Identifying the factors that influence parents and caregivers to commit child maltreatment: systematic review
- Authors: Dipholo, Mamdlalose Emily
- Date: 2024-04-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/435421 , vital:73156
- Description: Child maltreatment, encompassing various forms of abuse and neglect, poses a significant global public health concern. This study provides a comprehensive examination of the multifaceted dimensions of child maltreatment, including physical, emotional, and sexual abuse, as well as neglect. The impact of maltreatment on the developing child is profound, resulting in a range of adverse physical and mental health outcomes, developmental delays, behavioural challenges, and social difficulties. The aim of this study was to comprehensively review and synthesise peer-reviewed research on the factors influencing parents and caregivers in committing child maltreatment. This systematic review identified the multifaceted factors influencing parents and caregivers to engage in child maltreatment. Using a social ecological framework, ten key themes emerged, namely poverty and lack of access to services, intergenerational transmission of abuse, childhood trauma, substance abuse, domestic violence, neighbourhood violence, cultural practices, social factors, children’s individual factors, and caregivers' mental health concerns. Personal history, caregiver’s mental health, substance abuse, poor awareness of self-protection, and gender emerged as significant individual-level contributors. Non biological caregivers and domestic violence were identified as relationship-level factors. At the community level, poverty, lack of access to services, unemployment, and neighbourhood violence were found to impact child maltreatment. Cultural values and the intergenerational transmission of abuse were reported as influential societal-level factors. The study underscores the complex interplay of personal, environmental, and cultural influences in child maltreatment, highlighting the need for comprehensive strategies to address this critical issue. , Thesis (MA) -- Faculty of Humanities, Psychology, 2024
- Full Text:
- Date Issued: 2024-04-04
- Authors: Dipholo, Mamdlalose Emily
- Date: 2024-04-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/435421 , vital:73156
- Description: Child maltreatment, encompassing various forms of abuse and neglect, poses a significant global public health concern. This study provides a comprehensive examination of the multifaceted dimensions of child maltreatment, including physical, emotional, and sexual abuse, as well as neglect. The impact of maltreatment on the developing child is profound, resulting in a range of adverse physical and mental health outcomes, developmental delays, behavioural challenges, and social difficulties. The aim of this study was to comprehensively review and synthesise peer-reviewed research on the factors influencing parents and caregivers in committing child maltreatment. This systematic review identified the multifaceted factors influencing parents and caregivers to engage in child maltreatment. Using a social ecological framework, ten key themes emerged, namely poverty and lack of access to services, intergenerational transmission of abuse, childhood trauma, substance abuse, domestic violence, neighbourhood violence, cultural practices, social factors, children’s individual factors, and caregivers' mental health concerns. Personal history, caregiver’s mental health, substance abuse, poor awareness of self-protection, and gender emerged as significant individual-level contributors. Non biological caregivers and domestic violence were identified as relationship-level factors. At the community level, poverty, lack of access to services, unemployment, and neighbourhood violence were found to impact child maltreatment. Cultural values and the intergenerational transmission of abuse were reported as influential societal-level factors. The study underscores the complex interplay of personal, environmental, and cultural influences in child maltreatment, highlighting the need for comprehensive strategies to address this critical issue. , Thesis (MA) -- Faculty of Humanities, Psychology, 2024
- Full Text:
- Date Issued: 2024-04-04
Cyborg bodies and the search for self: an ethnographic exploration of supportive technologies as tools to mitigate daily distresses
- Authors: Kibane, Lebogang Zandile
- Date: 2022-10-14
- Subjects: Posthuman , Posthumanism , Anthropology , m-health , Wireless communication systems in medical care , Cyber-ethnography , Distress (Psychology)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/408625 , vital:70510
- Description: This dissertation explores the ways in which individuals embody cyborg realities through engaging with technological aids. It examines how these interactions have the potential to bring to light new ways of thinking about and experiencing daily distresses. Pertinent human technology interaction was observed through an overarching cyborg lens, embedded in posthumanist thought. The study began with a “human as cyborg” ontology that sought to impress upon readers the intimacy with which technology is entangled in our lives. It aimed to call to attention the use of the cyborg myth as it is concerned with “transgressed boundaries, potent fusions, and dangerous possibilities” (Haraway, 1985:7). The study followed a cyber ethnographic strategy, where cyber ethnography refers to a virtual research method that observes social and cultural phenomena that are mediated by online interactions. Data was collected over a period of eight months, beginning in December 2020 and ending in July 2021. It was collected through the following means: a short self-administered online questionnaire, computer mediated in-depth interviews, and group interviews. I also kept a journal on reflections of my own use of these supportive technologies. After analysing the results of in-depth interviews with nine primary participants and twenty-six online questionnaires, the following key themes were brought to light: Firstly, the tethered self, or cyborg self, engages in evolved acts of ‘care of the self’ mitigated through supportive technology use. Secondly, access to new technologies brings about new ways of performing the self. Thirdly, engagement with supportive technologies provides opportunity for aiding distress in the way of encouraging self-reflective and self-interrogation behaviours as seen in mobile health app use. This constant self-interrogation behaviour in turn develops a kind of technological dependency, characterized by escapism and evolved methods of self- soothing. Lastly, exploring the use of technology to aid distress revealed that technologies generate equal opportunities for improved well-being, as they do for a decreased sense of connectedness and security. The research demonstrates that supportive technology use is entangled in the fabric of our everyday lives. Through it we fashion our identities, alleviate distress, evade distress, and discover new causes of distress. , Thesis (MSocSci) -- Faculty of Humanities, Anthropology, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Kibane, Lebogang Zandile
- Date: 2022-10-14
- Subjects: Posthuman , Posthumanism , Anthropology , m-health , Wireless communication systems in medical care , Cyber-ethnography , Distress (Psychology)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/408625 , vital:70510
- Description: This dissertation explores the ways in which individuals embody cyborg realities through engaging with technological aids. It examines how these interactions have the potential to bring to light new ways of thinking about and experiencing daily distresses. Pertinent human technology interaction was observed through an overarching cyborg lens, embedded in posthumanist thought. The study began with a “human as cyborg” ontology that sought to impress upon readers the intimacy with which technology is entangled in our lives. It aimed to call to attention the use of the cyborg myth as it is concerned with “transgressed boundaries, potent fusions, and dangerous possibilities” (Haraway, 1985:7). The study followed a cyber ethnographic strategy, where cyber ethnography refers to a virtual research method that observes social and cultural phenomena that are mediated by online interactions. Data was collected over a period of eight months, beginning in December 2020 and ending in July 2021. It was collected through the following means: a short self-administered online questionnaire, computer mediated in-depth interviews, and group interviews. I also kept a journal on reflections of my own use of these supportive technologies. After analysing the results of in-depth interviews with nine primary participants and twenty-six online questionnaires, the following key themes were brought to light: Firstly, the tethered self, or cyborg self, engages in evolved acts of ‘care of the self’ mitigated through supportive technology use. Secondly, access to new technologies brings about new ways of performing the self. Thirdly, engagement with supportive technologies provides opportunity for aiding distress in the way of encouraging self-reflective and self-interrogation behaviours as seen in mobile health app use. This constant self-interrogation behaviour in turn develops a kind of technological dependency, characterized by escapism and evolved methods of self- soothing. Lastly, exploring the use of technology to aid distress revealed that technologies generate equal opportunities for improved well-being, as they do for a decreased sense of connectedness and security. The research demonstrates that supportive technology use is entangled in the fabric of our everyday lives. Through it we fashion our identities, alleviate distress, evade distress, and discover new causes of distress. , Thesis (MSocSci) -- Faculty of Humanities, Anthropology, 2022
- Full Text:
- Date Issued: 2022-10-14
Opportunities for the inclusion of Environmental Education in the Namibia Senior Secondary Certificate, Geography, Grade 11-12: a case study from Namibia
- Authors: Ashipala, Helena Taakondjo
- Date: 2021-10-29
- Subjects: Environmental education Namibia , Geography Study and teaching (Secondary) , Teacher participation in curriculum planning Namibia , Geography teachers Training of Namibia , Student-centered learning Namibia , Action competence
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/245725 , vital:51399
- Description: Geography is widely recognised in Namibia as a subject within the curriculum that has been framed for understanding and resolving environment issues and sustainable development. It is in this light that this study examined the inclusion of opportunities for environmental education (EE)1 embedded in the Grade 11-12 Geography curriculum in the Namibian context. This study is undertaken as a case study of two schools in the Omusati region in northern Namibia. It investigated opportunities for EE that are embedded in the Geography curriculum using action competence as a lens to review the curriculum and how teachers are working with it in two rural school contexts. This study employed qualitative methods, specifically semi-structured interviews, an analysis of curriculum documents, classroom observations and focus group interviews. Ethical issues were taken into consideration throughout the study. The key findings from the study are: 1. The specification of EE has mainly emerged as a series of concerns that present as topics to be taught and compared with similar concerns in other parts of the world; 2. Teachers have little experience of what and how to teach and inform environmental education within their classrooms; 3. Learners are not actively involved in seeking and probing environmental concerns or in seeking solutions to these. These findings have been used to make recommendations that teachers: 1. Revisit and review the curriculum documents to carry theory into classroom practice; 2. Encourage learners’ participation to enhance their interest and emotional responsibility in environmental education. The study concludes by calling for further research into EE in Geography. This can be used to improve EE in the region where this study was conducted and beyond. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Ashipala, Helena Taakondjo
- Date: 2021-10-29
- Subjects: Environmental education Namibia , Geography Study and teaching (Secondary) , Teacher participation in curriculum planning Namibia , Geography teachers Training of Namibia , Student-centered learning Namibia , Action competence
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/245725 , vital:51399
- Description: Geography is widely recognised in Namibia as a subject within the curriculum that has been framed for understanding and resolving environment issues and sustainable development. It is in this light that this study examined the inclusion of opportunities for environmental education (EE)1 embedded in the Grade 11-12 Geography curriculum in the Namibian context. This study is undertaken as a case study of two schools in the Omusati region in northern Namibia. It investigated opportunities for EE that are embedded in the Geography curriculum using action competence as a lens to review the curriculum and how teachers are working with it in two rural school contexts. This study employed qualitative methods, specifically semi-structured interviews, an analysis of curriculum documents, classroom observations and focus group interviews. Ethical issues were taken into consideration throughout the study. The key findings from the study are: 1. The specification of EE has mainly emerged as a series of concerns that present as topics to be taught and compared with similar concerns in other parts of the world; 2. Teachers have little experience of what and how to teach and inform environmental education within their classrooms; 3. Learners are not actively involved in seeking and probing environmental concerns or in seeking solutions to these. These findings have been used to make recommendations that teachers: 1. Revisit and review the curriculum documents to carry theory into classroom practice; 2. Encourage learners’ participation to enhance their interest and emotional responsibility in environmental education. The study concludes by calling for further research into EE in Geography. This can be used to improve EE in the region where this study was conducted and beyond. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
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