Don’t let the little man live in your head for free: an interpretive phenomenological analysis of seafarers with reportedly high levels of well-being
- Authors: Brown, Lauren Natalie
- Date: 2022-10-14
- Subjects: Seafaring life Psychological aspects , Sailors Mental health , Well-being , Phenomenology , Work environment
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327653 , vital:61140 , DOI 10.21504/10962/327653
- Description: The mental health of seafarers has become a growing issue of concern and has attracted the attention of researchers in recent times. Seafarers are predominantly men, spend months at sea with little to no contact with loved ones ashore, and usually must reside in confined spaces that often contain substantial levels of noise and heat. The underlying causes of mental illness among seafarers are known. Some of the causes include sleep deprivation, occupational stress, marital/relationship problems, fatigue, the threat of piracy, psychosocial workload, loneliness, social isolation, separation from families, lack of shore leave, cultural issues, and job security. Despite these stressors, there are many men and women seafarers who flourish in the industry and enjoy their careers. Very little research has been conducted into the well-being practices of those seafarers who enjoy high levels of well-being. This study explores the lived experiences of a group of seafarers with reportedly high levels of psychological well-being, as well as their experiences of workplace stressors and mental health interventions offered by the industry. This study is an interpretive phenomenological analysis, which is epistemologically underpinned by phenomenology, hermeneutics and idiography. Results revealed four focus areas: general lived experiences across two worlds and how this relates to identity, what seafarers with reportedly high levels of psychological well-being experience as stressors, well-being practices of these seafarers and how these seafarers experience and make sense of mental health interventions they have come across. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Brown, Lauren Natalie
- Date: 2022-10-14
- Subjects: Seafaring life Psychological aspects , Sailors Mental health , Well-being , Phenomenology , Work environment
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327653 , vital:61140 , DOI 10.21504/10962/327653
- Description: The mental health of seafarers has become a growing issue of concern and has attracted the attention of researchers in recent times. Seafarers are predominantly men, spend months at sea with little to no contact with loved ones ashore, and usually must reside in confined spaces that often contain substantial levels of noise and heat. The underlying causes of mental illness among seafarers are known. Some of the causes include sleep deprivation, occupational stress, marital/relationship problems, fatigue, the threat of piracy, psychosocial workload, loneliness, social isolation, separation from families, lack of shore leave, cultural issues, and job security. Despite these stressors, there are many men and women seafarers who flourish in the industry and enjoy their careers. Very little research has been conducted into the well-being practices of those seafarers who enjoy high levels of well-being. This study explores the lived experiences of a group of seafarers with reportedly high levels of psychological well-being, as well as their experiences of workplace stressors and mental health interventions offered by the industry. This study is an interpretive phenomenological analysis, which is epistemologically underpinned by phenomenology, hermeneutics and idiography. Results revealed four focus areas: general lived experiences across two worlds and how this relates to identity, what seafarers with reportedly high levels of psychological well-being experience as stressors, well-being practices of these seafarers and how these seafarers experience and make sense of mental health interventions they have come across. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-14
Exploring the value of an educational partnership within a multilingual pre-school setting
- Authors: Maritz, Anneliese
- Date: 2022-10-04
- Subjects: Early childhood education Parent participation South Africa Eastern Cape , Early childhood teachers Training of , Home and school South Africa Eastern Cape , Parent-teacher relationships South Africa Eastern Cape , Communication and education South Africa Eastern Cape
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327111 , vital:61082 , DOI 10.21504/10962/327111
- Description: This modest research project was situated in a multilingual Early Childhood Development (ECD) setting in the Eastern Cape (EC) province of South Africa. In the context of high levels of poverty and unemployment in the EC, issues such as under-funding, the nature of the training of practitioners, translating the importance of learning through play into practice, difficulties dealing with diverse cultural practices and the use of multiple languages, all impact ECD provision. Research has shown that parental involvement and creating parent-school partnerships can assist children to progress at school. The overall objectives of this project were to explore how a team in an ECD centre might communicate more effectively with parents and how early stimulation practices in home and school might benefit the child’s development. The theoretical framework draws upon Vygotsky’s (1978) socio-cultural historical theory, Bernstein’s (1971) elaborated and restricted language codes and Bourdieu’s (1977) concepts of social reproduction. A research project in the Netherlands Thuis in School, used an education partnership approach (Iliás et al., 2019). They developed a manual that was adapted for our local context by drawing from the theories mentioned, and to counter the dominant approaches where parenting programs have often been offered from a deficit, narrow perspective. Action Research guided the interventionist approach to workshop sessions, to enable mutual capacity-building of parents and practitioners. To ensure informed consent, participants’ first languages were used. High risk factors related to photographs and videos of participating parents and minor children were successfully addressed. Pre- and post-interviews and workshop data were analysed using template analysis, within a constructivist paradigm. Findings include vignettes to introduce the contexts and parents' ideas prior to the sessions. Then, sessions are summarised as action cycles, with key participants' responses. Finally, post-session evaluations highlight the topics the parents found most meaningful; and parents’ and practitioner accounts of changes in practices. This research illustrates ways that educational partnership elements can influence practice and policy, to improve home and school environments for the benefit of children. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-04
- Authors: Maritz, Anneliese
- Date: 2022-10-04
- Subjects: Early childhood education Parent participation South Africa Eastern Cape , Early childhood teachers Training of , Home and school South Africa Eastern Cape , Parent-teacher relationships South Africa Eastern Cape , Communication and education South Africa Eastern Cape
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327111 , vital:61082 , DOI 10.21504/10962/327111
- Description: This modest research project was situated in a multilingual Early Childhood Development (ECD) setting in the Eastern Cape (EC) province of South Africa. In the context of high levels of poverty and unemployment in the EC, issues such as under-funding, the nature of the training of practitioners, translating the importance of learning through play into practice, difficulties dealing with diverse cultural practices and the use of multiple languages, all impact ECD provision. Research has shown that parental involvement and creating parent-school partnerships can assist children to progress at school. The overall objectives of this project were to explore how a team in an ECD centre might communicate more effectively with parents and how early stimulation practices in home and school might benefit the child’s development. The theoretical framework draws upon Vygotsky’s (1978) socio-cultural historical theory, Bernstein’s (1971) elaborated and restricted language codes and Bourdieu’s (1977) concepts of social reproduction. A research project in the Netherlands Thuis in School, used an education partnership approach (Iliás et al., 2019). They developed a manual that was adapted for our local context by drawing from the theories mentioned, and to counter the dominant approaches where parenting programs have often been offered from a deficit, narrow perspective. Action Research guided the interventionist approach to workshop sessions, to enable mutual capacity-building of parents and practitioners. To ensure informed consent, participants’ first languages were used. High risk factors related to photographs and videos of participating parents and minor children were successfully addressed. Pre- and post-interviews and workshop data were analysed using template analysis, within a constructivist paradigm. Findings include vignettes to introduce the contexts and parents' ideas prior to the sessions. Then, sessions are summarised as action cycles, with key participants' responses. Finally, post-session evaluations highlight the topics the parents found most meaningful; and parents’ and practitioner accounts of changes in practices. This research illustrates ways that educational partnership elements can influence practice and policy, to improve home and school environments for the benefit of children. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-04
Language Learning Anxiety: a bometric investigation of stress and language learning using wearable devices
- Authors: MacDonald, William Tait
- Date: 2022-10-04
- Subjects: Language and languages Study and teaching Psychological aspects , Wearable technology , Heart rate monitoring , Stress (Psychology) Testing , Anxiety Testing
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327133 , vital:61084 , DOI 10.21504/10962/327133
- Description: As Sapolsky (2015) notes, stress research has long been characterised by definitional debates that gave rise to a lack of agreement between theorists. An example of this definitional confusion can be seen in the area of Language Learning Anxiety, where there appears to be confusion in the literature over terms such as anxiety and stress. This study investigated the link between stress and language learning using wearable devices measuring heart rate variance, as a means of establishing the feasibility of using this new technology in stress research. The results indicate that the contextualised longitudinal data delivered by wearable devices mitigates against the current dominant paradigm in Language Learning Anxiety, which postulates a straight-line negative correlation between stress and learning. Instead, the inverted U stress relationship proposed by theorists such as Hebb (1955) seem to be a better fit for the data. The nature of the contextualised data generated in this study allowed for comparisons between participants’ stress readings in academic contexts, such as language and non-language classes, and their free time. The findings suggest that certain long-held assumptions about heightened stress in academic contexts may not hold true. While the findings of this study did not reach the levels of statistical significance, they constitute proof of concept that the type of contextualised data delivered by wearable devices may allow for a new type of stress research that incorporates contextualising longitudinal perspectives on participants’ stress levels. In this study the inclusion of contextualising data led to fundamentally different conclusions about the relationship between stress and language learning. The same may be true of many areas of stress research. The findings presented in this study have broader paradigm-altering implications not only for educational policy, but also for stress research in general. Perhaps equally important was that the type of data delivered by wearable devices was qualitatively different from that normally associated with quantitative studies. This presented challenges in data analysis in this study, but also opens intriguing possibilities regarding a means of reconciling the qualitative and quantitative split in research modalities. The use of wearable devices is not without issues, and some of the issues, ranging from practical considerations to ethical conundrums, are presented for the reader’s consideration and to inform future researchers regarding potential pitfalls. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-04
- Authors: MacDonald, William Tait
- Date: 2022-10-04
- Subjects: Language and languages Study and teaching Psychological aspects , Wearable technology , Heart rate monitoring , Stress (Psychology) Testing , Anxiety Testing
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327133 , vital:61084 , DOI 10.21504/10962/327133
- Description: As Sapolsky (2015) notes, stress research has long been characterised by definitional debates that gave rise to a lack of agreement between theorists. An example of this definitional confusion can be seen in the area of Language Learning Anxiety, where there appears to be confusion in the literature over terms such as anxiety and stress. This study investigated the link between stress and language learning using wearable devices measuring heart rate variance, as a means of establishing the feasibility of using this new technology in stress research. The results indicate that the contextualised longitudinal data delivered by wearable devices mitigates against the current dominant paradigm in Language Learning Anxiety, which postulates a straight-line negative correlation between stress and learning. Instead, the inverted U stress relationship proposed by theorists such as Hebb (1955) seem to be a better fit for the data. The nature of the contextualised data generated in this study allowed for comparisons between participants’ stress readings in academic contexts, such as language and non-language classes, and their free time. The findings suggest that certain long-held assumptions about heightened stress in academic contexts may not hold true. While the findings of this study did not reach the levels of statistical significance, they constitute proof of concept that the type of contextualised data delivered by wearable devices may allow for a new type of stress research that incorporates contextualising longitudinal perspectives on participants’ stress levels. In this study the inclusion of contextualising data led to fundamentally different conclusions about the relationship between stress and language learning. The same may be true of many areas of stress research. The findings presented in this study have broader paradigm-altering implications not only for educational policy, but also for stress research in general. Perhaps equally important was that the type of data delivered by wearable devices was qualitatively different from that normally associated with quantitative studies. This presented challenges in data analysis in this study, but also opens intriguing possibilities regarding a means of reconciling the qualitative and quantitative split in research modalities. The use of wearable devices is not without issues, and some of the issues, ranging from practical considerations to ethical conundrums, are presented for the reader’s consideration and to inform future researchers regarding potential pitfalls. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-04
Making the personal political: understanding the impacts of participation in an anti-rape protest for women who have experienced sexual violence
- Authors: Barker, Kim Elise
- Date: 2023-03-29
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/422590 , vital:71960 , DOI 10.21504/10962/422590
- Description: South Africa is recognised as a country with unusually high levels of rape and sexual violence. The majority of those who experience sexual violence do not acknowledge, disclose or report it, and do not access support. Many factors have been identified which can inhibit acknowledgement and disclosure. While silence is to be honoured as a chosen response, unwanted silencing is of concern. The annual Silent Protest at Rhodes University is a day-long anti-rape protest which draws attention to the attitudes and practices which silence victim-survivors, and enacts solidarity with victim-survivors of sexual violence. I conducted a three year “critically engaged, activist ethnography” with the community of Silent Protestors and organisers. My focus was on the stories that victim-survivors told about the impacts of participating in the protest. Changes in the research context allowed for a participatory action research cycle to be incorporated into the methodology. This offered an opportunity to implement and evaluate some changes suggested by my research contributors. My contributor’s narratives highlighted the ways in which as a society we position those who have been subjected to sexual violence in ways that are limited and limiting and which diminish victim-survivors’ sense of agency and value. This malignant positioning restricts the choices available to victim-survivors. The anticipation of being positioned in negative ways can inhibit victim-survivors from disclosing a violation and accessing care and justice. Participation in the Silent Protest seems to stand against some of the factors which inhibit acknowledgement and disclosure. Through their participation many women took up opportunities to share their story with at least one other person and to receive and offer care. Most described participation as having been beneficial and having helped them move towards living well again. The ways in which the Silent Protest positioned victim-survivors and the choices they were offered in relation to that positioning seemed to open up opportunities for thinking, feeling and acting in ways that they preferred. This suggests that interventions which mobilise both political resistance and mutual care hold promise for developing more accessible and effective services to those affected by sexual violence. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Barker, Kim Elise
- Date: 2023-03-29
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/422590 , vital:71960 , DOI 10.21504/10962/422590
- Description: South Africa is recognised as a country with unusually high levels of rape and sexual violence. The majority of those who experience sexual violence do not acknowledge, disclose or report it, and do not access support. Many factors have been identified which can inhibit acknowledgement and disclosure. While silence is to be honoured as a chosen response, unwanted silencing is of concern. The annual Silent Protest at Rhodes University is a day-long anti-rape protest which draws attention to the attitudes and practices which silence victim-survivors, and enacts solidarity with victim-survivors of sexual violence. I conducted a three year “critically engaged, activist ethnography” with the community of Silent Protestors and organisers. My focus was on the stories that victim-survivors told about the impacts of participating in the protest. Changes in the research context allowed for a participatory action research cycle to be incorporated into the methodology. This offered an opportunity to implement and evaluate some changes suggested by my research contributors. My contributor’s narratives highlighted the ways in which as a society we position those who have been subjected to sexual violence in ways that are limited and limiting and which diminish victim-survivors’ sense of agency and value. This malignant positioning restricts the choices available to victim-survivors. The anticipation of being positioned in negative ways can inhibit victim-survivors from disclosing a violation and accessing care and justice. Participation in the Silent Protest seems to stand against some of the factors which inhibit acknowledgement and disclosure. Through their participation many women took up opportunities to share their story with at least one other person and to receive and offer care. Most described participation as having been beneficial and having helped them move towards living well again. The ways in which the Silent Protest positioned victim-survivors and the choices they were offered in relation to that positioning seemed to open up opportunities for thinking, feeling and acting in ways that they preferred. This suggests that interventions which mobilise both political resistance and mutual care hold promise for developing more accessible and effective services to those affected by sexual violence. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-03-29
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
- Full Text:
- Date Issued: 2021-10-29
- 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
- Full Text:
- Date Issued: 2021-10-29
Schema therapy for anorexia nervosa: an intensive systematic individual case study
- Authors: Alexander, Graham
- Date: 2021-10-29
- Subjects: Eating disorders , Anorexia nervosa , Anorexia nervosa Treatment , Anorexia nervosa Case studies , Schema-focused cognitive therapy , Anorexic overcontroller , Interpretative phenomenological analysis (IPA)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/196082 , vital:45724 , DOI https://doi.org/10.21504/10962/196082
- Description: Developed more than three decades ago, schema therapy (ST) was born out of a need for a more effective way of working with difficult and challenging cases where patients were clearly unresponsive to the existing short-term cognitive therapies. While anchored in the primary theoretical orientation of cognitive therapy, ST has carefully integrated techniques and principles from attachment and object-relations therapies, as well as humanistic, gestalt and experiential therapies. The mode model emphasises the concept of “multiplicity” in terms of which the self is functionally divided into parts or schema modes. For a little more than a decade there has been growing interest amongst researcher-clinicians in the application of ST for the treatment of eating disorders (EDs) (Waller, et al., 2007; Simpson, 2012; Edwards, 2015; Munro et al., 2016; Simpson, 2016; Munro et al., 2016). While multivariate studies can provide quantifiable evidence for the efficacy of ST for treating EDs, systematic case-based research offers a means of engaging in an intensive analysis and description of the complex and subtle processes that unfold over time in a real-life therapeutic environment (Edwards et al., 2004; Yin, 1994). This research method also provides an opportunity for the refining of the clinical treatment model as well as its testing. Ten participants were assessed and treated with schema therapy. However, because of the large amount of data gathered, a decision was made to write up only one as an intensive systematic individual case study. Alison, an elderly woman with a longstanding history of AN who had been largely unresponsive to considerable previous therapies, received 100 ST sessions over a two-year period and showed a very positive response. The many challenges that arose and the way these were addressed within the ST framework provide an in-depth account of the application of the ST mode model for the treatment of AN. This is presented in a detailed therapy narrative. After results of the quantitative measures are provided, the next three chapters address three interpretative questions pertaining to the Healthy Adult/Vulnerable Child dyadic relationship, the processes of working with the Angry Child mode, and the conceptualising of an AN-specific coping mode. Several conclusions are drawn about the strengths of the schema therapy model and its particular application to AN. Amongst these is the importance of having a comprehensive case conceptualisation that serves as a collaborative “road map” with which to negotiate the unfolding collaborative therapeutic process. Another is the identifying of the “Anorexic Overcontroller” as a stand-alone coping mode that clarifies the functions of AN to hinder schema-based emotional injury, but paradoxically, still denies the individual’s basic core needs being met. Such a conceptualisation significantly assisted in the suspension of anorexic behaviour. A further significant observation is how emotion-focused work (especially within the context of chair work and imagery) brought therapy to life and was particularly effective in mobilising the conflict between internal voices. Another outstanding feature is how the building of a strong Healthy Adult mode proved vital in the healing process and the development of patient autonomy. Finally, therapy revealed how central the establishment of a sturdy, warm and loving therapeutic relationship is, and how influential the resonance between the therapist and patient is in the outcome of treatment. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Alexander, Graham
- Date: 2021-10-29
- Subjects: Eating disorders , Anorexia nervosa , Anorexia nervosa Treatment , Anorexia nervosa Case studies , Schema-focused cognitive therapy , Anorexic overcontroller , Interpretative phenomenological analysis (IPA)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/196082 , vital:45724 , DOI https://doi.org/10.21504/10962/196082
- Description: Developed more than three decades ago, schema therapy (ST) was born out of a need for a more effective way of working with difficult and challenging cases where patients were clearly unresponsive to the existing short-term cognitive therapies. While anchored in the primary theoretical orientation of cognitive therapy, ST has carefully integrated techniques and principles from attachment and object-relations therapies, as well as humanistic, gestalt and experiential therapies. The mode model emphasises the concept of “multiplicity” in terms of which the self is functionally divided into parts or schema modes. For a little more than a decade there has been growing interest amongst researcher-clinicians in the application of ST for the treatment of eating disorders (EDs) (Waller, et al., 2007; Simpson, 2012; Edwards, 2015; Munro et al., 2016; Simpson, 2016; Munro et al., 2016). While multivariate studies can provide quantifiable evidence for the efficacy of ST for treating EDs, systematic case-based research offers a means of engaging in an intensive analysis and description of the complex and subtle processes that unfold over time in a real-life therapeutic environment (Edwards et al., 2004; Yin, 1994). This research method also provides an opportunity for the refining of the clinical treatment model as well as its testing. Ten participants were assessed and treated with schema therapy. However, because of the large amount of data gathered, a decision was made to write up only one as an intensive systematic individual case study. Alison, an elderly woman with a longstanding history of AN who had been largely unresponsive to considerable previous therapies, received 100 ST sessions over a two-year period and showed a very positive response. The many challenges that arose and the way these were addressed within the ST framework provide an in-depth account of the application of the ST mode model for the treatment of AN. This is presented in a detailed therapy narrative. After results of the quantitative measures are provided, the next three chapters address three interpretative questions pertaining to the Healthy Adult/Vulnerable Child dyadic relationship, the processes of working with the Angry Child mode, and the conceptualising of an AN-specific coping mode. Several conclusions are drawn about the strengths of the schema therapy model and its particular application to AN. Amongst these is the importance of having a comprehensive case conceptualisation that serves as a collaborative “road map” with which to negotiate the unfolding collaborative therapeutic process. Another is the identifying of the “Anorexic Overcontroller” as a stand-alone coping mode that clarifies the functions of AN to hinder schema-based emotional injury, but paradoxically, still denies the individual’s basic core needs being met. Such a conceptualisation significantly assisted in the suspension of anorexic behaviour. A further significant observation is how emotion-focused work (especially within the context of chair work and imagery) brought therapy to life and was particularly effective in mobilising the conflict between internal voices. Another outstanding feature is how the building of a strong Healthy Adult mode proved vital in the healing process and the development of patient autonomy. Finally, therapy revealed how central the establishment of a sturdy, warm and loving therapeutic relationship is, and how influential the resonance between the therapist and patient is in the outcome of treatment. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2021
- Full Text:
- Date Issued: 2021-10-29
Views of the journey of grade 1 learners with barriers to learning, in the inclusive education system: a multi-level systemic investigation
- Van Vuuren, Cornelia Margaretha
- Authors: Van Vuuren, Cornelia Margaretha
- Date: 2022-10-04
- Subjects: Inclusive education South Africa Eastern Cape , Special education teachers South Africa Eastern Cape Attitudes , South Africa. Department of Education , Children with disabilities Education (Elementary) Government policy South Africa , Special education teachers Training of South Africa Eastern Cape
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327122 , vital:61083 , DOI 10.21504/10962/327122
- Description: Embedded in South Africa’s humanitarian discourse, inclusive education (IE) followed global trends of inclusion of all people into wider society without discrimination. Inclusion in mainstream schools should also, according to the Salamanca agreement provide equal quality education, enabling learners with special educational needs (LSEN) to reach their full potential as a basic human right. IE started in South Africa with the implementation of the inclusive policy EWP6 in 2001. Including all children with barriers to learning in schools in their communities promoted social inclusion with their peers. The DoE introduced the Policy of Screening, Identification, Assessment and Support (SIAS) in 2014. This policy was implemented to assist teachers to identify learning barriers, as a means of offering support to these learners through the inclusive system. However, it seems that educators found this process cumbersome, without resources to maintain the process and with multiple systemic barriers preventing, rather than enhancing, support to LSEN. This multi-level systemic study explores the views of educators and other stakeholders on the effectiveness of the IE system in supporting LSEN, to serve the best interests of these learners in their first year of formal schooling. The study was conducted in three selected diverse mainstream Eastern Cape (EC) rural schools, involving the views of educators, district officials and parents. The study probed the impact of the inclusive system on LSEN’s development and social wellbeing, the perceived effects and benefits of the current system, and how the education model contributes towards human rights objectives and constitutional imperatives. The study acknowledges the theories and policies of the current inclusive system as promoting inclusion, but not being successfully realised in rural areas in the South African context, due to several systemic and contextual barriers. The findings revealed that although all participants noted the possible benefits of IE, the current system did not serve the individual educational needs of LSEN in rural mainstream schools, in their first formal year of schooling. Several constraints were reported including lack of resources, insufficient Allied Health support services, and insufficient training of educators. These lead to feelings of inadequacy in educators, along with systemic and contextual barriers and financial constraints in the schools. There also seems to be a need for better collaboration between education and other departments serving children and communities. To conclude, this study suggests a broader multi-level networked system, in which there needs to be greater interaction between the DoE and other government departments supporting children with barriers, like the Departments of Health (DoH), Social Development (DSD) and Justice (DoJ). , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-04
- Authors: Van Vuuren, Cornelia Margaretha
- Date: 2022-10-04
- Subjects: Inclusive education South Africa Eastern Cape , Special education teachers South Africa Eastern Cape Attitudes , South Africa. Department of Education , Children with disabilities Education (Elementary) Government policy South Africa , Special education teachers Training of South Africa Eastern Cape
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327122 , vital:61083 , DOI 10.21504/10962/327122
- Description: Embedded in South Africa’s humanitarian discourse, inclusive education (IE) followed global trends of inclusion of all people into wider society without discrimination. Inclusion in mainstream schools should also, according to the Salamanca agreement provide equal quality education, enabling learners with special educational needs (LSEN) to reach their full potential as a basic human right. IE started in South Africa with the implementation of the inclusive policy EWP6 in 2001. Including all children with barriers to learning in schools in their communities promoted social inclusion with their peers. The DoE introduced the Policy of Screening, Identification, Assessment and Support (SIAS) in 2014. This policy was implemented to assist teachers to identify learning barriers, as a means of offering support to these learners through the inclusive system. However, it seems that educators found this process cumbersome, without resources to maintain the process and with multiple systemic barriers preventing, rather than enhancing, support to LSEN. This multi-level systemic study explores the views of educators and other stakeholders on the effectiveness of the IE system in supporting LSEN, to serve the best interests of these learners in their first year of formal schooling. The study was conducted in three selected diverse mainstream Eastern Cape (EC) rural schools, involving the views of educators, district officials and parents. The study probed the impact of the inclusive system on LSEN’s development and social wellbeing, the perceived effects and benefits of the current system, and how the education model contributes towards human rights objectives and constitutional imperatives. The study acknowledges the theories and policies of the current inclusive system as promoting inclusion, but not being successfully realised in rural areas in the South African context, due to several systemic and contextual barriers. The findings revealed that although all participants noted the possible benefits of IE, the current system did not serve the individual educational needs of LSEN in rural mainstream schools, in their first formal year of schooling. Several constraints were reported including lack of resources, insufficient Allied Health support services, and insufficient training of educators. These lead to feelings of inadequacy in educators, along with systemic and contextual barriers and financial constraints in the schools. There also seems to be a need for better collaboration between education and other departments serving children and communities. To conclude, this study suggests a broader multi-level networked system, in which there needs to be greater interaction between the DoE and other government departments supporting children with barriers, like the Departments of Health (DoH), Social Development (DSD) and Justice (DoJ). , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-04
- «
- ‹
- 1
- ›
- »