A best practice guideline for evidence based teaching strategies for nurse educators
- Authors: Breytenbach, Cecile
- Date: 2015
- Subjects: Nursing -- Study and teaching -- Great Britain , Nurse educators , Evidence-based nursing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4831 , vital:20699
- Description: Evidence based practice (EBP) is a worldwide phenomena defined as the “conscientious explicit and judicious use of current best evidence in making decisions about the patient’s care”. The evidence based practice concept’s aim is to effectively guide health care professionals to build knowledge that will be supported by evidence. Evidence based practice must be supported by evidence based teaching. Nurse educators must be up to date with evidence based teaching as well as the latest evidence based teaching strategies, in order to teach the new millennial nursing students and for the new qualifications structure. Teaching the concept of evidence based practice by implementing evidence based teaching to nursing students will enable them to transform the future of healthcare by delivering high quality care practice. A paucity of evidence is available on evidence based teaching and teaching strategies in the South African context. Therefore the researcher used a systematic review methodology to explore and describe the best available evidence based teaching strategies and to develop a guideline on evidence based teaching strategies for nurse educators. The data bases searched included: MEDLINE, CINAHL, PubMed and Google Scholar. Manual searches were done and completed with the assistance of librarians. A total number of n=50 studies were identified as potentially relevant to the study. The number or articles included for critical appraisal were 20. On completion of the critical appraisal n=17 articles were identified for the review. The included studies for the review were n=7 Level 1, systematic reviews and n=10 Level 2, quasi-experimental studies. Three studies were excluded after critical appraisal from two reviewers, appraisal was done independently, and consensuses were reached between the two reviewers. The Joanna Briggs Institutes critical appraisal and data extraction instruments were used for the study. The descriptive data synthesis was done of the included studies as well as a comparison of teaching strategies to determine which one to better than the other one. Although n = 4 of the teaching strategies (concept mapping, internet-based learning, evidence based interactive strategy and cultural competence) significantly increased knowledge, the overall results found that a variety of teaching strategies to be implemented to increase the knowledge outcomes of the nursing students. The different teaching strategies found were: e-learning, concept mapping, internet-based learning, web-based learning, gaming, problem-based learning, and case studies, evidence based learning and cultural competence. However, more research is needed to investigate the best use of the different teaching strategies and compare the impact of a variety of teaching strategies on increasing knowledge of the nursing student.
- Full Text:
- Date Issued: 2015
- Authors: Breytenbach, Cecile
- Date: 2015
- Subjects: Nursing -- Study and teaching -- Great Britain , Nurse educators , Evidence-based nursing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4831 , vital:20699
- Description: Evidence based practice (EBP) is a worldwide phenomena defined as the “conscientious explicit and judicious use of current best evidence in making decisions about the patient’s care”. The evidence based practice concept’s aim is to effectively guide health care professionals to build knowledge that will be supported by evidence. Evidence based practice must be supported by evidence based teaching. Nurse educators must be up to date with evidence based teaching as well as the latest evidence based teaching strategies, in order to teach the new millennial nursing students and for the new qualifications structure. Teaching the concept of evidence based practice by implementing evidence based teaching to nursing students will enable them to transform the future of healthcare by delivering high quality care practice. A paucity of evidence is available on evidence based teaching and teaching strategies in the South African context. Therefore the researcher used a systematic review methodology to explore and describe the best available evidence based teaching strategies and to develop a guideline on evidence based teaching strategies for nurse educators. The data bases searched included: MEDLINE, CINAHL, PubMed and Google Scholar. Manual searches were done and completed with the assistance of librarians. A total number of n=50 studies were identified as potentially relevant to the study. The number or articles included for critical appraisal were 20. On completion of the critical appraisal n=17 articles were identified for the review. The included studies for the review were n=7 Level 1, systematic reviews and n=10 Level 2, quasi-experimental studies. Three studies were excluded after critical appraisal from two reviewers, appraisal was done independently, and consensuses were reached between the two reviewers. The Joanna Briggs Institutes critical appraisal and data extraction instruments were used for the study. The descriptive data synthesis was done of the included studies as well as a comparison of teaching strategies to determine which one to better than the other one. Although n = 4 of the teaching strategies (concept mapping, internet-based learning, evidence based interactive strategy and cultural competence) significantly increased knowledge, the overall results found that a variety of teaching strategies to be implemented to increase the knowledge outcomes of the nursing students. The different teaching strategies found were: e-learning, concept mapping, internet-based learning, web-based learning, gaming, problem-based learning, and case studies, evidence based learning and cultural competence. However, more research is needed to investigate the best use of the different teaching strategies and compare the impact of a variety of teaching strategies on increasing knowledge of the nursing student.
- Full Text:
- Date Issued: 2015
A child's journey through traumatic grief: a case study
- Authors: Goliath, Chantal Debra
- Date: 2015
- Subjects: Post-traumatic stress disorder in children -- South Africa , Victims of family violence -- South Africa , Grief in children -- South Africa , Violent crimes -- South Africa , Family violence -- South Africa , Ritual abuse -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9953 , http://hdl.handle.net/10948/d1018646
- Description: The death of a parent is one of the most serious stressors that can occur in a child’s life. The aim of this study was to describe an 11-year-old child’s journey through traumatic grief after the violent death of her mother. The conceptual framework utilised was Trauma-Focused Cognitive Behavioural Therapy (TF-CBT). The case study approach was applied as it provided a suitable research design in which to give an account of the subject in a therapeutic situation. A purposive sampling technique was utilised to select the research subject in the study. The following three principles of data collection were adhered to: a) using multiple sources of information, b) creating a case study database, and c) maintaining a chain of evidence. Irving Alexander’s content-analysis technique in conjunction with Guba’s model of trustworthiness was employed for data analysis. The finding that emerged from the study was the resilience shown by Linda in relation to her adaptive functioning following the trauma of witnessing the violent death of her mother. Conclusions and recommendations were made following the findings based on the information obtained during the therapy sessions.
- Full Text:
- Date Issued: 2015
- Authors: Goliath, Chantal Debra
- Date: 2015
- Subjects: Post-traumatic stress disorder in children -- South Africa , Victims of family violence -- South Africa , Grief in children -- South Africa , Violent crimes -- South Africa , Family violence -- South Africa , Ritual abuse -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9953 , http://hdl.handle.net/10948/d1018646
- Description: The death of a parent is one of the most serious stressors that can occur in a child’s life. The aim of this study was to describe an 11-year-old child’s journey through traumatic grief after the violent death of her mother. The conceptual framework utilised was Trauma-Focused Cognitive Behavioural Therapy (TF-CBT). The case study approach was applied as it provided a suitable research design in which to give an account of the subject in a therapeutic situation. A purposive sampling technique was utilised to select the research subject in the study. The following three principles of data collection were adhered to: a) using multiple sources of information, b) creating a case study database, and c) maintaining a chain of evidence. Irving Alexander’s content-analysis technique in conjunction with Guba’s model of trustworthiness was employed for data analysis. The finding that emerged from the study was the resilience shown by Linda in relation to her adaptive functioning following the trauma of witnessing the violent death of her mother. Conclusions and recommendations were made following the findings based on the information obtained during the therapy sessions.
- Full Text:
- Date Issued: 2015
Cyberbullying and adolescents' self-esteem
- Authors: Van Rensburg, Philip
- Date: 2015
- Subjects: Cyberbullying , Self-esteem in adolescence
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4343 , vital:20587
- Description: Cyberbullying can be defined as the wilful and repeated harm inflicted upon others through the medium of electronic text (Patchin, 2002). Typically, cyberbullying involves sending harassing or threatening e-mails and instant messages, posting derogatory comments of someone on a website, or physically threatening or intimidating someone online. The purpose of this study was to investigate the relationship between adolescents’ experience with cyberbullying and their level of self-esteem. There is a considerable amount of support, which has been accrued over the years, alluding to the fact that incidents involving bullying have damaging consequences upon adolescent development. One such correlation that has earned a considerable amount of interest is the consequence of bullying on selfesteem. Self-esteem can be defined as a favourable or unfavourable attitude toward the self. The current research study employed an exploratory, descriptive quantitative research design. Quantitative research focuses on using empirical data with findings based on certainty. Results are accumulated through formal measurements using prearranged instruments and analysed through the use of statistical measures. Research consisted of the completion of a biographical questionnaire which provided data on the demographics of the sample. The cyber bully/victim questionnaire provided information about the prevalence of cyberbullying behaviours among the participants. James Battle’s Culture-Free Self-Esteem Inventory was utilised to measure the construct of self-esteem. Participants were selected by means of non-probability sampling and comprised of a sample of grade seven learners enrolled at a primary school in George, Western Cape. Quantitativedata, obtained from the self-report questionnaires, were analysed through the use of descriptive statistics, ANOVA statistics and a Pearson R correlation coefficient. One key finding revealed that over fifty percent (51.40%) of the grade 7 participants had been involved in cyberbullying behaviours. No significant relationship was found to exist between cyberbullying and selfesteem in the grade 7 sample. Self-esteem scores did not vary significantly among the cyberbullies, cybervictims, cyberbully-victims and bystanders in the sample.
- Full Text:
- Date Issued: 2015
- Authors: Van Rensburg, Philip
- Date: 2015
- Subjects: Cyberbullying , Self-esteem in adolescence
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4343 , vital:20587
- Description: Cyberbullying can be defined as the wilful and repeated harm inflicted upon others through the medium of electronic text (Patchin, 2002). Typically, cyberbullying involves sending harassing or threatening e-mails and instant messages, posting derogatory comments of someone on a website, or physically threatening or intimidating someone online. The purpose of this study was to investigate the relationship between adolescents’ experience with cyberbullying and their level of self-esteem. There is a considerable amount of support, which has been accrued over the years, alluding to the fact that incidents involving bullying have damaging consequences upon adolescent development. One such correlation that has earned a considerable amount of interest is the consequence of bullying on selfesteem. Self-esteem can be defined as a favourable or unfavourable attitude toward the self. The current research study employed an exploratory, descriptive quantitative research design. Quantitative research focuses on using empirical data with findings based on certainty. Results are accumulated through formal measurements using prearranged instruments and analysed through the use of statistical measures. Research consisted of the completion of a biographical questionnaire which provided data on the demographics of the sample. The cyber bully/victim questionnaire provided information about the prevalence of cyberbullying behaviours among the participants. James Battle’s Culture-Free Self-Esteem Inventory was utilised to measure the construct of self-esteem. Participants were selected by means of non-probability sampling and comprised of a sample of grade seven learners enrolled at a primary school in George, Western Cape. Quantitativedata, obtained from the self-report questionnaires, were analysed through the use of descriptive statistics, ANOVA statistics and a Pearson R correlation coefficient. One key finding revealed that over fifty percent (51.40%) of the grade 7 participants had been involved in cyberbullying behaviours. No significant relationship was found to exist between cyberbullying and selfesteem in the grade 7 sample. Self-esteem scores did not vary significantly among the cyberbullies, cybervictims, cyberbully-victims and bystanders in the sample.
- Full Text:
- Date Issued: 2015
Experiences of first year NMMU students from previously disadvantaged communities regarding academic resilience in high school education
- Hokonya, Nozipho Rungano Emma-Jean
- Authors: Hokonya, Nozipho Rungano Emma-Jean
- Date: 2015
- Subjects: Resilience (Personality trait) -- South Africa , Motivation in education , Academic achievement -- South Africa , College students -- South Africa -- Attitudes , Self-perception in children
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4067 , vital:20509
- Description: The current landscape of South Africa’s education system is one riddled with many challenges. Young people studying in this unfavourable climate have become disillusioned by the failing system and this has resulted in negative attitudes towards schooling. A shortage of teaching personnel and a lack of resources further exacerbate the situation. In recent years however, it has been found that a significant number of young people seem to have “beaten the odds”, in spite of these unfavourable conditions as they have seen themselves being granted entry into tertiary institutions. The dearth of information on academic resilience and the increased number of “educational success stories” led the researcher to embark on this qualitative study. The aim of this exploratory, descriptive and contextual research study was: to enhance understanding of the academic resilience and subsequent academic success at school, as experienced by first year NMMU students from disadvantaged communities, by exploring their constructions of academic resilience. Bronfenbrenner’s Ecological Systems Theory as well as Resilience Theory was used to examine the phenomenon of academic resilience. Purposive sampling techniques was utilised to draw participants within the NMMU’s School of Behavioural Sciences and data was collected by means of narrative accounts by participants. The two phases of narrative analysis were applied to analyse the data collected and Guba’s model for trustworthiness was used to verify the data. The findings of the study indicated that both intrinsic and extrinsic factors contribute to the fostering of resilience.
- Full Text:
- Date Issued: 2015
- Authors: Hokonya, Nozipho Rungano Emma-Jean
- Date: 2015
- Subjects: Resilience (Personality trait) -- South Africa , Motivation in education , Academic achievement -- South Africa , College students -- South Africa -- Attitudes , Self-perception in children
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4067 , vital:20509
- Description: The current landscape of South Africa’s education system is one riddled with many challenges. Young people studying in this unfavourable climate have become disillusioned by the failing system and this has resulted in negative attitudes towards schooling. A shortage of teaching personnel and a lack of resources further exacerbate the situation. In recent years however, it has been found that a significant number of young people seem to have “beaten the odds”, in spite of these unfavourable conditions as they have seen themselves being granted entry into tertiary institutions. The dearth of information on academic resilience and the increased number of “educational success stories” led the researcher to embark on this qualitative study. The aim of this exploratory, descriptive and contextual research study was: to enhance understanding of the academic resilience and subsequent academic success at school, as experienced by first year NMMU students from disadvantaged communities, by exploring their constructions of academic resilience. Bronfenbrenner’s Ecological Systems Theory as well as Resilience Theory was used to examine the phenomenon of academic resilience. Purposive sampling techniques was utilised to draw participants within the NMMU’s School of Behavioural Sciences and data was collected by means of narrative accounts by participants. The two phases of narrative analysis were applied to analyse the data collected and Guba’s model for trustworthiness was used to verify the data. The findings of the study indicated that both intrinsic and extrinsic factors contribute to the fostering of resilience.
- Full Text:
- Date Issued: 2015
Exploring the lived experiences of South African maladaptive gamblers
- Authors: Tennant, Charnel
- Date: 2015
- Subjects: Gambling -- South Africa -- Psychological aspects , Gambling -- Social aspects -- South Africa , Gambling industry -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/5021 , vital:20792
- Description: For many individuals, gambling is regarded as a recreational activity, a socially encompassed pastime. For the individuals who partook in the present study, gambling is an Achilles heel at which the individuals were hopelessly at the mercy of. Initially a ‘fun’ activity, gambling emerged as an activity that provided both an aspect of enjoyment and escapism. Later, as the behaviour increased, interpersonal and intrapersonal consequences emerged; which eventually led participants to take action and break free from the activity once experienced as recreational and now as a “monster”. The aim of the study was to explore the lived experience of six South African individuals who met the criteria for a gambling disorder. Both a phenomenological approach and ecological perspective were used to elicit the essence of this particular phenomenon as experienced by the participants. Purposive sampling procedures were implemented. Data was collected through the use of a biographical questionnaire and individual, open ended conversations with six gamblers. The data was processed and analysed according to qualitative data processing and analysis procedures. Due to the gap in qualitative research in this particular area, specifically in the South African context, this research study has the potential to create a better understanding of the lived experience of gambling addiction through the shared experiences of participants.
- Full Text:
- Date Issued: 2015
- Authors: Tennant, Charnel
- Date: 2015
- Subjects: Gambling -- South Africa -- Psychological aspects , Gambling -- Social aspects -- South Africa , Gambling industry -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/5021 , vital:20792
- Description: For many individuals, gambling is regarded as a recreational activity, a socially encompassed pastime. For the individuals who partook in the present study, gambling is an Achilles heel at which the individuals were hopelessly at the mercy of. Initially a ‘fun’ activity, gambling emerged as an activity that provided both an aspect of enjoyment and escapism. Later, as the behaviour increased, interpersonal and intrapersonal consequences emerged; which eventually led participants to take action and break free from the activity once experienced as recreational and now as a “monster”. The aim of the study was to explore the lived experience of six South African individuals who met the criteria for a gambling disorder. Both a phenomenological approach and ecological perspective were used to elicit the essence of this particular phenomenon as experienced by the participants. Purposive sampling procedures were implemented. Data was collected through the use of a biographical questionnaire and individual, open ended conversations with six gamblers. The data was processed and analysed according to qualitative data processing and analysis procedures. Due to the gap in qualitative research in this particular area, specifically in the South African context, this research study has the potential to create a better understanding of the lived experience of gambling addiction through the shared experiences of participants.
- Full Text:
- Date Issued: 2015
Margaret Hilda Thatcher: a psychobiographical study
- Authors: Marx, Milisa
- Date: 2015
- Subjects: Psychology -- Biographical methods , Developmental psychology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4548 , vital:20616
- Description: Psychobiographies typically explore and describe historically significant, extraordinary and enigmatic individuals' psychological development through the lens of psychological theory. The primary aim of this psychobiographical study was to explore and describe the developmental life stages of Margaret Hilda Thatcher (1925 - 2013) through the application of Erik Erikson's theory of Psychosocial Development. Erikson's theory takes a holistic, biopsychosocial approach to the lifelong development of the individual, emphasising ego development. A secondary objective was to clarify the propositions of Erikson's theory by applying it to Thatcher's life. Margaret Thatcher was the leader of the Conservative Party in Great Britain and was the first ever female British Prime Minister. As a political leader, she was driven by conviction and regarded as controversial in that she divided the opinion of the British people. She served as Prime Minister for three consecutive terms and was eventually ousted by her peers. After leaving office, she received the title of Baroness Thatcher of Kesteven and later became a member of the highest order of knighthood in England: The Order of the Garter. Psychobiographical research is qualitative and follows a single, case study approach. Through using a purposive sampling strategy, Thatcher was selected as a research subject on the basis of interest value and uniqueness. Data were selected from primary and secondary sources, enhancing the validity of the study, and were analysed according to Alexander's nine identifiers of salience within the conceptual framework derived from Erikson's theory. When considering the findings of the research, it became evident that Margaret Thatcher's development coincides with those constructs proposed in Erikson's theory, and thus emphasised its value in understanding human development. The findings from this psychobiographical study contributed to the understanding of Thatcher's life and are likely to stimulate further research in psychology.
- Full Text:
- Date Issued: 2015
- Authors: Marx, Milisa
- Date: 2015
- Subjects: Psychology -- Biographical methods , Developmental psychology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4548 , vital:20616
- Description: Psychobiographies typically explore and describe historically significant, extraordinary and enigmatic individuals' psychological development through the lens of psychological theory. The primary aim of this psychobiographical study was to explore and describe the developmental life stages of Margaret Hilda Thatcher (1925 - 2013) through the application of Erik Erikson's theory of Psychosocial Development. Erikson's theory takes a holistic, biopsychosocial approach to the lifelong development of the individual, emphasising ego development. A secondary objective was to clarify the propositions of Erikson's theory by applying it to Thatcher's life. Margaret Thatcher was the leader of the Conservative Party in Great Britain and was the first ever female British Prime Minister. As a political leader, she was driven by conviction and regarded as controversial in that she divided the opinion of the British people. She served as Prime Minister for three consecutive terms and was eventually ousted by her peers. After leaving office, she received the title of Baroness Thatcher of Kesteven and later became a member of the highest order of knighthood in England: The Order of the Garter. Psychobiographical research is qualitative and follows a single, case study approach. Through using a purposive sampling strategy, Thatcher was selected as a research subject on the basis of interest value and uniqueness. Data were selected from primary and secondary sources, enhancing the validity of the study, and were analysed according to Alexander's nine identifiers of salience within the conceptual framework derived from Erikson's theory. When considering the findings of the research, it became evident that Margaret Thatcher's development coincides with those constructs proposed in Erikson's theory, and thus emphasised its value in understanding human development. The findings from this psychobiographical study contributed to the understanding of Thatcher's life and are likely to stimulate further research in psychology.
- Full Text:
- Date Issued: 2015
Paediatric bipolar disorder and the lived experience of parents: a systematic review
- Authors: Stols, Gabriël Jacobus
- Date: 2015
- Subjects: Manic-depressive illness , Depression, Mental
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/6040 , vital:21033
- Description: Many international studies have been conducted on paediatric bipolar disorder, but few research studies have been conducted on parenting a child diagnosed with bipolar disorder, both on an international and national level. The researcher utilised Bronfenbrenner’s Ecological Systems Theory as the theoretical framework in exploring and describing this research field. The study has been conducted by means of a systematic review and all of the articles included in the review examined some aspect of parenting and paediatric bipolar disorder. The articles were systematically assessed, and six themes emerged which include: paediatric bipolar on the rise; the effects of paediatric bipolar disorder, post-paediatric bipolar disorder; managing paediatric bipolar disorder is a family responsibility; foundations for effective parenting; and supporting parents of a paediatric bipolar patient.
- Full Text:
- Date Issued: 2015
- Authors: Stols, Gabriël Jacobus
- Date: 2015
- Subjects: Manic-depressive illness , Depression, Mental
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/6040 , vital:21033
- Description: Many international studies have been conducted on paediatric bipolar disorder, but few research studies have been conducted on parenting a child diagnosed with bipolar disorder, both on an international and national level. The researcher utilised Bronfenbrenner’s Ecological Systems Theory as the theoretical framework in exploring and describing this research field. The study has been conducted by means of a systematic review and all of the articles included in the review examined some aspect of parenting and paediatric bipolar disorder. The articles were systematically assessed, and six themes emerged which include: paediatric bipolar on the rise; the effects of paediatric bipolar disorder, post-paediatric bipolar disorder; managing paediatric bipolar disorder is a family responsibility; foundations for effective parenting; and supporting parents of a paediatric bipolar patient.
- Full Text:
- Date Issued: 2015
Parents' perceptions of discipline with young children
- Authors: Van der Walt, Bianca Anne
- Date: 2015
- Subjects: Discipline of children , Child rearing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4023 , vital:20505
- Description: Little research is available in South Africa regarding discipline with young children in families. In order to understand the various influences acting upon discipline within a family, it is important to understand the influences acting upon the family system. The current research proposes to understand parents’ perceptions of disciplining children in the age range of 2 to 5 years, the methods they use and the factors they perceive as influencing their methods of discipline. The proposed study will make use of Bronfenbrenner’s Ecosystemic Theory of Human Development as the guiding theoretical framework in exploring and describing this research area. The study will use semi-structured interviews with parents to obtain qualitative data. The data obtained from the participants will be analysed by using content analysis.
- Full Text:
- Date Issued: 2015
- Authors: Van der Walt, Bianca Anne
- Date: 2015
- Subjects: Discipline of children , Child rearing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4023 , vital:20505
- Description: Little research is available in South Africa regarding discipline with young children in families. In order to understand the various influences acting upon discipline within a family, it is important to understand the influences acting upon the family system. The current research proposes to understand parents’ perceptions of disciplining children in the age range of 2 to 5 years, the methods they use and the factors they perceive as influencing their methods of discipline. The proposed study will make use of Bronfenbrenner’s Ecosystemic Theory of Human Development as the guiding theoretical framework in exploring and describing this research area. The study will use semi-structured interviews with parents to obtain qualitative data. The data obtained from the participants will be analysed by using content analysis.
- Full Text:
- Date Issued: 2015
Social workers' experiences of the utilisation of the child support grant by beneficiaries
- Authors: Nobadula, Luyanda David
- Date: 2015
- Subjects: Child support , Child welfare
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/6334 , vital:21074
- Description: The Child Support Grant was introduced to address poverty alleviation in the sense of supplementing the provision of basic needs of children. When the grant was initiated it catered for children under the age of seven, and is currently assisting children up until 18 years of age. Even though the children are supposed to be benefitting from the grants, reports from social workers and selected research findings question whether some children do indeed receive the benefits of the grant. Previous studies have predominantly focused on the experiences of caregivers/beneficiaries. The goal of this exploratory-descriptive study was to explore and describe selected social workers’ experiences regarding the utilization of the child support grant by beneficiaries. The population comprised of social workers who have two years of experience working with families receiving the Child Support Grant and who work for the Department of Social Development and Special Programmes, Afrikaanse Christelike Vroue VerenIging, and Child Welfare South Africa in Somerset East.
- Full Text:
- Date Issued: 2015
- Authors: Nobadula, Luyanda David
- Date: 2015
- Subjects: Child support , Child welfare
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/6334 , vital:21074
- Description: The Child Support Grant was introduced to address poverty alleviation in the sense of supplementing the provision of basic needs of children. When the grant was initiated it catered for children under the age of seven, and is currently assisting children up until 18 years of age. Even though the children are supposed to be benefitting from the grants, reports from social workers and selected research findings question whether some children do indeed receive the benefits of the grant. Previous studies have predominantly focused on the experiences of caregivers/beneficiaries. The goal of this exploratory-descriptive study was to explore and describe selected social workers’ experiences regarding the utilization of the child support grant by beneficiaries. The population comprised of social workers who have two years of experience working with families receiving the Child Support Grant and who work for the Department of Social Development and Special Programmes, Afrikaanse Christelike Vroue VerenIging, and Child Welfare South Africa in Somerset East.
- Full Text:
- Date Issued: 2015
The relationship between socio-demographic factors and psychometric screening performances of primary school children with barriers to learning
- Authors: Pretorius, Claudette
- Date: 2015
- Subjects: Psychological tests for children , Behavioral assessment of children , Child development -- Testing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/9044 , vital:26459
- Description: Inclusive education generally promotes a shift away from the use of psychometric assessment for the placement of learners in special education facilities. This study, however, examines the potential role of psychometric screening for inclusive education in South Africa. This was done by investigating the relationship between selected demographic factors of age, gender, parental levels of education, and caregiver employment status – and psychometric test performances in children identified as having barriers to learning. The participant sample consisted of 329 primary school children aged between 6 and 15 years from the Nelson Mandela Metropolitan area. Demographic data was collected by means of a questionnaire completed in collaboration with participants’ caregivers and their school authorities. Participants were psychometrically assessed by means of the Raven’s Coloured Progressive Matrices (CPM) and the Bender Gestalt Test (BGT), which are commonly used screening measures in the South African context. Results indicated a relationship between test scores and the demographic variables of age and gender on both the Raven’s CPM and the BGT. Paternal level of education was found to impact positively on the BGT scores when the father had achieved a Grade 10 level of education or higher. No statistically significant relationship was found between any of the other socio-demographic factors and the performance scores on the Raven’s CPM and the BGT. It was concluded that the measures appear to be free of undue influence or bias arising from demographic factors. They were found to be useful psychological measures which should be included in screening processes when identifying children with barriers to learning.
- Full Text:
- Date Issued: 2015
- Authors: Pretorius, Claudette
- Date: 2015
- Subjects: Psychological tests for children , Behavioral assessment of children , Child development -- Testing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/9044 , vital:26459
- Description: Inclusive education generally promotes a shift away from the use of psychometric assessment for the placement of learners in special education facilities. This study, however, examines the potential role of psychometric screening for inclusive education in South Africa. This was done by investigating the relationship between selected demographic factors of age, gender, parental levels of education, and caregiver employment status – and psychometric test performances in children identified as having barriers to learning. The participant sample consisted of 329 primary school children aged between 6 and 15 years from the Nelson Mandela Metropolitan area. Demographic data was collected by means of a questionnaire completed in collaboration with participants’ caregivers and their school authorities. Participants were psychometrically assessed by means of the Raven’s Coloured Progressive Matrices (CPM) and the Bender Gestalt Test (BGT), which are commonly used screening measures in the South African context. Results indicated a relationship between test scores and the demographic variables of age and gender on both the Raven’s CPM and the BGT. Paternal level of education was found to impact positively on the BGT scores when the father had achieved a Grade 10 level of education or higher. No statistically significant relationship was found between any of the other socio-demographic factors and the performance scores on the Raven’s CPM and the BGT. It was concluded that the measures appear to be free of undue influence or bias arising from demographic factors. They were found to be useful psychological measures which should be included in screening processes when identifying children with barriers to learning.
- Full Text:
- Date Issued: 2015
Violence: an exploratory study of the lived experiences of violent re-offending youth
- Authors: O'Connell, Tracy
- Date: 2015
- Subjects: Criminal psychology -- South Africa -- Eastern Cape , Violent crimes -- South Africa -- Eastern Cape , Ecological Systems Theory -- South Africa -- Eastern Cape , Violent offenders -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/5236 , vital:20823
- Description: Although much research has been conducted on violence, its effects, and which circumstances put an individual at risk of becoming a potential victim, there is a paucity of studies that focus on the perpetrators of violence. Much of the literature available on this subject is dated, providing information which is already dated and, frequently no longer relevant. This research has sought to explore and understand violent crimes from the psychological and emotional standpoint of the individual who perpetrated them. One objective of the study was to facilitate the development of a profile of youths who chronically commit crime, and more specifically crimes of violence. This study utilised the qualitative research design of Phenomenology, which allows for the exploration of the phenomena from the perspective of the participants. The sample for this study consisted of five male individuals who are currently incarcerated in a correctional institution situated in the Eastern Cape. The sample was chosen according to the non-probability purposive-sampling technique, based on their relevance to the study. The selected male offenders from the correctional institution ages ranged between 18 and 31. Specific criteria were identified against which participants were measured in order to be selected to participate in the research. Data was obtained from the participants via a questionnaire, a journal, and semi-structured interviews conducted by the researcher. Other data for the study was obtained from official documents. The study was embedded in the ecological theory of Bronfenbrenner, which provided the psychological framework in which to explain and understand the results of the study and the development of violence. The major findings of this study include; growing up violently, the reasons for violence, justificationa and perseptions of violence, society and the culture of 10 violence, and the environmental impact. These findings will contribute to the development of treatment programmes, which better facilitate the reformation and rehabilitation of criminals.
- Full Text:
- Date Issued: 2015
- Authors: O'Connell, Tracy
- Date: 2015
- Subjects: Criminal psychology -- South Africa -- Eastern Cape , Violent crimes -- South Africa -- Eastern Cape , Ecological Systems Theory -- South Africa -- Eastern Cape , Violent offenders -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/5236 , vital:20823
- Description: Although much research has been conducted on violence, its effects, and which circumstances put an individual at risk of becoming a potential victim, there is a paucity of studies that focus on the perpetrators of violence. Much of the literature available on this subject is dated, providing information which is already dated and, frequently no longer relevant. This research has sought to explore and understand violent crimes from the psychological and emotional standpoint of the individual who perpetrated them. One objective of the study was to facilitate the development of a profile of youths who chronically commit crime, and more specifically crimes of violence. This study utilised the qualitative research design of Phenomenology, which allows for the exploration of the phenomena from the perspective of the participants. The sample for this study consisted of five male individuals who are currently incarcerated in a correctional institution situated in the Eastern Cape. The sample was chosen according to the non-probability purposive-sampling technique, based on their relevance to the study. The selected male offenders from the correctional institution ages ranged between 18 and 31. Specific criteria were identified against which participants were measured in order to be selected to participate in the research. Data was obtained from the participants via a questionnaire, a journal, and semi-structured interviews conducted by the researcher. Other data for the study was obtained from official documents. The study was embedded in the ecological theory of Bronfenbrenner, which provided the psychological framework in which to explain and understand the results of the study and the development of violence. The major findings of this study include; growing up violently, the reasons for violence, justificationa and perseptions of violence, society and the culture of 10 violence, and the environmental impact. These findings will contribute to the development of treatment programmes, which better facilitate the reformation and rehabilitation of criminals.
- Full Text:
- Date Issued: 2015
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