & Neglect (2013-2022) was conducted using Krippendorf’s (2018) method. Krippendorf’s alpha was assessed to be a=0.92, p < .001, indicating high interrater reliability. Findings:While no significant relationship was found between the types of child maltreatment that were studied, child neglect was consistently assessed the least. Contrarily, child ‘physical and emotional neglect’ was assessed the most. The increased assessment of child physical and emotional neglect aligned with the predominant use of the Childhood Trauma Questionnaire (CTQ) and Adverse Childhood Experiences Questionnaire (ACEQ), which are both used to assess physical and emotional neglect. Child neglect studies published in the international journal Child Abuse & Neglect (2013-2022) predominantly used cross-sectional designs and convenience samples. Moreover, these studies predominantly assessed samples in high-income countries. Conclusions: The current study suggests that the ‘neglect of neglect’ remains an issue in the literature. There is an increasing need for a universal and culturally sensitive definition from which to develop a suitable measure of child neglect. Moreover, research in low- and middle-income countries is essential to investigate the proposed relationship between poverty and neglect.
A critical thematic analysis of discourses of gender, sexuality, and relationships at play in the South African grade 9 sexual education life orientation.
(2023) Michaelides, Julia.; Frizelle, Kerry Lyn.; Reuben, Shanya.
The need for thorough and effective sexuality education for youth in South Africa is necessitated owing to the disproportionate rate at which the youth is affected by human immunodeficiency virus, sexually transmitted infections, and the high teenage pregnancy rate. The primary aim of comprehensive sexuality education and the scripted lesson plans (curriculum) provided by the Department of Basic Education is to assist learners in understanding concepts, content, and values around healthy sexual behaviour and sexuality. However, the fundamental discourses are not always understood in the same way by all learners. Therefore, this study aimed to explore the discourses and how they are constructed relating to gender, sexuality, and relationships featured in the Sexual Education Life Orientation curriculum for Grade 9 learners in South Africa. The study explored the discourses through a critical thematic analysis. After a critical analysis of the curriculum, four main themes emerged in the data. The themes illustrate the potential for improvement in sexuality education to be more inclusive of non-normative genders, sexualities, and relationships and to consider the lack of information on sexual pleasure and desire.
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.
An exploration of Black African students’ experiences of whiteness on their Black African racial identity in a South African university.
(2024) Shozi, Masimbonge Praisegod.; Motloung, Siphiwe Maneano.
Racial identity issues have gained significant attention globally, posing ongoing challenges for individuals across different racial backgrounds in different settings, and higher education has not been an exception. Although prior research has addressed race and identity, there is a need to expand the existing literature by examining the specific dimensions of race and identity that impact students in South African higher education. This study aims to address this gap by exploring the experiences of Black African students in a South African university and their encounters with Whiteness, a key aspect of their racial identity. By focusing on the unique context of South African higher education, this research seeks to contribute to a deeper understanding of the complexities surrounding race and identity within this specific setting. The study examined the experiences of Black African students with Whiteness and its impact on their Black African racial identity within a South African university. The research aimed to explore their encounters with Whiteness, their experiences of African racial identity, and their coping mechanisms and recommendations related to issues of Whiteness and Black African racial identity challenges. Using a qualitative design and interpretive research paradigm, 15 social work students were interviewed. Interviewees included undergraduate, postgraduate Masters, and Ph.D students. To analyze the interviews thematic data analysis was employed. The findings highlighted that Black African students’ experiences with Whiteness encompass multiple dimensions and pose challenges to their adaptation, mentally, economically, socially, emotionally, and academically, within the university context. These experiences often lead to the normalization of Eurocentric standards and the suppression of their Black African racial identity. The study also underscored the interconnection between Whiteness and other social categories, such as race, class, and gender. Hence the study recognizes a need for additional research to explore the impact of the intersectional interplay between the experiences of racial issues and other social categories on Black African students within the university environment.
An exploration of young women’s menstrual experiences in the African context: a scoping review.
(2023) Pillay, Lorelle.; Valjee, Sachet Rabindranath.
Introduction: Limited research has been conducted on menstrual experiences and the impact of menstrual experiences on young women in the African context. Growing bodies of research show that young women experience menstruation negatively due to lack of knowledge and adequate resources within low- and middle-income countries. The research that currently exists around the topic of menstruation is mostly quantitative and the in-depth narratives of young women’s menstrual experiences are only minutely explored. It was found that socio-cultural beliefs and practices play a role in influencing certain negative menstrual experiences and perceptions of menstruation. This study aims to examine and map the impact of menstrual experiences on young women in Africa as well as the socio-cultural influences on menstrual experiences. Method and analysis: This study was conducted by means of a scoping review. Data was extracted from multiple databases on EBSCOHost. The process of data extraction was presented in the form of a PRISMA Flow diagram. A total of 15 articles were included in the present study. Results and Discussion: It was found that young women’s experiences of menstruation in Africa have mostly been negative and that these experiences were attributed to a lack of adequate water, sanitation and hygiene facilities in their respective environments, the misinformation about menstruation and menstruating females portrayed by cultural norms and the lack of education around menstruation and menstrual processes. The major themes identified from the thematic analysis were 1) The impact of menstrual experiences amongst young women in Africa and 2) The socio-cultural influences on menstrual experiences. The sub-themes identified in relation to the impact of menstrual experiences included 1) Attendance, 2) Mental distress, and 3) Lack of sanitary facilities. The sub-themes identified in relation to socio-cultural influences on menstrual experiences included 1) Lack of menstrual knowledge, and 2) Concealment. Conclusion and recommendations: Two overarching themes were identified during the process of analysis and were divided into a total of 5 sub4 themes. There exists a need for future research to focus on intervention, exploring qualitative research and expanding research in different countries within the 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.
"Exile is a traumatizing horror, a nightmare of terror, a destabilizing drama, a suicidal downer, a dehumanizing outrage, a continuous bondage”: a psychobiography of Hugh Ramapolo Masekela.
(2024) Zimbaye, Sannah Tsatsawane.; Cartwright, Duncan James.
Various studies provide explorations and descriptions of the implications of exile. However, fewer South African studies give a psychobiographical account of the implications of exile on personhood and/or personality development. Psychobiography is qualitative in nature and refers to the systematic, descriptive, and explorative study of the life histories of past or present significant and influential members of society in light of psychological conceptions. The primary aim of this study is to give a psychobiographical account of the implications of exile on Hugh Ramapolo Masekela’s (1939-2018) psychodynamic life. Purposive sampling was used to select Masekela as the psychobiographical subject. His experience of exile for thirty years, extraordinary musical abilities, sociopolitical activism, and rich biographical data make him a suitable subject. Masekela’s musical abilities earned him global recognition as the father of South African jazz music. He employed his music, including live performances, as his political voice against the apartheid regime. The researcher established an analytical matrix to classify data and employed Erikson’s theory of psychosocial development to systematically evaluate and extrapolate Masekela’s life history. Erikson’s theory emphasises how historical, social, cultural, and external environmental factors impact an individual’s personality development. The research findings revealed that Masekela’s sociohistorical context, including his early life and the occurrences of his external environment, complicated his identity development and, subsequently, his ability to cope and adapt during exile. Masekela experienced a sense of mistrust in himself and his external environment, exilic trauma, anxiety and personal destabilisation. He also experienced feelings of isolation, loss and inadequacy. Masekela’s experience of exile perpetuated his regression to past psychosocial conflicts, alongside his psychosocial moratorium and identity confusion. Even so, Masekela’s continuing sense of purpose and competence facilitated the development of his career fidelity. Masekela had two significant experiences which led to his catharsis and the eventual resolution of previous psychosocial crises, namely: (a) his return from exile and (b) rehabilitation from substance use. Lastly, this study contributes to South Africa’s progressing field of psychobiography as a methodological approach.
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.
Exploring the experiences and coping strategies of unemployed registered counsellors in the South African context.
(2023) Jili, Ncebakazi.; Mtwentula-Ndlovu, Ntombekhaya Antoinette.
The Registered Counsellor profession is an HPCSA-recognised professional category in psychology, which was lawfully introduced in December 2003 to limit the shortage of mental healthcare services in disadvantaged areas of South Africa, specifically in primary healthcare. Thus, the Registered Counsellor profession exists in South Africa, although it is a country ranking high in unemployment. Registered Counsellors are not immune to unemployment and its effect on psychosocial well-being. A few studies concerning the Registered Counsellor profession in South Africa have statistically highlighted the drastic challenge of unemployment. As a result, there is a dearth of literature that specifically investigates the subjective experiences and effects of unemployment on the psychosocial well-being of Registered Counsellors. Consequently, this study explored the experiences and coping strategies of unemployed Registered Counsellors in the South African context. A qualitative research approach was adopted to gain an in-depth understanding of subjective experiences, and coping strategies utilised during unemployment. A phenomenological research design was used to guide the study. Purposive sampling was the primary technique applied to select eight individually interviewed participants using a semi-structured interview method. Thematic data analysis of the participants' responses indicated that unemployment is perceived as a difficult and stressful experience. The struggle to secure employment presented an interplay of adverse effects on the participants' psychosocial well-being, mainly due to deprived financial security and social participation. Findings indicated exploring alternative opportunities, leisure activity, optimism, resilience, and social support as coping strategies. Registered Counsellors in this study predominantly applied physical, cognitive, and social resources to cope with the detrimental effects of unemployment.
Growing up in child-headed households in Ga-maja village in Limpopo province: narratives of youths and caregivers.
(2023) Lephondo, Memmeru Jacobeth.; Mkhize, Nhlanhla Jerome.
This study explored the narratives of youths heading youth-headed households, the caregivers (who support the community) and the elders living in Ga-Maja, a village in the Limpopo Province. This study is based on a qualitative research approach that is narrative in nature. The Afrocentric Theoretical Framework also guided this study. Purposive sampling was utilised to select the sample of this study which consisted of ten youths aged between 18 and 35 years, ten elders and ten caregivers from Ga-Maja Village in the Limpopo Province. Individual interviews were used to collect data from the heads of households, elders and caregivers. Thirty participants of both genders were interviewed from a sample drawn from people living in Ga-Maja, a rural area in Limpopo. Most of the participants from youth-headed households and their caregivers were female because of the gendered nature of caregiving that was seen to be culturally inclined. All the participants narrated their lived experiences, challenges and dilemmas about growing up in childheaded households in the Ga-Maja Village in the Limpopo Province. This study used narrative data analysis based on a Thematic Data Analysis Method to analyse the data collected through interviews. The results were analysed from an Afrocentric point of view and shed light on the authentic narrations of the participants. The findings of this study revealed many challenges experienced by the heads of youth-headed households and caregivers. According to the findings, the Ga- Maja community is still traditional, led by the chief, indunas and elders who support the community. Spirituality and the Ubuntu orientation of the community are among the key attributes that sustain the lives of the youths heading youth-headed households. Despite their economic hardships, narratives of hope were evident, as well as a longing for a shared or common sense of identity. A complex gendered dimension of caring emerged in the form of bathing and personal care, transactional relationships and the disproportionate burden of caring assumed by females. The study recommends that youth-headed households be improved by creating jobs for youth-headed households, training caregivers, establishing a mentorship programme, and providing financial support to them. Hopefully, this study will enhance the quality of support provided to youth-headed households, contribute to the advancement of new knowledge, motivate community leaders to improve their traditional methods of supporting youth-headed households and assist policymakers in the design of YHH programmes and policy revision.
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.
Low socioeconomic status (SES) as a predictor of post-traumatic stress disorder (PTSD) in children and adolescents: a scoping review.
(2023) Slabbert, Angelique.; Valjee, Sachet Rabindranath.
Childhood trauma presents potential lifelong consequences for health and well-being. Research indicates that those with low socioeconomic status (SES) are disproportionately exposed to trauma and that childhood victimisation is associated with a higher risk for mental health problems. Existing literature in this field has predominantly focused on quantitative analysis and the adult population. There is a scarcity of research analysing the role low SES plays in the outcome of PTSD (Post-traumatic stress disorder) amongst children and adolescents within a low socioeconomic context. This study aimed to map and comprehensively analyse studies investigating low socioeconomic status as a predicting variable of PTSD among children and adolescents to generate insight and establish areas for future research. The present study was qualitative and utilised Kira’s taxonomy of trauma and assessment theory to support the objectives (Kira, 2001). A scoping review method was used guided by Arksey and O’Malley (2005). The search period was from 2012 to 2022. The search strategy for this scoping review used two electronic platforms, Ebscohost and Wiley, which provided access to the following databases: Academic search complete, APA Psychinfo, APA Psycharticles, Medline, and ERIC. The researcher screened all studies independently, and an external reviewer evaluated eligible articles. Charting the data involved synthesising and interpreting data according to key issues using a table format. Further analysis included descriptive statistics and thematic content analysis. Five prominent themes were developed: 1) structural risk/protective factors, 2) stages of development, 3) gender differences, 4) study design, and 5) study outcomes. The findings of this study illustrated a positive relationship between low SES and PTSD by identifying that low SES increased the chance of developing PTSD due to situational factors (early life exposure), negatively impacting he cognitive appraisals of a child. Contextual factors (types of SES indicators), such as parental instability, increased interpersonal violence, and scarce resources, further perpetuate the cycle of poverty and traumatic exposure. The study also identified crucial gaps in the literature, such as the need for qualitative/mixed methods and longitudinal research studies and the need for standardised low SES measures, among others, which could inform future research about the incremental validity of SES measures when determining a complete child or adolescent victimisation profile.
Regional newspapers and their diverse readers: a case study of the South Coast Herald and its reception in rural, township and suburban areas.
(2023) Mboyisa, Mlondolozi Cedric.; McCracken, Donal Patrick.
Employing the Stuart Hall Encoding/Decoding Communication Model as a theoretical framework, the qualitative study looked into the phenomenon of regional (community) newspapers and their diverse readers, using the South Coast Herald newspaper as a case study to establish its reception in rural, township and rural areas. Furthermore, the inquiry sought to determine the approach of the newspaper to news coverage or reportage to cater for its diverse readership. The almost century old regional newspaper is located on the South Coast of KwaZulu-Natal. Areas which were the focal point of the inquiry were the rural village of Murchison, the township of Gamalakhe and the suburb of Margate. All study participants are regular readers of the newspaper. Initially, the technique for collection of data was through focus groups, with respondents selected purposively. However, due to the devastating Covid-19 pandemic and strict concomitant lockdown, the researcher had to resort to dispatching the mainly open-ended two questionnaires to both readers and editor of the South Coast Herald via e-mail. Similarly, the responses from respondents/participants were received by e-mail. The original research design envisaged that a total of 30 participants would be drawn from these three identified communities in an equitable manner of 10 from each selected place. In the end, however, the inquiry received 25 out of 30 responses. In other words, a response rate of 83.3%. There was a 100% (10/10) response rate from Gamalakhe while Margate stood at 90% (9/10) and six out of 10 (60%) of Murchison’s participants returned responses. One of the main findings shows that the overwhelming majority (67.78%) of participants feel that the South Coast Herald is blatantly biased in favour of the white readers, and to an extent, towards the Indian readership as well. Furthermore, while the newspaper insists its approach to news is premised on the concept of hyper-local news, another finding reveals that respondents aver that the South Coast Herald lacks diverse content. The majority of the participants feel that the newspaper is systematically focusing on suburban news while neglecting stories or content from rural and township areas. The inquiry proffers reflections which hopefully might serve as a catalyst to address the newspaper’s identified challenges. Furthermore, these proposals could be useful in eliminating factors which could be construed as being currently inimical to ensuring the South Coast Herald becomes a truly transformed newspaper.
Souls, spirituality, and scholars: a scoping review of Islamic models of the self.
(2023) Essop, Fatima Zahrah.; Valjee, Sachet Rabindranath.
The increased globalisation of our world has created a heightened awareness of the multiplicity of human experience. Consequently, there is a need for the field of psychology to adapt and cater to this diversity. Moreover, the provision of culturally sensitive forms of psychology increases its relevance and utility to those who may not always benefit from a conventional Western approach. As a rapidly emerging discipline, the field of Islamic Psychology (IP) aims to understand and assist clients from an Islamic point of view. Despite its growing influence, a variety of obstacles hinder its trajectory, including a lack of uniformity in the field. This study therefore aimed to analyse studies focused on Islamic models of self, viewing explanations of human nature as the essential starting point in any field, to discern the defining characteristics of studies in this field, map similarities and potential differences between the studies, and gain a comprehensive view of the Islamic model of self, with the aim of providing a comprehensive starting point or reference for further studies in this field. This study employed Arksey and O’Malley’s (2005) scoping review protocol and incorporated a mixed methods approach to analyse the data. Eleven electronic databases were utilised in the search strategy. These included studies conducted between 1970 to 2022. All studies were screened by the researcher. The 18 studies that met the inclusion criteria were charted in a table according to their defining characteristics. Results were analysed using descriptive statistics thematic analysis. Five main themes were identified: (1) Relationship with Allah; (2) Organisation, meaning, and nature of the self and its components in the Quran: metaphysical vs material; (3) Roles, relationships, and results: contribution of each component to the struggle between good and bad; (4) Winning the battle is not winning the war: stages of self and spiritual goodness; and (5) Tying it together: the theory as a whole. When considering the general nature of human beings, the purpose of human existence, and conceptualisations of behaviour, the content of the studies analysed was largely found to be consistent. However, differences existed when considering details such as definitions, understanding of the exact roles and processes undertaken by each component in the model of self, and depth of knowledge covered by each study. It was also discovered that the studies on their own did not always provide a comprehensive view of human nature but required supplementation by other studies to provide necessary detail. A synthesis of this information would thus be beneficial to the field, as was undertaken by this review, in providing a more comprehensive understanding of models of self. This study, however, was limited by language restrictions, article access due to funds or publication permissions, and the author’s own knowledge and level of understanding of Islamic terms and concepts. It is thus recommended that future studies include researchers from different language backgrounds and levels of expertise, so that a more comprehensive synthesis may be obtained.
The experiences of caregiving and the coping strategies of informal caregivers of people with major neurocognitive disorders.
(2023) Manyathi, Londeka Miranda.; Mfene, Xoli Precious.
Caregivers of people with major neurocognitive disorders (MNCD) experience considerable burden, which might lead to psychological difficulties. As a result of their caregiving experiences, it is important for caregivers to develop positive coping skills. This study aimed to explore the experiences and coping strategies of informal caregivers of people living with major neurocognitive disorders. Further, this study was conducted to establish if there are any support programmes available for informal caregivers of individuals with severe neurocognitive impairments. A mixed methods research approach was adopted. Nine informal caregivers were sampled through a non-probability purposive technique. Data were collected through semi-structured interviews and psychometric scales on caregiver depression, burden, and coping. Further, data were analysed using reflexive thematic analysis. Psychometric scales were scored and interpreted based on their interpretive manual. The findings suggest that informal caregivers of persons with major neurocognitive disorders endorsed more negative than positive experiences. However, they seemed to cope with the caregiving situation. More active coping strategies, such as acceptance and building resilience, mediate the negative experiences. Informal caregivers reported the availability of respite and psychosocial interventions such as those offered by the Bessie Makatini Foundation. In conclusion, it was recommended that while addressing caregiver needs and creating support interventions, support programs like those conducted by the Bessie Makatini Foundation should consider the various family dynamics.
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 School of Applied Human Sciences by SDG "SDG4"