Profiling Rhodes University students’ substance use during the Covid-19 pandemic lockdown: comparing the AUDIT and CCAPS-62 substance abuse sub-scale
- Authors: Goosen, Jeslyn Chrismaré
- Date: 2022-10-14
- Subjects: College students Substance use South Africa Makhanda , College students Alcohol use South Africa Makhanda , College students Mental health South Africa Makhanda , College students Attitudes , College students Economic conditions , COVID-19 (Disease) , Rhodes University
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405974 , vital:70224
- Description: Students are vulnerable to academic distress and mental health concerns. Many struggle to effectively cope with the many demands placed on them from various factions; included but not limited to institutional demands, financial concerns, and parental expectations. With the most recent outbreak of the SARS-Co V-2 (better known as the COVID-19 pandemic) many students have struggled to effectively cope with the changes relating to the nationwide lockdown. Universities had to change the way in which they provide students with the necessary academic material, and many had to return to their familial homes. This had a deleterious effect on the way students performed their daily activities and coping. A rise in impaired mental health was noted. Many students used alcohol as a means of coping during this tumultuous and unprecedented time. Undergraduate students at Rhodes University were asked to complete a survey questionnaire via SurveyMonkey, an online survey service. Data was collected over a ten-day period during July 2020. The AUDIT and the CCAPS-62 Substance Use subscale were used to measure their alcohol intake during lockdown and results was compared. Results indicated a significant positive correlation between the CCAPS-62 substance use subscale and the AUDIT (r = 0.80, n = 930, p < 0.01). Outcomes identified that men tend to drink more than females, and white students tend to drink more than black students. Findings suggests that the CCAPS-62 a multidimensional instrument measuring general distress among students could positively contribute to the reliability and validity of the measure used in a multicultural and multilingual society such as South Africa. , Thesis (MA) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Goosen, Jeslyn Chrismaré
- Date: 2022-10-14
- Subjects: College students Substance use South Africa Makhanda , College students Alcohol use South Africa Makhanda , College students Mental health South Africa Makhanda , College students Attitudes , College students Economic conditions , COVID-19 (Disease) , Rhodes University
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405974 , vital:70224
- Description: Students are vulnerable to academic distress and mental health concerns. Many struggle to effectively cope with the many demands placed on them from various factions; included but not limited to institutional demands, financial concerns, and parental expectations. With the most recent outbreak of the SARS-Co V-2 (better known as the COVID-19 pandemic) many students have struggled to effectively cope with the changes relating to the nationwide lockdown. Universities had to change the way in which they provide students with the necessary academic material, and many had to return to their familial homes. This had a deleterious effect on the way students performed their daily activities and coping. A rise in impaired mental health was noted. Many students used alcohol as a means of coping during this tumultuous and unprecedented time. Undergraduate students at Rhodes University were asked to complete a survey questionnaire via SurveyMonkey, an online survey service. Data was collected over a ten-day period during July 2020. The AUDIT and the CCAPS-62 Substance Use subscale were used to measure their alcohol intake during lockdown and results was compared. Results indicated a significant positive correlation between the CCAPS-62 substance use subscale and the AUDIT (r = 0.80, n = 930, p < 0.01). Outcomes identified that men tend to drink more than females, and white students tend to drink more than black students. Findings suggests that the CCAPS-62 a multidimensional instrument measuring general distress among students could positively contribute to the reliability and validity of the measure used in a multicultural and multilingual society such as South Africa. , Thesis (MA) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-14
A reflective multiple case study approach to understanding partner relationships within the context of community engagement at Rhodes University
- Authors: Bobo, Azola Benita Dorothea
- Date: 2021-05-06
- Subjects: Community development South Africa Makhanda , Community and college South Africa Makhanda , Community psychology South Africa Makhanda , Decolonization South Africa , Social action South Africa Makhanda , Transformative learning South Africa Makhanda , Rhodes University , Rhodes University Community Engagement (RUCE)
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/253854 , vital:52406 , DOI 10.21504/10962/253854
- Description: Using a social constructivist approach, within the social action model of community psychology, this research interrogates the features of successful community engagement partnerships that exist within the context of higher education. It draws on the co-management model that the Rhodes University Community Engagement (RUCE) division proposes, where partnerships are seen to be mutually beneficial. This research further interrogates whether the principles of community engagement that RUCE propose play out in reality, and whether systems of power are deconstructed, in working towards more equitable engagements. Drawing on the Early Childhood Development (ECD) Residence Programme for case studies, this research used a reflective multiple case study design in attempting to answer the research question. Four partner groups (i.e., 4 community partners and 4 community engagement representatives) were selected for this research. Each participant was interviewed twice (with a 6-month time gap) and also participated in two focus group discussions. Thematic analysis was used to analyse the findings. In taking a social justice approach, it can be argued that RUCE has made strides towards forming collaborative partnerships based on the ethics of ubuntu and aspects of transformative learning, which may lead to the decolonisation of higher education. However, critical engagement with the research findings suggests that in many cases the principles that RUCE propose are aspirational. More work needs to be done with both students and community partners to develop the kinds of partnerships that RUCE aspires to. This research provides valuable insight into how carefully managed community engagement partnerships in higher education have the potential to contribute to the transformation agenda of higher education institutions, while promoting equitable societies. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2021-05-06
- Authors: Bobo, Azola Benita Dorothea
- Date: 2021-05-06
- Subjects: Community development South Africa Makhanda , Community and college South Africa Makhanda , Community psychology South Africa Makhanda , Decolonization South Africa , Social action South Africa Makhanda , Transformative learning South Africa Makhanda , Rhodes University , Rhodes University Community Engagement (RUCE)
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/253854 , vital:52406 , DOI 10.21504/10962/253854
- Description: Using a social constructivist approach, within the social action model of community psychology, this research interrogates the features of successful community engagement partnerships that exist within the context of higher education. It draws on the co-management model that the Rhodes University Community Engagement (RUCE) division proposes, where partnerships are seen to be mutually beneficial. This research further interrogates whether the principles of community engagement that RUCE propose play out in reality, and whether systems of power are deconstructed, in working towards more equitable engagements. Drawing on the Early Childhood Development (ECD) Residence Programme for case studies, this research used a reflective multiple case study design in attempting to answer the research question. Four partner groups (i.e., 4 community partners and 4 community engagement representatives) were selected for this research. Each participant was interviewed twice (with a 6-month time gap) and also participated in two focus group discussions. Thematic analysis was used to analyse the findings. In taking a social justice approach, it can be argued that RUCE has made strides towards forming collaborative partnerships based on the ethics of ubuntu and aspects of transformative learning, which may lead to the decolonisation of higher education. However, critical engagement with the research findings suggests that in many cases the principles that RUCE propose are aspirational. More work needs to be done with both students and community partners to develop the kinds of partnerships that RUCE aspires to. This research provides valuable insight into how carefully managed community engagement partnerships in higher education have the potential to contribute to the transformation agenda of higher education institutions, while promoting equitable societies. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2021-05-06
‘This sea of darkness, craziness and opportunity’: students experiences of depression and social identities at a South African university
- Authors: Craig, Ashleigh
- Date: 2020
- Subjects: Depression, Mental -- South Africa -- Makhanda , Depression in adolescence -- South Africa -- Makhanda , College students -- Mental health -- South Africa -- Makhanda , Group identity -- South Africa -- Makhanda , Phenomenological psychology , Education, Higher -- Social aspects -- South Africa , Rhodes University
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/118632 , vital:34655
- Description: This study explores how the interaction between depression and social identities is experienced by South African university students. Semi-structured interviews were conducted with eight students at Rhodes University who have had depressive experiences and analysed using Interpretative Phenomenological Analysis. The following five superordinate themes emerged out of the data: 1) the self looking in, 2) the self looking out, 3) the misunderstood self, 4) the student self and 5) the loss of self. Findings showed that students’ depression is significantly influenced by their social identities, which are experienced as multi-faceted and ever-changing within the university context. The related therapeutic implications are also discussed.
- Full Text:
- Date Issued: 2020
- Authors: Craig, Ashleigh
- Date: 2020
- Subjects: Depression, Mental -- South Africa -- Makhanda , Depression in adolescence -- South Africa -- Makhanda , College students -- Mental health -- South Africa -- Makhanda , Group identity -- South Africa -- Makhanda , Phenomenological psychology , Education, Higher -- Social aspects -- South Africa , Rhodes University
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/118632 , vital:34655
- Description: This study explores how the interaction between depression and social identities is experienced by South African university students. Semi-structured interviews were conducted with eight students at Rhodes University who have had depressive experiences and analysed using Interpretative Phenomenological Analysis. The following five superordinate themes emerged out of the data: 1) the self looking in, 2) the self looking out, 3) the misunderstood self, 4) the student self and 5) the loss of self. Findings showed that students’ depression is significantly influenced by their social identities, which are experienced as multi-faceted and ever-changing within the university context. The related therapeutic implications are also discussed.
- Full Text:
- Date Issued: 2020
Exploring the influence of spirituality on students' well-being
- Authors: Magula, Nokuzola Princess
- Date: 2013
- Subjects: Sprituality , Well-being , Students , Christians , Rhodes University , College students -- Religious life -- South Africa -- Eastern Cape , Christian college students -- Religious life -- South Africa -- Eastern Cape , Universities and colleges -- Religion -- Research , Well-being -- Religious aspects , Spirituality -- Research
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2918 , http://hdl.handle.net/10962/d1002083
- Description: This study was aimed at exploring the impact of spirituality on the well-being of students at Rhodes University in South Africa. The study was conducted within a qualitative research paradigm deploying an interpretive phenomenological analysis strategy for data analysis. The study involved a sample of four female Honours students who were all active Christians. The selected students were interviewed to elicit their experiences of spirituality and how this related to their everyday lives. The study used semi-structured interviews in order to get as much information as possible from the small sample of research participants. Data generated in this study was processed, presented and interpreted inductively and hermeneutically in order to identify emerging superordinate themes. This study found that spirituality was experienced as having a positive impact on well-being by all the four students. The study revealed that belief and faith in God amongst the students resulted in enhanced and positive experiences of hope, optimism and compassion which provided the students with a deeper sense of meaning of life and a source of direction in difficult times. The study further showed that participants experienced spirituality as a regulatory mechanism shaping their lifestyles and behaviours. Participants viewed their spirituality and religiosity as a source of social support helping them to cope with distressful situations. The findings of this study are consistent with the findings of previous studies done in the field of psychology and spirituality. The fact that this study has shown that spirituality and religion has a positive impact on student’s well-being may mean that University administrators and psychologists may find the study interesting and valuable
- Full Text:
- Date Issued: 2013
- Authors: Magula, Nokuzola Princess
- Date: 2013
- Subjects: Sprituality , Well-being , Students , Christians , Rhodes University , College students -- Religious life -- South Africa -- Eastern Cape , Christian college students -- Religious life -- South Africa -- Eastern Cape , Universities and colleges -- Religion -- Research , Well-being -- Religious aspects , Spirituality -- Research
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2918 , http://hdl.handle.net/10962/d1002083
- Description: This study was aimed at exploring the impact of spirituality on the well-being of students at Rhodes University in South Africa. The study was conducted within a qualitative research paradigm deploying an interpretive phenomenological analysis strategy for data analysis. The study involved a sample of four female Honours students who were all active Christians. The selected students were interviewed to elicit their experiences of spirituality and how this related to their everyday lives. The study used semi-structured interviews in order to get as much information as possible from the small sample of research participants. Data generated in this study was processed, presented and interpreted inductively and hermeneutically in order to identify emerging superordinate themes. This study found that spirituality was experienced as having a positive impact on well-being by all the four students. The study revealed that belief and faith in God amongst the students resulted in enhanced and positive experiences of hope, optimism and compassion which provided the students with a deeper sense of meaning of life and a source of direction in difficult times. The study further showed that participants experienced spirituality as a regulatory mechanism shaping their lifestyles and behaviours. Participants viewed their spirituality and religiosity as a source of social support helping them to cope with distressful situations. The findings of this study are consistent with the findings of previous studies done in the field of psychology and spirituality. The fact that this study has shown that spirituality and religion has a positive impact on student’s well-being may mean that University administrators and psychologists may find the study interesting and valuable
- Full Text:
- Date Issued: 2013
Discourses surrounding 'race', equity, disadvantage and transformation in times of rapid social change : higher education in post-apartheid South Africa
- Authors: Robus, Donovan
- Date: 2005
- Subjects: Rhodes University , University of Fort Hare , Universities and colleges -- Mergers -- South Africa , Education, Higher -- South Africa , Education and state -- South Africa , Apartheid -- South Africa , Discourse analysis -- Methodology , Discrimination in education -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3142 , http://hdl.handle.net/10962/d1007196 , Rhodes University , University of Fort Hare , Universities and colleges -- Mergers -- South Africa , Education, Higher -- South Africa , Education and state -- South Africa , Apartheid -- South Africa , Discourse analysis -- Methodology , Discrimination in education -- South Africa , Educational change -- South Africa
- Description: Since the dismantling of Apartheid in South Africa in 1994, the South African socio-political and economic landscape has been characterised by rapid change. In the ten years since the 'new' democratic South Africa emerged, transformation has become a dominant discourse that has driven much action and practice in a variety of public areas. One of the areas of focus for transformation has been Higher Education whereby the Department of Education aimed to do away with disparity caused by Apartheid segregation by reducing the number of Higher Education institutions from 36 to 21. This research draws on Foucauldian theory and post-colonial theories (in particular Edward Said and Frantz Fanon), and the concept of racialisation in an analysis of the incorporation of Rhodes University's East London campus into the University of Fort Hare. Ian Parker's discourse analytic approach which suggests that discourses support institutions, reproduce power relations and have ideological effects, was utilised to analyse the talk of students and staff at the three sites affected by the incorporation (viz. Rhodes, Grahamstown, Rhodes, East London and Fort Hare) as well as newspaper articles and public statements made by the two institutions. What emerged was that in post-Apartheid South Africa, institutional and geographic space is still racialised with virtually no reference to the historical and contextual foundations from which this emerged being made. In positioning space and institutions in this racialised manner a discourse of 'white' excellence and 'black' failure emerges with the notion of competence gaining legitimacy through an appeal to academic standards. In addition to this, transformation emerges as a signifier of shifting boundaries in a post-Apartheid society where racialised institutional, spatial and social boundaries evidently still exist discursively.
- Full Text:
- Date Issued: 2005
- Authors: Robus, Donovan
- Date: 2005
- Subjects: Rhodes University , University of Fort Hare , Universities and colleges -- Mergers -- South Africa , Education, Higher -- South Africa , Education and state -- South Africa , Apartheid -- South Africa , Discourse analysis -- Methodology , Discrimination in education -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3142 , http://hdl.handle.net/10962/d1007196 , Rhodes University , University of Fort Hare , Universities and colleges -- Mergers -- South Africa , Education, Higher -- South Africa , Education and state -- South Africa , Apartheid -- South Africa , Discourse analysis -- Methodology , Discrimination in education -- South Africa , Educational change -- South Africa
- Description: Since the dismantling of Apartheid in South Africa in 1994, the South African socio-political and economic landscape has been characterised by rapid change. In the ten years since the 'new' democratic South Africa emerged, transformation has become a dominant discourse that has driven much action and practice in a variety of public areas. One of the areas of focus for transformation has been Higher Education whereby the Department of Education aimed to do away with disparity caused by Apartheid segregation by reducing the number of Higher Education institutions from 36 to 21. This research draws on Foucauldian theory and post-colonial theories (in particular Edward Said and Frantz Fanon), and the concept of racialisation in an analysis of the incorporation of Rhodes University's East London campus into the University of Fort Hare. Ian Parker's discourse analytic approach which suggests that discourses support institutions, reproduce power relations and have ideological effects, was utilised to analyse the talk of students and staff at the three sites affected by the incorporation (viz. Rhodes, Grahamstown, Rhodes, East London and Fort Hare) as well as newspaper articles and public statements made by the two institutions. What emerged was that in post-Apartheid South Africa, institutional and geographic space is still racialised with virtually no reference to the historical and contextual foundations from which this emerged being made. In positioning space and institutions in this racialised manner a discourse of 'white' excellence and 'black' failure emerges with the notion of competence gaining legitimacy through an appeal to academic standards. In addition to this, transformation emerges as a signifier of shifting boundaries in a post-Apartheid society where racialised institutional, spatial and social boundaries evidently still exist discursively.
- Full Text:
- Date Issued: 2005
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