Unisa Press Journals (University of South Africa)
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Influence of Behaviour of Youth with Mental Health Challenges in a Secure Care Facility on Staff Members and Fellow Residents
No full textWhen the youth, regardless of their mental status or age, face mental health challenges and engage in criminal activities, they are placed in child and youth care centres (CYCC) in a secure care programme across the country. Unfortunately, these secure care facilities lack proper systems to meet the needs and ensure the safety of mentally ill youth. There is evidence that the rate of mental health disorders is higher among youth in the juvenile justice system than in the general population, and these CYCCs are not adequately equipped to address the challenges presented by mentally ill youth. This article presents a greater understanding of the views and perceptions of staff members and fellow residents (peer counsellors) working with youth with mental health challenges in six provinces, namely: Eastern Cape, Gauteng, Limpopo, Northern Cape, North West, and Western Cape. In this qualitative study, a total of twelve participants were interviewed through semi-structured interviews. These participants, who make up the multidisciplinary team at the facilities, include social workers, psychologists, child and youth care workers, occupational therapists, nurses, educators, and instructors. The findings highlight a significant gap in knowledge about mental health challenges among youth, which can result in the mismanagement of those affected. This research offers valuable insights into the behaviours of these young individuals, enhancing our understanding of their experiences. Understanding their views and perceptions provides vital information to develop social work practices on these grounds. This study resulted in the development of guidelines for the behaviour management and care of youth living with mental health challenges. The findings and recommendations will be implemented in state-run CYCCs, as confirmed by the national Department of Social Development
Enhancing the Transition Phase in Lesson Planning Using AI Systems: A Grounded Theory Exploration
No full textIntegrating artificial intelligence (AI) systems into education poses significant challenges for teachers during the transition phase of adapting technologies in lesson planning. We adopt a grounded theory approach to examine the characteristics, strategies, and outcomes of 51 K-12 teachers’ transition phases when utilising AI systems in China. Data including a 68,807-word transcription from two rounds of interviews with eight teachers revealed that K-12 teachers can be classified into technology followers, technology conservatives, technology pioneers, and technology disengagers. The study identifies three distinct phases of adaptation. The first phase is operation focusing on mastering AI system functionalities. The second is application integrating AI tools into pedagogical practices. The final is adaptation achieving stable and tailored usage. The outcomes are categorised into Basic Alignment meeting routine needs and Advanced Alignment enhancing instructional innovation. The outcome reflects different levels of openness, proactiveness, and effectiveness in developing strategies to overcome the challenges. The findings highlight that teachers’ perceptions of transition difficulties and external factors influence teachers’ AI adoption. Teachers’ perceptions of transition difficulties including valuing new methods and using AI tools matter. External factors such as training support, peer influence, and policy requirements significantly influence their strategies and outcomes. The study offers three recommendations on adapting policies to align with teachers’ stages of AI system adoption, balancing technical and pedagogical training, and fostering collaborative lesson planning through AI systems. Future research should explore the key metrics to quantify and track transition characteristics of the transition phase and long-term in-depth observation of K-12 teachers for a more comprehensive understanding
Cultural Change and Dynamics of Taboo Language in Vhavenḓa: An Afrocentric Perspective
No full textThis article explores the evolution of taboo language in the Vhavenḓa community of Vhembe District, Limpopo, examining its relationship with cultural identity, social norms, and globalisation through an Afrocentric lens. Using qualitative methods, thematic analysis was conducted on data from traditional leaders, healers, and elders to understand how cultural beliefs shape taboo language. The findings reveal that while traditional norms remain significant, linguistic exchange, cultural interaction, and technology drive ongoing transformations. To preserve and adapt cultural identity, the article recommends integrating Vhavenḓa cultural studies into education, creating digital archives for traditional expressions, and fostering intergenerational dialogue. Future articles should examine the role of digital communication and social media in shaping taboo language among younger generations
When the Historical and the Fictive Converge: Mediating Dis/ease, Historical Trauma, and Genocide in Edwidge Danticat’s The Farming of Bones
No full textEdwidge Danticat’s novel, The Farming of Bones, imaginatively recreates the mass massacre of migrant black Haitian cane cutters in the neighbouring country of the Dominican Republic in 1937. Based on historical narrative, the novel explores how the nexus of race, ethnicity, and cultural “othering” in the context of migration has historically not only led to individuals’ ontological dislocation and identity crisis but also to the most heinous of crimes—genocide. As such, the narrative qualifies as both a historical novel and a trauma narrative because it deploys a strategy that does not only rely on official historical information but also the memory and imagination to reinsert individual and collective histories of the silenced into living memory. The article deploys critical textual analysis and postcolonial lens to explore how the convergence of history, memory, and fictive imagination is used to unsettle official historical amnesia in the interest of a better understanding of genocidal trauma
Health-Related Quality of Life and Other Health-Related Variables Among University Students in Kazakhstan: Implications for Holistic Health
No full textIn this quantitative study, we aimed to assess the health-related quality of life and other health-related variables among university students at the Nazarbayev University in Kazakhstan. We surveyed a convenience sample of 568 university students by using the “World Health Organization Quality of Life Brief Version” from February to March 2023. Most university students in the study had what was considered a healthy weight and were non-smokers. Many students reported spending much time on social media, and only a small percentage were engaged in regular physical activity. The results report moderate levels of perceived overall health-related quality of life and satisfaction with health among the students, with environmental health being rated as the best dimension of health-related quality of life and psychological health as the poorest. University students who spend considerable time on social media were found to more often have poorer physical health, whereas students who engage in more physical activity were found to have better physical health. Older age, not being from Kazakhstan, being Christian or Muslim, and belonging to the School of Medicine were associated with better psychological health. Students who were obese and alcohol drinkers reported poor psychological health. Being younger and a Muslim, having higher economic status and a healthy weight, and not consuming alcohol were associated with better environmental health. Our results underscore the need for university interventions to promote holistic health, by focusing on university students’ physical, psychological, social and environmental health
Female School Leaders Navigating Leadership During the COVID-19 Pandemic in Quintile 2 Ranking Schools in Gauteng, South Africa
No full textThe proliferation of COVID-19 disrupted educational systems living school leaders struggling to find solid leadership practices as the pandemic responses and protocols were everchanging. This paper sought to explore how female school leaders in disadvantaged schools navigated gendered and professional roles during the COVID-19 pandemic. Using an interpretivist lens and a qualitative research approach the study collected data through semi-structured interviews and document review from six purposively selected female school leaders. Data was thematically analysed. Findings showed that patriarchal culture and gender stereotyping continue to exist. Social conventions such as empathy and sympathy have proven to be effective means of uniting subordinates; assertiveness strengthened leaders’ leadership styles. Socioeconomic inequalities and resistance affected female leadership. Female leaders encouraged teamwork and collaboration and drew on colleagues’ expertise and abilities, despite the demands of leading schools with minimal resources. Training and development are recommended to resolve gender-related challenges and the development and enhancement of 21st century classroom management skills. Support networks such as psycho-emotional support should be established and the distribution of viable resources to quintile 2 schools. The Department of Basic Education should provide internet connections and technological equipment to teachers and learners, particularly in underprivileged schools. This study offers insights into unique challenges, strategies, gender dynamics, and policy recommendations for support, contributing to discussions on equity, social justice, and intersectionality of gender and educational leadership. Future research should compare female leaders in disadvantaged public schools in South Africa during the COVID-19 pandemic with those in affluent schools, focusing on their experiences
Compassionate Guidance for Parents Confronting Their Child’s Disability: Partnering with Healthcare Experts in Morocco
No full textInforming parents about their child’s disability can be a complex task for healthcare professionals. They are tasked with understanding the parents’ unique needs and emotions and devising a customised plan to navigate this new reality effectively. This process is crucial as it significantly impacts the family’s adaptation and well-being. The objective of this study was to delineate healthcare professionals’ approach to addressing parents’ needs upon learning about their child’s disability. Additionally, it aimed to pinpoint the factors influencing this approach and to suggest possible improvements. The study employed a qualitative, descriptive and exploratory methodology and it was conducted between October and December 2021 in the prefecture of Rabat, Morocco. Forty-six semi-structured interviews were conducted, including 25 with healthcare professionals, 17 with the parents of children with disabilities, and four with members of associations dedicated to supporting persons with disabilities. The findings from the semi-structured interviews with the parents underscored a notable gender skew, with all the participants being women, particularly mothers. Both the parents and members of thematic associations voiced dissatisfaction with the healthcare services provided. Additionally, a significant portion of the healthcare professionals conveyed negative attitudes towards disabilities and indicated insufficient training in both medical and social aspects of disability care. The study will contribute to increasing awareness among decision-makers at various levels, providing them with comprehensive insights into the necessary actions that the healthcare system in Morocco must undertake to address the needs of persons with disabilities. Additionally, it will shed light on healthcare professionals’ approaches to supporting parents upon learning about their child’s disability, thereby contributing to a healthcare landscape that is more informed and compassionate
Learners’ Experiences and Expectations: Evaluating Psychosocial Support and Safe Parks in the Thari Programme
No full textChildren’s mental health is a critical concern in South Africa, particularly given the high prevalence of adverse childhood experiences such as violence and poverty. Despite the absence of reliable national data, it is evident that many children require psychosocial interventions. Schools and Safe Parks are essential environments for delivering these services. This study explores the psychosocial support provided by the Thari Programme to secondary school learners in Botshabelo and examines learners’ perspectives on the services that Safe Parks should offer. The Thari Programme, using the Isibindi Ezikoleni Model, employs Child and Youth Care Workers to deliver psychosocial support in schools. Findings show that 89% of learners expressed high satisfaction with the services provided, particularly in counselling, educational development, and life skills. A significant need for additional academic support—such as reading, writing, and homework assistance—was noted, with 48% of respondents seeking help in these areas. Learners also indicated a strong demand for Safe Parks, with 87% expressing interest in using them for sports, counselling, and educational support. However, the study’s small sample size and focus on a semi-rural community may limit generalisability. Future research should include a broader sample, and increased promotion of Safe Parks is recommended. The study highlights the importance of employing social service professionals in schools, especially in disadvantaged areas, to ensure comprehensive psychosocial support
The Development and Scholarship of Eswatini Fiction: A Narrative Overview Review of Literature
No full textESwatini’s fiction, whether written in siSwati language or English, remains at the fringes of scholarly research. Thus, this paper draws a spotlight on the fiction of emaSwati. It aims to describe the historical development of eSwatini fiction and review scholarly studies conducted on the fiction to highlight extant research gaps. Notably, there is an absence of research that addresses the emergence and scholarship of eSwatini fiction simultaneously. The study employs a narrative overview review method and a thematic structure to review online and hardcopy sources such as books, journal articles, book chapters, dissertations, book reviews, and newspaper articles. The findings indicate that an exiguous amount of scholarship has occurred on siSwati fiction and that, currently, the production of eSwatini fiction is at a snail’s pace. We recommend that more scholars investigate the production, publishing, and translation of the fiction to position it within international academia and expose the world to eSwatini’s literary gems
The Legacy of Colonial Land Law and Implications for Compensation in Communal Land Areas of Zimbabwe
No full textGlobally and in developing countries in particular, rural communities living on communal land face the risk of displacement by development projects such as those related to mineral exploration and mining. In many cases, displaced communities have not been adequately compensated. The article investigates how legacies of colonial land laws have continued to impact the rights of communal people. A qualitative approach that is based on a case study design is used to explore the research objective. Data collection used a desktop review, complemented by case law and newspaper reports, and the data was subjected to thematic analysis. The results show that although the 2013 Constitution of Zimbabwe expanded the buddle of rights to land for communal people, the relevant provisions of the supreme law are yet to be operationalised. Innovations on compensation that are based on new approaches by international agencies have received more uptake by the private sector rather than the government. The way forward calls for the implementation of relevant provisions of the Constitution and the reform of land-related laws and institutions