Masters Degrees (Psychology)

Permanent URI for this collectionhttps://hdl.handle.net/10413/6476

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A systematic review of teachers’ perceptions of learners’ intelligence in relation to gender, age, and cultural differences.
(2024) Majola, Happy Maureen.; Munnik, James Barry.
This study investigated teachers’ perceptions of intelligence with particular reference to learners’ gender, age, and cultural differences. A systematic review of relevant existing studies conducted within twenty years (2002 to 2022) on teachers’ perceptions of intelligence was undertaken. To implement the study a protocol referred to as Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and the data search strategy called Population, Intervention, Comparison, Outcome (PICO), were adopted. Guided by these methodological strategies the study collected and synthesised data qualitatively to answer the key questions of the research. To extract and collate the findings from the different relevant sources included in the sample for the review, a qualitative thematic synthesis was used, which yielded the emerging themes. The findings revealed that: Learners’ intelligence as perceived by teachers is related to age, gender, and culture. Teachers have two different types of mindsets that influence their perceptions of learners’ intelligence which are referred to as implicit theories of intelligence (incremental and entity mindsets or beliefs). Teachers who consider intelligence as malleable/incremental believe that intelligence can develop over time and can suffer interference or improvements from the environment and undergo some changes throughout life. Whereas teachers who consider intelligence as a fixed entity see intelligence as innate and the brain as having little or no plasticity. There is shortage of data and studies that investigate teachers’ perceptions in the field of intelligence, particularly in relation to scholars in the African continent. Such dearth of research is regretted and suggests that there is a need for researchers in the African continent to double their efforts towards conducting studies focusing on teachers’ perceptions of intelligence. Implications of these findings were examined and recommendations for improved policy and further research were proffered.
Does the First-Year Experience Mentorship Program for first-year students at The University of KwaZulu Natal yield positive results? an exploratory study.
(2025) Masemola, Sanah Katlego Malekgala.; Lekeka, Motlalepule Adeline.
This study investigates the First-Year Experience (FYE) Mentorship Programme at the University of KwaZulu-Natal (UKZN) through the lens of Social Constructivism. The research examines the role of mentorship in facilitating first-year students' academic support, social integration, and retention within the university community. A qualitative methodology was employed, utilising semi-structured interviews with mentees to explore their experiences and needs. The findings highlight the programme's effectiveness in fostering a sense of belonging and providing academic support, consistent with Vygotsky's theory emphasising the importance of social interactions in learning. However, challenges emerged, including limited mentor engagement and inconsistent communication, which negatively impacted mentees' experiences. Participants reported a lack of emotional support and insufficient cultural competency among mentors as significant shortcomings. Recommendations include enhancing mentor training to incorporate emotional support strategies and cultural competency, structuring support sessions, and implementing feedback mechanisms for programme improvement. While the study underscores the potential of mentorship programmes to support first-year students, it acknowledges limitations such as its single-institution focus and qualitative approach, suggesting the need for broader research across multiple institutions.
Encouraging vaccination against Human Papillomavirus: a case study of the Gauteng Department of Health's social media health messaging.
(2024) Hossain, Alifa Dil.; Munro, Nicholas.
The Human Papillomavirus (HPV) is one of the most widely spread Sexually Transmitted Infections (STI) and frequent exposure can cause cervical cancer in women, often resulting in death. Due to the high incidence of cervical cancer fatalities, the World Health Organisation (WHO), recommended the HPV vaccine as a prevention strategy. In South Africa, cervical cancer is the leading cause of cancer-related deaths among women. Since 2014, the South African government rolled out a free HPV vaccine, to girls attending public schools in grade 5 aged 9 years or older, in an attempt to reduce their risk of developing cervical cancer. Despite initial programme success within the first few years of the rollout, the HPV vaccine uptake has decreased since and especially during the COVID-19 pandemic. It was found that ‘anti-vaxxer’ attitudes further impacted all vaccine initiatives and that these attitudes and opinions tended to be most vocal on the variety of social media platforms available today. Social media has become a main mode of communication and a primary source of information for many across the world. This study aimed to explore the social media health messaging regarding the HPV vaccine programme for schoolgirls and public’s reactions to these health messages on the Gauteng Department of Health’s (GDOH) social media handles and official website. The GDOH was specifically chosen for this study due being the most populous province and the economic hub of the country. Grounded in the Health Belief Model (HBM), this qualitative study aimed to analyse health messaging conveyed by the GDOH, how it was received by the public, and what health beliefs were elicited from the HPV vaccine programme’s health messaging. It was found that the GDOH used timing, repetition, combining the HPV vaccine programme with other health initiatives, and education regarding HPV vaccine prevention against cancer, as health communication strategies to increase and motivate for HPV vaccine uptake. It is identified that the public became disinterested from the use of repetitive posts, demanded further education and information pertaining to the HPV vaccine, contested the age group chosen, and viewed the HPV vaccine programme as gendered. Data from the GDOH’s social media and official website indicate that all six constructs of the HBM were strategically implemented to motivate parents and guardians to consent for the HPV vaccine. However, the GDOH needs to engage and collaborate with the public further to effectively increase and improve HPV vaccination uptake among schoolgirls.
A systematic review of the impact of physical abuse on the mental health of children and adolescents in South Africa.
(2024) Ganywamulume, Nshobole.; Nene, Khanyisile.
Physical abuse against children is a global concern that affects children and adolescents worldwide, South Africa is not an exception to this global phenomenon. This systematic review study examines studies published on the impact of physical abuse on the mental health of children and adolescents in South Africa. It also reviews the interventional methods used to mitigate the mental health effects of physical abuse. This systematic review is guided by two specific research objectives: (i) to identify the impacts that physical abuse has on the mental health of children and adolescents’ mental health in South Africa; and (ii) to identify interventional methods that are currently available and used to enhance the mental health of children and adolescents impacted by physical abuse in South Africa. A mixed methods was carried out for this study. It covered studies published between 2013 - 2023 in South Africa’s four provinces - Western Cape, Eastern Cape, KwaZulu - Natal, and Gauteng. It covered the age groups between 6 years and 16 years. Google Scholar along with Pub Med, SAGE, Ebscohost, APA Psych Info, and Web of Science databases were used for this review. Twelve studies were included in the review using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis screening guidelines. Thematic analysis was used to identify five major themes - (i) the psychological impact of corporal punishment (ii) behavioural consequences, (iii) the cycle of violence (iv) conflict resolution, and (v) parents and caregivers’ interventional methods. Results indicated that participants were abused in their respective homes and their institutional settings. There were substantial connotations between the experience of child physical abuse and corporal punishment with poor mental health adjustment. The overall results demonstrated that there is lifelong adverse health, social and economic consequences for survivors. Based on the findings, the study recommends a multidisciplinary approach to reduce the existing gap in knowledge on studies that explore physical abuse and its impact on the mental health of children and adolescents in South Africa. Future studies can inform policy changes and legal reforms to better protect children. It can help identify gaps in existing child protection laws and policies, leading to improvements in the legal framework. These policies should consider physical abuse and child protection as a human right issue.
Exploring mental health literacy and awareness of help-seeking behaviour including barriers thereof, among Hindu students' at UKZN.
(2023) Moodley, Melissa.; Mtwentula-Ndlovu, Ntombekhaya Antoinette.
Background: There exists, in the developing world, a lack of research concerning mental health awareness and help-seeking behaviour, and South Africa is no different. Within the South African context, there is a diverse range of people from different religions. Culture and religion can influence the way people view mental health and help-seeking therefore, further research regarding religious influences in the understanding of mental disorders is urgently required to better accommodate cultural uniqueness. This study investigated mental health literacy and awareness of help-seeking behaviour among Hindu students at the University of KwaZulu-Natal. Method: A qualitative research approach was used to frame this research. Thirteen (n=13) Hindu participants aged 18 to 25 years old were sampled, consisting of both male and female students. To select the participants, the researcher used both purposive and snowball sampling techniques. Data was collected through a predetermined interview schedule, administered during semi-structured interviews. Data was analysed using thematic analysis. Findings: The researcher established that there exists a lack of mental health awareness among Hindu students at UKZN which may result in barriers to help-seeking. Stigma linked to mental health awareness was identified as the main barrier to help-seeking. A link between religion (Hinduism) and the way mental health is perceived has been highlighted. Additionally, findings highlighted that prior history/exposure to others with mental health conditions positively influenced mental health awareness and help-seeking behaviour. Conclusion: It can be concluded that more needs to be done to promote mental health and educate students on campus, however it also highlights, the key to increasing help-seeking and mental health awareness among students may be targeting their communities first. This may lead to decreased stigma and misconceptions and encourage help-seeking behaviour.
Psychosocial interventions for caregivers of individuals with dementia: a scoping review.
(2023) Nightingale, Kelsey.; Meyer-Weitz, Anna.
Dementia caregivers face increased risk for decreased health, physically, psychologically, and socially. Yet, informal caregivers globally provide the majority of care for people with dementia. While individualised interventions for caregivers have shown positive results, their implementation has been limited. This brings to question what are the content and nature of interventions and also possible barriers that prevent their use. It is therefore important to explore the literature surrounding this topic to determine what evidence there is for current psychosocial interventions for caregivers of individuals living with dementia. A comprehensive search of available literature on psychosocial interventions for dementia carers was conducted through Ebscohost, Google Scholar, Lancet, PubMed, and Wiley Online. A total of nineteen published articles were reviewed and analysed. Eighteen studies (94.7%) were based in high-income countries. Most studies utilised a quantitative methodology (n = 13; 68%) while the others utilised a qualitative (n = 3; 16%) or a mixed-methods approach (n = 3; 16%). Of the interventions utilised, 15 of the 19 studies (79%) incorporated the intervention into a known intervention while four developed a new intervention (21%). The thematic analysis of the data showed themes across the different approaches utilised by the interventions that include psychoeducation, therapeutic, and support. Caregiver burden and depression were the most predominant recorded outcomes across the 19 studies, with other health related aspects also measured, i.e. quality of life, distress, anxiety, self-efficacy, caregiver reaction to problem behaviour, utilisation of resources, and well-being. Caregiver burden was included as an outcome measure in 10 studies (53%), while depression was included as a target intervention measure in nine of the studies (47%). Current research on psychosocial interventions has shown a consistency in content focus. Most studies were conducted in high income countries, were quantitative, used known interventions, included informal caregivers, were professionally administered, and in-person. Comparing psychoeducational and therapeutic interventions, psychoeducational approaches seemed to demonstrate more improvements in outcomes of caregiver burden and depression.
A scoping review of the mental health of university students who use cannabis in South Africa.
(2023) Magagane, Kgothatso Alpheus.; Collings, Steven John.
Cannabis use amongst university students continues to rise and remains a public health concern. It is of paramount importance to find out the impact of cannabis use on students’ mental health. Cannabis use and other substances amongst students is often linked to adverse psychological, health and academic outcomes. The study aimed to conduct a scoping review of the mental health of university students who use cannabis in South Africa. The study used the five steps outlined by Arksey and O’Malley as a methodological framework. A search was conducted on Google scholar, EBSCOhost, PubMed, as well as grey literature on websites such as the World Health Organization (WHO) and government websites to identify scoping review studies. Due to meeting the inclusion criteria, 54 studies were included in the final review. This included mental health of university students who use cannabis. The results showed that cannabis use is linked to several mental health problems and may contribute to cognitive decline. Students were found to hold positive views about cannabis and did not view it as a serious health risk. There are several factors that contribute to the use of cannabis, including peer-influence and parental attitudes, stress, psychosocial stressors, and social milieu. Cannabis use can be reduced using student focused programs, motivational interviewing and drug education. In conclusion, there is a need to educate students through evidenced based research regarding the negative mental health effects of using cannabis.
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.
Being a ‘good mother’: examining the discourse of first-time breastfeeding mothers.
(2023) Bloch, Jennifer Leigh.; Sunjeevan, Kershia.; Van der Riet, Mary Boudine.
This study employs a qualitative research design, using a social constructionist approach to examine how first-time South African mothers position breastfeeding as an imperative of good mothering. Six first-time mothers participated in the study using purposive sampling from a private baby clinic site in KwaZulu-Natal. They were interviewed online due to the COVID-19 Pandemic. The interviews were transcribed in detail and analysed using discourse analysis. The research findings examined how mothers demonstrated good mothering through their commitment to breastfeeding. The mothers constructed breastfeeding as a project and positioned their bodies as sites that they needed to manage, to work to attain these good mothering standards. The findings showed that the mothers positioned experts as fundamental for breastfeeding success to receive advice, guidance, and reassurance, especially when they experienced difficulties. In the sample, three of the mothers introduced formula, which was positioned as the alternative to breastfeeding. This was accompanied by mothers constructing their failure to fulfil an exclusive breastfeeding ideal and they experienced feelings of guilt, shame, and inadequacy. These three mothers re-negotiated the standard of breastfeeding as an imperative of good mothering by drawing on a counter-discourse that positioned their babies as happy and healthy when using formula. The research concludes that the mothers in the study defined their motherhood identity through their socially constructed successes and failures in breastfeeding. Breastfeeding ideals considerably influenced them, and they constantly measured themselves against these medical and social standards. The impact is that these sociocultural norms position breastfeeding as an essential act of good mothering and contribute to a state of intensive mothering that renders mothers vulnerable to shame and guilt. The findings recommend challenging sociocultural infant feeding constructs and the discourses shaping modern-day motherhood.
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.
Perceptions of racial microaggressions among university students: the notion of ‘white’ and ‘black’ cafes at the University of KwaZulu-Natal, Howard College Campus.
(2023) Dladla, Vuyelwa Lungile Nokwanda.; Cartwright, Duncan James.
While institutionalised racism was abolished in the 1990’s in South Africa, racism is still widely prevalent in our society. Although explicit forms of racism are often frowned upon today, more subtle and covert forms of racism exist and often go unnoticed. These subtle forms of racism are referred to as racial microaggressions, which, although hidden, communicate derogatory and racist ideas. There has been a wide range of research studies on racial microaggressions; however, most of these studies have been conducted with racial minorities in United States of America. Research on within-group racial microaggressions is fairly limited in the South African context, and the dynamics of minority versus majority groups are different. This study aims to explore how Black African students in a South African university perceive and experience racial microaggressions related to the racial division of spaces on campus, namely the notion of the ‘white’ café and ‘black’ café. An Interpretive Phenomenological Analysis (IPA) approach was used to capture students' perceptions and experiences through in-depth one-on-one semi-structured interviews with eleven black African students from various academic disciplines on the Howard College Campus. All interviews were transcribed verbatim and analysed using the IPA approach. Findings from this study suggest that the cafeterias serve as symbols of racial tensions among students on the campus and manifest in various ways, such as through intergroup dynamics, racial stereotypes and the general feeling of participants toward the racial division of spaces. Furthermore, data also suggests that the notion of ‘white’ café and ‘black’ café reflects South Africa's political history and the generational impact of centuries of racial oppression. Additionally, coupled with racial tensions and historical dynamics, the data further suggests that the idea of racialized spaces is associated with socioeconomic background, which speaks to issues of social class and wealth.
Lived experiences of young adults who grew up without their biological fathers.
(2022) Mulambo, Eunice Boniswa.; Bomoyi, Zininzi Anele.
This study explored the lived experiences of young adults who grew up with absent fathers. Previous studies had shown that the absence of fathers had an impact on the lived experiences of most children. This study therefore aimed to explore beyond childhood experiences. The theoretical framework for the study was the Attachment theory. Semi-structured open-ended interviews were conducted via Zoom due to COVID-19 regulations on gatherings with six young adults from the Ekurhuleni Municipality in Gauteng, South Africa to explore their lived experiences of growing up without their biological fathers. The interviews were recorded and then analysed using thematic analysis. The findings from the study showed that the absence of the father had both negative and positive impacts on young adults. Also, there were various reasons why their fathers were not present in their lives. The research findings have revealed that the absence of fathers in their children’s lives affects their behavioural and emotional well-being, as well as social aspects not only in childhood, however even in early adulthood. The research concludes that the lived experiences of the young adults were directly and indirectly shaped by their father’s absence.
Gender & leadership: the perceptions & experiences of black women in senior leadership.
(2023) Mkhize, Sizulu.; Isaacs, Dean Lee.
Women experience the world of work vastly differently than men do. This occurs despite the mandate for equality, empowerment and diversity through various policies and legislation for the advancement of female participation in historically male-dominated occupations. Women continue to be subjected to prejudice and marginalisation in their functioning as leaders in senior roles, occupying positions that have been dominated by the male gender. Literature on gender and leadership has primarily focused on gender differences between men and women’s leadership styles as well as the existence of barriers to the advancement of women. This research has shown that due to these barriers, there is an under-representation of women in leadership positions. This research has been qualitative in nature, focusing on the personal experiences of Black women leaders, as well as their perceptions of gender dynamics within the organisational context. It becomes of interest how some women manage to advance into senior positions, despite research indicating that women continue to be faced with many obstacles in doing so. This study aimed to explore the perceptions and experiences of Black South African female senior managers with regard to gender and leadership roles. The objectives of the study were to explore the perceptions of Black South African women based on gender roles and leadership, their experiences in leadership positions, their home and family lives and notions of gender stereotypes and prejudice. An exploratory qualitative framework and purposive sampling methods were used. Five Black female individuals with at least a year of experience in a leadership position in the private sector who were based in the Kwazulu-Natal and Gauteng provinces of South Africa were part of the study. Face-to-face semi-structured interviews were used in collecting data and an interview guide containing open-ended questions was used in guiding the interview process. Braun and Clarke’s Six Step Method of Thematic Analysis was used and themes that emerged were coordinated and coded accordingly. Participants identified certain characteristics that they believed are attributed to leaders and were also of the opinion that women and men display different types of leadership styles while at the same time sharing how they approached their leadership positions. The participants also identified various socio-cultural and organisational barriers that they viewed as preventing women from advancing to leadership positions. The participants shared anecdotes with regard to work/life balance and the various strategies that they employed in maintaining this. The participants made use of support structures composed of various individuals who provided support. Finally, the participants provided advice and strategies that could be used in advancing women’s careers as well as improving the representation of women in leadership positions.
A formative evaluation of a child abuse prevention programme in KwaZulu-Natal.
(2022) Makhathini, Sinothile Andile Sinegugu.; Frizelle, Kerry Lyn.
Background Abuse against children has been a concerning social phenomena in South Africa for many years, yet there are only a few child abuse prevention programmes that have been developed and designed to try and address this issue. Such prevention programmes aim to create awareness, educate children and families, assist with reporting cases, and provide trauma counselling and safe houses. Formative evaluations are important an important part of tracking the success in offering and managing prevention interventions. Aim: The aim of the study was to conduct a formative evaluation of a child abuse prevention programme at the Open Door Crisis Care Centre (ODCCC). To do so this study explored, from the perspective of social workers responsible for running the programme, the roles the social workers play in the organisation, the design of the child abuse prevention programme, the facilitators’ experiences in facilitating the child abuse prevention programme, the challenges faced in the implementation of the child abuse prevention programme, how those challenges can be overcome, and the areas that the child abuse prevention programme can be improved on. high workload, (3) political interference, (4) lack of funding, and (5) the lack of volunteers. These challenges are further exacerbated by the COVID 19 pandemic. Conclusion: The ODCCC child abuse prevention programme has been instrumental in helping the victims of child abuse by offering a range of services including counselling, shelter, support groups and awareness campaigns in the surrounding communities and schools. Recommendation: The social workers in the current study recommend the Department of Social Development to prioritise child abuse prevention programmes in South Africa and avail funding to these programmes across the country. As demonstrated in the current study, the child abuse prevention programme faces huge challenges, and a lack of funding is a major obstacle in the implementation of this programme. Methodology: The study adopted a qualitative design. The researcher conducted semi -structured interviews with four social workers to collect data and used thematic analysis to interpret and analyse the data collected. Findings: The findings show the ODCCC child abuse preventive programme, from the social workers perspective, provides essential services such as counselling, safe shelter, support groups and awareness campaigns for those affected by child abuse in the surrounding community. The social workers employed at ODCCC view their roles as improving the general well-being of abused children and their families by assisting them in meeting their fundamental needs which include reporting of abuse to the police, referral to a doctor to gather evidence, and preparation for court. The creating awareness has been a powerful tool because children are more cautious and aware of grooming. The findings further highlight that the ODCCC child abuse prevention programme is facing many challenges, these challenges are; (1) shortage of social workers, (2)
An exploration of graduate trainee’s perceptions of their psychological contract in a South African organisation.
(2022) Makhoba, Celukuthula.
While research on the Psychological Contract has received much attention in aiding a better understanding of employment arrangements, few empirical studies have sought to understand how Graduate employees in their first year of employment create their psychological contract using Schema Theory as the Theoretical Framework particularly in the context of South Africa. To address this, the aim of the present study sought to understand the pre-entry expectations that Graduate Trainees held about employer-employee obligations and the extent to which these expectations informed how they experienced their psychological contract within the first year of joining the Nestlé Future Talent (NFT) Graduate Development Programme in a South African-based organisation (Nestlé South Africa). In doing so, the study adopted a qualitative research approach, rooted within an Interpretative Phenomenological Analysis (IPA) paradigm. Six Graduate Trainees were purposively sampled from the company’s Graduate Development Programme and in-depth semi-structured interviews were conducted with each participant. These interviews were individually audio recorded, transcribed verbatim and analysed using the six stages of IPA. From the research findings the following five themes emerged: (1) Graduate Trainee’s pre-entry expectation of employers, (2) Graduate Trainees’ perceptions of anticipated Employer’s expectations of them, (3) Graduate Trainees’ post-entry experiences in Nestlé South Africa, (4) Graduate Trainees’ socialisation processes and sources of information and (5) Graduate Trainee’s perceptions of unmet expectations. Findings revealed that Graduates Trainees held a rudimentary anticipatory psychological contract shaped by social and professional norms before being hired into the company’s graduate development programme. The findings also suggest that pre-entry encounters with the organisation in the form of campus recruitment initiatives seem to shape organisation-specific expectations in which some graduates note how information gleaned from these initiatives seemed to be inconsistent when compared with their experiences of employment since joining the organisation. Another finding, spoke to Graduate Trainees early encounters with Senior Graduates in the business and revealed the complex cognitive process of sense-making in which they sought information to better understand themselves as novice employees hired in the same graduate development programme.
A qualitative exploration of lecturers’ experiences in teaching and assessment of students with disabilities at the University of KwaZulu-Natal.
(2023) Leahy, Kelly Louise.; Makhaba, Vukani Luvuyo.
Since the advent of democracy in South Africa, an inclusive education policy was implemented in the education system to address barriers to learning. Although this has increased the enrolment percentage of students with disabilities in higher education institutions (HEIs), a disjunction between policy and practice remains in HEIs in South Africa. Challenges in implementing inclusive education may stem from teaching practices and assessment methods which have not been adjusted appropriately in response to the inclusion of a diverse student body. While the experiences of students with disabilities in HEIs have received considerable research interest, the experiences of lecturers appear to be an understudied research area, particularly within the South African context. This research study drew on the theoretical framework of Differentiated Instruction and qualitatively explored the lived experiences of lecturers in teaching and assessing students with physical disabilities within a South African HEI. Data for the study was collected through individual semi-structured interviews with eight lecturers within the College of Humanities at the University of KwaZulu-Natal (UKZN), Howard College campus, and analysed using Braun and Clarke’s thematic analysis. The findings suggested an emphasis on deficit thinking among lecturers in higher education. In addition, the study revealed that both challenging and positive experiences with these students emerged during teaching and assessment which may hinder or promote the inclusion of students with physical disabilities, respectively. Conclusively, the findings suggested that further progress is required in the institution to support lecturers and their students. Recommendations to enhance inclusivity in the institution may include the incorporation of, and access to inclusive pedagogy, greater awareness and sensitisation, a reduction in attitudinal and physical accessibility barriers, and the promotion of shared responsibility and collaborative effort among relevant stakeholders.
A socio-ecological analysis of postgraduate students lived experiences while at university.
(2022) Khoza, Sisanda Natalie.; Hlengwa, Wellington Mthokozisi.
The study explored the experiences of postgraduate students at a South African tertiary institution. The intention was to understand the challenges that entwined postgraduate studies and the coping mechanisms employed by students during their postgraduate studies. In this qualitative study, the participants were interviewed utilizing a semi-structured interview schedule: with the consent of the participants the interviews were recorded using an audio-recorder. The data obtained was thematically analyzed, which gave rise to various themes. The following themes emerged: students’ motivation to enroll in postgraduate studies: the graduate unemployment problem, implications of lack of funding at postgraduate level, non-monetary challenges at postgraduate level: mental health issues, postgraduate workload, online learning challenges, coping mechanisms, social relationships, and support during postgraduate studies. The findings of this research study indicated that financial, academic, and psycho-social support positively impact postgraduate students’ experiences at university. Nonetheless, that lack of financial aid, mental health issues, postgraduate workload and online learning challenges negatively impact postgraduate student experiences.
Remote work and work–life balance for mothers working in a local government institution during the Covid-19 restrictions in South Africa.
(2023) Biyela, Mthunzi Sanele Thando.; Bobat, Shaida.; Reuben, Shanya.
The social and economic transformations across developing industrial economies have resulted in concerns about how working mothers manage their lives across the spheres of work and life, whilst still achieving a balance between work and life roles. This research focuses on understanding the work-life balance experiences of nine working mothers who hold full-time positions and were working remotely during the COVID-19 lockdown in a Local Government Institution in South Africa. The study employs a qualitative research approach, specifically the Interpretative Phenomenological Analysis (IPA) paradigm. It utilises thematic analysis and incorporates the theoretical frameworks of spillover theory and intersectionality to address the research questions. The findings reveal that working mothers faced challenges in mediating the demands of work and private life during the lockdown. The boundaries between work and home became blurred, leading to inter-role conflict and emotional stress. Working mothers also employed coping mechanisms such as self-care practices and time-management techniques. Socio-economic disparities, gender norms, and cultural expectations were found to shape the experience of the mothers. This study concludes by recommending support for working mothers, including affordable childcare, parental leave regulations, and adaptable work schedules.
Epistemic trust and its utility in the psychotherapeutic context: a scoping review.
(2022) Amar, Francesca Katja Ray.; Cartwright, Duncan James.
Epistemic Trust (ET) refers to one’s willingness to acquire new social knowledge from another human as trustworthy, generalizable, and relevant to one’s self. As an emergent term commonly related to mentalization and the work of Fonagy and colleagues, ET has largely been foregrounded as a developmental concept with less focus on its application to treatment and psychotherapeutic concepts. A scoping review was conducted to identify and synthesize emerging evidence from the literature pertaining to the constituent elements of ET, its conceptual understanding, use, validation, and contemporary application within the psychotherapeutic context. Arksey and O'Malley’s (2005) scoping review framework informed the protocol and Rayyan AI software was used to assist with data management and analysis. The initial search yielded 591 sources. After steps of screening and additional searches, a total of 73 sources were included for analysis. Results clarify the conceptual uses of ET relating to the creation of valid measurement tools, as well as theories of psychotherapy and psychopathology. The application of ET in the psychotherapeutic context is reported and discussed in terms of the therapeutic alliance, and as a possible psycho-marker for treatment outcomes. Structural, environmental, theoretical, and therapist-related challenges to the implementation of ET in the psychotherapeutic context are explored in conjunction with gaps in the literature that may serve as springboard for future studies, given that research regarding the use of ET in applied settings is still in its infancy.
Exploring the psychosocial and socioeconomic experiences of single-female parent eMbumbulu.
(2023) Shezi, Philile Sinegugu.; Hlengwa, Wellington Mthokozisi.
The study explored social and economic experiences of single mothers in Umbumbulu, which followed a qualitative methodology enquiry. Results of the study show that single mothers in uMbumbulu are faced with the daunting task of providing for their children, which therefore, carries psycho-social and economic experiences which they have to overcome. Financial challenges as well as community stereotyping coupled with difficulties in balancing social life and providing for the family are some of the challenges‘ single mothers in uMbumbulu face. This study therefore recommends that Single-parents must participate in support groups led by social workers and support one another in light of their shared circumstances. There is also need for increased social workers in uMbumbulu to conduct programs which help single mothers with information and space to freely express themselves so as to become better and cope with responsibilities of providing for their children.

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