Examining the direct and indirect effect that individual and contextual risk factors have in predicting substance abuse
- Authors: Fouten, Elron Steve
- Date: 2024-10-11
- Subjects: Structural equation modeling , Substance abuse South Africa , Ecological Systems Theory , Path analysis (Statistics) , Personality , Confirmatory factor analysis
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/467006 , vital:76806 , DOI https://doi.org/10.21504/10962/467006
- Description: Substance abuse levels in South Africa have continued to rise, with the age of first experimentation with drugs reported as being 10 years. Several studies have shown that substance abuse has an adverse impact on users, their families and their communities, resulting in a number of social, psychological and economic struggles. Moreover, substance abuse places an increased psychological, social and financial burden on the individual and the family, as it has been related to the destabilisation of the nuclear and extended family units, permeating every area of life and affecting the very social fabric of society. This study therefore endeavoured to determine which of the individual and contextual risk factors measured by the South African Substance Use Contextual Risk Instrument (SASUCRI) best predicts substance abuse in a sample of self-identified substance abusers. Additionally, the study sought to determine the magnitude, strength and direction of the interaction of the individual and contextual risk factors in predicting substance abuse. The specific aims of the study were: 1) to build a theoretical model that best approximates the identified and measured individual and contextual factors associated with substance abuse, 2) to use structural equation modelling (SEM) to test the adequacy of the model’s fit to the data that have been collected, 3) to use SEM to statistically determine which of the perceived individual or contextual factors best predict substance abuse, and 4) to use SEM to statistically determine which combination of perceived individual and contextual factors best predict substance abuse. To achieve these aims, the study applied SEM to data collected from individuals seeking either inpatient or outpatient treatment for substance abuse in the Eastern Cape and Western Cape Provinces of South Africa, respectively. The purpose of SEM is to a priori specify a theoretical causal model consisting of a set of predicted covariances between variables, and then test whether it is plausible when compared to the observed data. The appropriateness of performing SEM exists in its ability and suitability to examine the nature and magnitude of postulated dependence relationships, while simultaneously assessing the direct and indirect relations of the variables. The theoretical causal model that was tested contained latent and manifest variables that were identified as risk factors for substance abuse. The causal model was informed by Bronfenbrenner’s (1977a, 1986) ecological systems theory (EST) and was specified to approximate the different systems of the theory. Data for the study were collected using the relatively newly developed and validated SASUCRI. The results of the confirmatory factor analysis (CFA) showed that the SASUCRI was a reliable and valid instrument to use with this population, and that the results of the structural model can be interpreted with confidence. The fit statistics, for the normal theory and related bootstrap latent path SEM, all indicate that the model is an excellent fit to the data CMIN/DF = 2.82, NFI = .946, CFI = .97, RMSEA = .04., thus achieving the study’s objective. The normal theory analysis of the paths in the diagram identified the microsystem, “Access/proximity to drugs” (APTD) and “Concerns for future” (CFF) as significant predictors of substance abuse, whereas the bootstrap analysis of the paths identified the macrosystem, APTD and CFF as significant predictors of substance abuse. This study identified 10 risk profiles that interact in the prediction of substance abuse; these are: individuals with low self-efficacy (SE) who perceive their family as lacking or having low intra-family communication, who lack positive peer support, who perceive criminal behaviours as normal, who feel a strong need to fit in, who are less religious, who have easy access to drugs, who lack a sense of community traditions and belonging, who see public displays of substance use (SU) as normal, and who lack concern for the future, are at 59% greater risk of substance abuse. Though micro level factors (low SE, lack of or low intra-family communication, and a lack of positive peer support) and meso-level factors (normalisation of criminal activity, a strong need to fit in, and being less religious) does not significantly predict abuse, they significantly interact with external factors in predicting substance abuse. Thus, it is only when they interact with factors located in the other systems (exosystem, macrosystem and chronosystem) that they become significant predictors of substance abuse. Conversely, exosystem (easy access to drugs), macrosystem (lack of a sense of community traditions and belonging, commonplace public displays of SU), and chronosystem factors (lack of concern for the future), independently are significant predictors of substance abuse. These findings carry significant public health implications by challenging the prevailing focus on individual-based interventions. Recognising that the drivers of substance abuse extend beyond individual factors, this study therefore advocates for interventions that address the broader systems contributing to the issue. This has the potential to inform more effective and holistic public health strategies. Finally, this study emphasises the need for comprehensive strategies that span different systems, acknowledging the role of family, community and societal factors. This call for complex interventions aligns with the ecological systems perspective, advocating for a paradigm shift in how we address SU by considering the broader environmental influences that contribute to the problem. In summary, this study not only contributes to the academic understanding of SU, but also has practical implications for public health policies and interventions. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2024
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- Date Issued: 2024-10-11
Schema modes in eating disorders: an interpretative phenomenological analysis
- Authors: Bowker, Chantal Ann
- Date: 2021-10-29
- Subjects: Eating disorders , Anorexia nervosa , Bulimia , Compulsive eating , Schema-focused cognitive therapy , Interpretative phenomenological analysis (IPA)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/196072 , vital:45723 , DOI 10.21504/10962/196072
- Description: The DSM-5 prevalence rate of anorexia nervosa is 0.4%, bulimia nervosa is 1% to 1.5%, and binge eating disorder is 1.6% (American Psychiatric Association, 2013). Although treatment approaches for eating disorders have high drop-out rates and low rates of recovery, treatment modalities that address childhood factors contributing to the eating disorder, as well as the eating disorder behaviours, have better outcomes. Schema therapy is an integrative approach that has been used for the treatment of eating disorders for more than a decade. Central features in schema therapy include the identification of early maladaptive schemas arising from unmet needs and schema modes. Schema modes, composed of schemas and coping mechanisms, are active for an individual at a particular time in response to triggers in the environment (Brown et al., 2016). Identifying an individual’s modes is a crucial aspect that reflects the underlying structure of the individual’s creation of reality. A phenomenological understanding of the modes is essential for developing a case conceptualisation and treatment plan. Differences exist in the naming and description of modes in the current schema therapy literature, which suggests the need for a phenomenological investigation of these structures. This research study used a mostly qualitative approach, in the form of clinical interviews, substantiated by questionnaires, to examine schema modes. Case presentations using the schema therapy model are provided for five women with either anorexia nervosa, bulimia nervosa or binge eating disorder. Then, through a process of interpretative phenomenological analysis, specific modes are examined as to how they are experienced by the participants and influence their behaviour. The features of schema modes in these clinical cases are compared to the existing literature to extend the understanding of schema modes in eating disorders. The participants’ experiences revealed that they had schema modes in common, regardless of the eating disorder presentation, but that the features of the individual modes varied. Modes found in the current literature such as the Detached Self-Soother and Perfectionist Overcontroller coping mode, were found in all the participants. Four of the five participants had an Eating Disordered Overcontroller mode. Features consistent with the existing descriptions of the Perfectionist Overcontroller, Eating Disordered Overcontroller and Detached Self-Soother modes were noted, and new features were identified. The Perfectionist Overcontroller and Eating Disordered Overcontroller have been presented here as complex composite modes with sub-modes that work together in a coherent way in the service of the same project (Edwards, 2020b). Twenty-three features are identified in the parent modes. Blended parent modes, with multiple features active in a situation, were described. The blended parent modes expand on the existing literature on parent modes. The findings in this research support and extend the mode structure identified in the schema therapy theory, and highlight the idiosyncratic nature of the modes. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2021
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- Date Issued: 2021-10-29
A novel Arf GTPase assay for antimalarial drug discovery
- Authors: Swart, Tarryn
- Date: 2021-04
- Subjects: To be added
- Language: English
- Type: thesis , text , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/178558 , vital:42950
- Description: Access restricted until April 2022. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2021
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- Date Issued: 2021-04
Exploring pre-service teachers’ reflective practice in the context of video-based lesson analysis
- Authors: Chikiwa, Samukeliso
- Date: 2020-04-30
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/355357 , vital:64492
- Description: This study explored the development of reflective practice in foundation phase pre-service teachers in the context of video-based lesson analysis at a university in South Africa. The study was conducted in the field of mathematics education, responding to the urgent need to equip pre-service South African teachers with the knowledge and skills for effective mathematics teaching. The research is foregrounded by the continuing poor performance of South African learners in mathematics at all levels of education in the country, which has been linked to the inadequate knowledge and skills of mathematics teachers. Pre-service teacher education is putting considerable effort into improving the preparation of mathematics teachers and developing their ability to reflect on their teaching practice is one of the strategies being employed for this purpose. Research has demonstrated the importance of reflective practice (RP) in both developing and extending teachers’ mathematical knowledge for teaching. This study therefore contributes to current research that supports the development of RP as a professional skill for promoting the acquisition of knowledge for teaching in pre-service teacher education. The study adopted a qualitative case study approach with two phases of data collection. In Phase 1 I collected and analysed three sets of 19 pre-service teachers’ written reflections to establish the nature of the reflections that they developed when analysing video-recorded mathematics lessons of experienced teachers’ practice. Phase 2 was conducted with four PSTs who reflected on video-recorded mathematics lessons of their own practice, and similarly sought to investigate the nature of the reflections they developed when reflecting on practice. The four PSTs wrote one set of reflections on their own lessons, went through three sessions of facilitator-guided reflections, then wrote another set of reflections to establish if the support provided in small group facilitator-guided sessions improved their reflections. Iterative content analysis was employed to analyse the PSTs’ written reflections, using an analytic tool that I developed for this purpose through merging Lee’s (2007) and Muir and Beswick’s (2007) levels of reflection frameworks. My model had four levels of reflection: description, explanation, suggestion and reflectivity. The names of each of the levels connect to the key indicator for that level. PSTs’ written reflections were coded and analysed according to these levels. The study found that PSTs’ initial reflections were mostly description of general classroom events with little reflection at the levels of explanation and suggestion, and an absence of reflectivity. Most reflections focused on general events in the lesson rather than mathematical events, even though the six lens framework they were given to guide their reflections prompted them to steer their attention towards mathematical events. The second and third sets of reflections, although mostly still at level 1, showed some shifts towards explanation and suggestion, although an increased focus on mathematical events though reflectivity was still largely absent. No PST reached the fourth level of reflectivity in Phase 1. However, in Phase 2, the PSTs’ reflections after the three small group facilitator-guided sessions included some evidence of reflectivity. The findings suggest the need for pre-service teacher educators to make a concerted effort to teach PSTs what reflection is and how to reflect on their practice. The findings also showed the need for small group facilitator-guided support in the development of PSTs’ reflective practice. , Thesis (PhD) -- Faculty of Education, Education, 2020
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- Date Issued: 2020-04-30