11613 research outputs found
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It's a journey... Emerging adult women's experiences of spiritual identity development during postgraduate psychology studies in South Africa
No full textThe spiritual identity development of six South African, emerging adult, female, postgraduate psychology students (21 to 22 years old) was explored using reflective writing exercises and individual interviews. Interpretative phenomenological analysis revealed that spiritual identity exploration occurs continuously across the lifespan, with optimal opportunities for deepened development during emerging adulthood. Development happens in context and is enhanced by the postgraduate psychology training experience, as well as exposure to spiritual and religious diversity. Reflections on challenging events result in sophisticated meaning-making processes regarding purpose in life, as well as the authoring of a spiritual life story. There is an intricate and reciprocal relationship between the development of a spiritual identity and the psychology profession – spirituality, values and worldviews can be regarded as important aspects of the therapeutic process for many individuals.Publisher's versio
When reason is not enough for social cohesion: rethinking the place of emotion and art in politics
No full textReason has often been defended as critical for the prudent harmonisation of competing interests, security and social cohesion in organised societies. Human rationality however, now appears inadequate to cope with the spate of conflicts and dysfunction in many societies, postcolonial Africa inclusive. Thus, imaginative approaches to fostering social cohesion are required. In this paper, I argue that the dichotomy that elevates reason (equated with logic) and derides emotion (equated with irrationality) is not only misplaced, but also unhelpful. I defend art as a valuable vehicle for creating the dialogic space that fosters empathy, make politics affective and promote social cohesion. I conclude by advocating a complementary integration of reason and emotion, with particular focus on empathy, as a remedy to dysfunctional, antagonistic politics, especially in societies confronted by the complexities of diversity.Publisher's versio
Mental health literacy: knowledge and beliefs about mental illness amongst indigenous African residents of Dihlabeng Local Municipality in the Free State
No full textDissertation (M.Soc.Sc.(Psychology))--University of the Free State, 2022For many years mental illness has been on the rise globally, internationally and locally. This could be attributed to a lack of mental health literacy, which contributes significantly to the disease burden and leads to healthcare delays, poor adherence to treatment and patient 'dropout' from healthcare services. This is true for many indigenous African societies who conceptualise mental illness based on their explanatory models of illness rather than according to western psychiatric nosology. While research seeks to explore and improve mental health literacy among the population, such studies remain limited in Africa. Therefore, this research study aimed to investigate mental health literacy among the indigenous African residents of Dihlabeng Local Municipality in the Free State.
This study explored conceptions about three mental disorders, namely, depression, schizophrenia, and alcohol use disorder, as well as beliefs about their treatment. A quantitative design using a survey method was utilised, and a sample was drawn from two towns in Dihlabeng Local Municipality (Bethlehem and Fouriesburg). 240 indigenous Africans were recruited by the use of a randomised public recruitment strategy using a sample size calculator and they completed a self-administered questionnaire. Data were analysed using Statistical Package for Social Sciences (SPSS) for Windows, Version 28.0.
In consolidating the findings of this study, the results revealed several explanatory models, which included western and traditional explanations. Most participants did not use scientifically approved terms to conceptualise mental disorders but phrases relative to their respective contexts. The bulk of the participants conceptualised disorders as psychological. The results also showed the orderly manner in which the community's conceptualisation of mental illness was categorised in terms of psychological, social, medical, traditional and religious concepts. The traditional conceptualisation provided an exciting finding for schizophrenia.
In addition, perceptions of mental illness were significantly related to participants' treatment beliefs. In terms of treatment, more participants were inclined to seek professional help and have someone who would listen to/talk to/support them. Interestingly, participants who expressed belief in seeking professional help for mental illness also reported professional-oriented (medical, social and psychological) causes of mental illness. In contrast, those who expressed beliefs in traditional forms of treatment for schizophrenia reported on traditional causes of mental illness.
Lastly, the study also revealed a positive relationship between etiological and treatment beliefs for mental disorders among the participants, indicating a positive relationship between what participants believe to be the causes of mental illness. Their belief influences their preference of how best to treat mental illness. The outcomes of this study signify the importance of mental health literacy campaigns, a collaboration between traditional and medical practitioners, and increasing mental health services in communities. Further explorations of mental health literacy, specifically from an African indigenous perspective, are recommended for future research
A review of financial management practices in selected secondary schools in the Kwekwe District of Zimbabwe
No full textMany countries around the world have decentralized financial management decision-making to school leaders and their communities. Decentralization is believed to equip communities with better education compared to central authorities, since decentralization aligns schools with their local educational needs and preferences. The current study sought to evaluate the availability and efficacy of documents that guide school financial management in the Kwekwe district. The study used a mixed-method research design in which qualitative and quantitative data were collected concurrently. Qualitative data were examined thematically, while quantitative data were analyzed using SPSS to find frequencies. The study revealed that several documents guide financial management in schools. There are generally different levels of appreciation among the stakeholders on the efficacy of the documents in ensuring finances are properly managed. Most of the respondents believe that the documents available for financial management are very useful in financial management in schools. Although most of the respondents agreed that training sessions should be held for the official in school financial management, a significant proportion indicated that training sessions were rarely held. The benefits of a decentralized financial management system can only be realizeized if policies are well adhered to. The study recommends continuously ensuring the availability of relevant guiding policy documents and financial management training sessions. The study also recommends adopting ICT-based financial management in schools to circumvent the problem of principals moving away with the documents when there are transferred.Publisher's versio
Geochemical and mineralogical characterization of the lithological units of the geodehoop colliery in the Witbank coalfield to fathom the source and the receptor of metals in the riet-olifants catchment, South Africa
No full textThe study aims to understand the element deportment's geochemical characteristics from the source, pathway and receptor realm in the Riet-Olifants catchment (ROC) drainage system. The ROC is part of the Olifants primary catchment (OPC) area that extends over the border between South Africa and Mozambique and covers a total area of approximately 87000 km2. The ROC is the area most influenced by coal mining activities surrounding the major towns of Emalahleni (formerly Witbank) and Middleburg. The geological units of the Vryheid Formation, Ecca Group of the Karoo Supergroup dominate the area, with the Witbank coalfield being the primary resource for coal. The focus herein is directed on identifying the geochemical characteristics of the source rocks, the pathways of mobilization and transport and the receiving environment. The key to this study is to identify the mobile elements in minerals occurring in different sedimentary units of the source rock geological units, with the assessment of its contribution to the elevated metal concentrations in the receiving environment of the drainage area. The results are also tested in determining the geogenic element entry of naturally occurring source rocks from an anthropogenic source. In recent years, the area has been under regulatory verification over high pollution levels through coal mine drainage (MD). Previous studies show that although the land use of industrial and agricultural activities is also essential, the contribution to water and sediment contamination from the mining activities within the catchment is significant and yet needs to be fully understood
Early childhood male medical circumcision
No full textThesis (Ph.D. (Development Studies))--University of the Free State, 2022Medical male circumcision studies concerning decision-making often focus on acceptability and feasibility among parents, with limited application of theoretical frameworks. The involvement of Black women in medical male circumcision policies and programmes has received limited attention. The research investigated infant and child male circumcision (ICMC) decision-making in South Africa and analysed the different perspectives and debates. Furthermore, the study focused on ICMC as an HIV prevention strategy. The constructs of three theoretical frameworks, including the Social Constructivism Theory, Ecological Systems Theory, and Social Norms Theory, were applied across three independent articles. In-depth interviews were conducted to collect data from parents, Black women, and a young male participant who has undergone traditional male circumcision to determine their experiences of ICMC decision-making in the Diepsloot and Diepkloof areas in Gauteng, South Africa. The data analysis was conducted using a thematic and framework analysis. The findings showed that policy positions do not reflect the social contexts, including social sanctions, the social network, and the social construction of masculinity prevalent in ICMC decision-making. The results showed that the involvement of Black women in medical male circumcision policies and programmes should be central as men dominate ICMC decisions and women are on the periphery of the decision-making process
Facilitating learning in a ™ classroom: the case of the University of the Free State
No full textThesis (Ph.D.(Higher Education Studies))--University of the Free State, 2022Technology has been observed re-shaping higher education globally, but the speed thereof frequently outruns the capability of higher education facilitators to integrate technological tools into learning facilitation practices. Furthermore, Africa as a developing continent, often trails the rest of the world when it comes to adopting innovative technology in higher education learning facilitation. Considering both the preceding challenges the declared aim of this study was to explore how learning can be effectively facilitated in a Second Life™ classroom at an African University. Learning facilitation in Second Life™ is taking place at universities globally, but not in Africa. Therefore, there is a huge knowledge gap about learning facilitation in Second Life™ in Africa, the African learning experience in Second Life™ and learning theories specifically for learning in Second Life™. An eclectic theoretical framework was used to guide this study. It consisted of three groups of theories, namely Action Learning Action Research, the Virtual World Adjustment Theory and relevant online learning theories. The integration of these led to an adapted Virtual World Adjustment theory of learning, one of the contributions of this study. The exploration of the Second Life™ learning landscape commenced with the literature review as non-empirical research. This flowed into the empirical research of content analysis whereby a document analysis was performed on the web pages of all the higher education institutions in the world, facilitating learning in Second Life™. This yielded qualitative and quantitative data from a census of these institutions. Key features explored were namely, the geographical distribution of higher education institutions that facilitate learning in Second Life™ globally; the type of university, whether private or public; student enrolment size; the design of the classrooms; facilitation foci; and facilitation methods. These features were noted and analysed. Findings showed that most higher education institutions facilitating learning in Second Life™ are from developed continents, mainly public universities, and are of medium size in terms of student enrolment numbers. Most of these institutions still prefer facilitation methods similar to traditional classroom learning.
Higher education, research, and education are the main facilitation foci in Second Life™, with classroom design leaning towards the non-traditional outlay. The study then progressed to the empirical research of the Second Life™ learning experience of students. An Action Learning Action Research-guided methodology was followed whereby a small-scale project in Second Life™ at an African university was created to explore the students’ learning experience. Voluntary convenience sampling was used to select research participants from first-year students registered for English Academic Literacy at the University of the Free State. Action Learning Action Research advanced from the planning to the preparation for the small-scale project. Thereafter, the action took place with the orientation of students, the learning facilitator and the university Information and Communication Technology (ICT) staff to render services during the project. This was followed by the learning facilitation sessions in a traditional classroom and in Second Life™. Pre- and post-test scores were recorded from the tests written by students before and after learning facilitation took place in the face-to-face and Second Life™ classrooms. After the learning facilitation sessions, a nominal group discussion was conducted with the student participants; ethnographical narratives were solicited from the students; and a reflection from the learning facilitator was collected. The resultant qualitative data from the observations, nominal group discussion and ethnographical narratives, as well as the complementing quantitative data from the test scores served the purpose of triangulation in this study. The test results from the students showed that learning happened in Second Life™. From the observations made, the students demonstrated that they acquired knowledge by interacting and debating in this domain. In the ethnographical narratives, the students commented on the learning experience that they had in Second Life™ and that learning there was neither dreary nor mundane. From the nominal group discussion, it became evident that the exploration engaged them. Also, in the discussion the reservation was expressed by the students that the ownership of devices might be the greatest factor hampering fluent learning in Second Life™. Based on the preceding findings and the reflection of the researcher, a set of markers was compiled to guide effective learning facilitation in a Second Life™ classroom at an African University. The study also contributed by proposing an adapted Virtual World Adjustment Theory. In addition, this study fills the research gap on learning facilitation in Second Life™ in the African higher education context
Teaching human-computer interaction modules - and then came COVID-19
No full textIn teaching Human-Computer Interaction at university level, it has always been beneficial to explain the related theory and engage students in a practical way, whether individually or in groups. And then came COVID-19. Face-to-face classes were replaced by emergency remote teaching methods. Students became student numbers in cyber space. The danger became real to convert back to the traditional way of presenting lectures, namely a lecturer doing all the talking and the students being the passive audience. This paper describes how the author had to adapt and innovate in terms of teaching Human-Computer Interaction modules to university students in a practical way during the COVID-19 pandemic. Frequent online quizzes, audio messages, online group discussion, smaller topic-dedicated practical activities, and webinars encouraging student participation, were employed. Instead of having access to eye-tracking technology in a usability laboratory, students had to innovate for usability evaluation assignments by employing observation, think-aloud protocols, and performance and self-reported metrics as data gathering methods. The laboratory had to be replaced by COVID-compliant places of residence. The outcomes of adapting previously-used teaching methods and inventing new ways to encourage student participation, were surprisingly positive. An additional advantage was that many of these methods turned out to be so successful that their application could be continued and extended to post-pandemic times for a blended learning approach to further enrich Human-Computer Interaction teaching.Publisher's versio
Work–family conflict and the performance of women-owned businesses: The role of work–family centrality
No full textDissertation (M.Com.(Business Management))--University of the Free State, 2022Women entrepreneurs have been internationally recognised as being major contributors to job creation, poverty alleviation, and economic growth in their respective environments across the world. The main aim of this study was to investigate the impact of work–family conflict on the performance of women-owned businesses in Mangaung Metropolitan Municipality (Bloemfontein, Botshabelo, and ThabaNchu) and the impact work–family centrality has on these relationships. The study explored whether work–family centrality can explain the differences in performance amongst women entrepreneurs based on the type of work–family conflict and family–work conflict they experienced. The study made use of quantitative research through the distribution of 350 questionnaires to women entrepreneurs in the Free State from the Mangaung Metropolitan Municipality (Bloemfontein, Botshabelo, and Thaba ‘Nchu). Findings in the study provided insight on the impact of work–family conflict and family–work conflict on the performance of women entrepreneurs and the role work–family centrality has on this association. The study found that work–family centrality had no moderating effect on the work–family conflict-performance relationship. Further, it was established that high work–family conflict has a positive impact on the performance of women-owned business. The developing context has not received much attention from research; therefore, this study aids in improving the understanding of the context within which women entrepreneurs operate in South Africa and assists in bringing forth new insights on women entrepreneurs and thus provides alternative explanations to women entrepreneurs’ differences in performance. Further, the study contributes to understanding the employer’s perspective better to contribute to the existing research on work–family centrality and enhance the performance of businesses owned by women
Longitudinal trajectories of identity formation and resilience development in adolescents living in disadvantaged communities
No full textThesis (Ph.D (Psychology))--University of the Free State, 2022Transitioning to adulthood is a core task which requires of adolescents to work on defining their sense of self. Indeed, they have to overcome an identity crisis in order to establish a coherent sense of self. Consequently, resilience becomes of uttermost importance for their wellbeing. In essence, identity and resilience are crucial processes of focus in their development. The urgency of the issue applies likewise to South African adolescents who are faced with unique challenges. Therefore, this study examined longitudinal trajectories of identity formation based on the five-dimensional model of identity development and explored resilience as it pertains to adolescents living in disadvantaged communities of South Africa.
An equal weight, concurrent mixed methods research approach with a longitudinal design was used in this study. A non-probability convenience sampling technique was employed to collect quantitative data, and a purposive sampling technique was used to collect qualitative data. The final sample for the quantitative approach consisted of 564 participants aged between 12 and 24 years. For the qualitative data, a total of 18 groups with 162 participants aged between 14 and 21 contributed to focus group interviews. Data were collected over three points in time (in intervals of six months).
The data for this study were collected using the Dimensions of Identity Development Scale (DIDS), and the Resilience Questionnaire for Middle-Adolescents in Township Schools (R-MATS). A semi structured interview schedule was used to guide the focus group interviews. Given the longitudinal nature of the study, repeated measures analyses of variance (ANOVA) allowed the examination of associations between the dimensions of identity and resilience across different points in time. Qualitative data were analysed using a hybrid approach of inductive and deductive reflexive thematic analyses.
The study results indicated no significant time effect on the identity dimensions; the dimensions of identity showed a stable trajectory. There was a significant difference in some aspects of resilience across the points in time. Considering the interaction between identity and resilience, results indicated significant findings for Exploration in Depth, with the high resilience group showing a significant decrease in Exploration in Depth over time and the low resilience group a gradual increase. Although previous studies have shown the connection between resilience and identity, in this study the novelty is only directed to Exploration in Depth and resilience.
Participants’ experiences of identity and resilience over time were thematically analysed, and four main themes were generated. The first related to participants’ experiences of who they are in trying to find a balance between individual attributes and resilience. The second pertained to risks and opportunities detailing the complexity in exploring resilience, while a third was participants’ experiences of agency when faced with adversity. Finally, the fourth theme highlighted the role of significant others and religious beliefs in navigating through landmines of life. Results demonstrated the important role of agency in pursuit of future directions. It was apparent that the participants in this study, played a significant role in shaping their lived experiences in relation to their identity formation and resilience. Furthermore, the participants' interactions with others were prominent in facilitating their understanding of who they are and their ability to deal with hardships, since those interactions gave them a sense of acceptance, belonging, and assurance and they did not feel judged. Participants’ ability to recognise available structures and to actually make use of them in the process of their identity development and resilience was evident in this study