1,720,973 research outputs found
The role of secure attachment in promoting resilience among orphans
Get PDFAbstract : Background: A number of children in South Africa grow up without one or both biological parents. The resilience of these children is threatened since they are exposed to many risks that interfere with their development. In other words, parental mortality limits the resources and capacities of families to create environments that enable children to develop well. Little is known about the processes that enable these orphaned children to cope resiliently. Aims: The major aim of this study was to establish the role which secure attachment plays in promoting resilience among orphan children (n=20; 8 black males and 12 black females). The sampling procedure used was a non-probability sampling called purposive sampling. In this type of sampling only elements that are relevant to the research purpose are included in the sample. Method: Three data collection methods were used. First, individual interviews were used to collect verbal data from the orphaned children. Secondly, focus group interviews were utilised to elicit more data from orphaned children who did not participate in the individual interviews. The individual interviews and focus group interviews were coded and grouped. Finally, the drawandwrite technique was used to collect more data. The participants were asked to make drawings of what enabled them to cope resiliently and to write short narratives explaining their drawings. The drawings were grouped according to major themes. Data Analysis: A content analysis of the drawings and narratives was also conducted. Three major themes emerged from the data, namely, spirituality, religion and faith; connection to others ( caregiver, social worker, peers, family members, pastors and teachers) and individual strengths (having a sense of humour, perseverance, having a sense of independence, having future hopes and dreams. These findings have implications for theory and practice. It is important to incorporate programmes into school curricula to provide these children with strategies and skills to deal with adversity. Also, clear policies at all iv levels of education be part in place in order to guide the teachers in South Africa by providing adequate support to the orphans.M.Ed. (Educational Psychology
The effects of peer group influence on further education and training (FET) phase learners' career choices
Get PDFAbstract: Career choice and development are influenced by societal institutions and organisations in the structure of education and employment (Brown, 2002). Career education in the South African context was instituted in 1943 and posed many challenges and limitations due to job reservation in apartheid structures, poor achievement, negative self-perceptions and the limited numbers of trained school staff needed for adequate career education and guidance (Akhurst & Mkhize, 2006). A further hindrance to career education was the obligatory subject choice and decision-making process at the end of Standard 6 (currently Grade 8). In 2019, subject choices are made at the end of Grade 9 or the end of what is known as General Education and Training (GET). At the ages of 14 and 15 years, learners are at the onset of career exploration where school subjects are chosen that will have a direct influence on their future careers. However, they may rely on uninformed peers for key information and may experience peer influence and pressure in making such choices. The notion of fellowship becomes particularly important during adolescence, yet the ability to withstand peer pressure is not fully developed until around age 18 when learners are in their final Grade 12 year (Stautz & Cooper, 2014). During the senior phase of learners’ lives, career choices are a pertinent theme and take place during a restricted period of time during which a set of activities, such as orienting, planning and subject choice decision-making are needed for choices and decisions regarding education and work (Van Tuijl & van der Molen, 2016). Studies show that peer relationships have a major influence on career uncertainty of learners in their career exploration phase which is not fully understood. This study responds to a gap in research and contributes to the scarcity of literature on the effects of peer influence on senior phase learners’ subject choices paramount for reassuring their future vocations as they enter into the FET phase of their schooling careers. Furthermore, this study attempts to reveal the direct influence by peer groups on senior phase learners’ subject choices within the learning context that has not yet been acknowledged and integrated for subject choice decision-making at Grade 9 level proposed by the National DBE. Conceptualised within an interpretivist research paradigm and utilising a generic, qualitative research design, this research aimed to explore the effects of peer group influence on FET viii phase learners’ career choices in their Grade 9 academic year and the impact of the peer group on their current career development. A generic qualitative research design was used to explore the effects of peer influence on the participants’ career choices because this design allowed for thorough exploration and included elements of description, interpretation and understanding. This type of research design aimed to examine the participants’ reports of their subjective opinions, attitudes, beliefs, and reflections on their subject choice experiences in their Grade 9 year. Four FET phase participants from a private school setting took part in this research and data collected included three specific data sets, namely, individual semi-structured interviews, individually crafted collages in a group setting and a focus group interview. The data has been analysed using qualitative content data analysis in order to identify themes and recurring patterns as described by the participants. From this research, it was found that first, peers’ role on the participants’ subject choice selection processes at the end of their senior phase of schooling was beneficial for them in determining their individually preferred career choices for the future. Therefore, the significance of the effects of peer influence on the participants’ career choices was significant and noteworthy. Secondly, the findings of this research confirmed that familial and other relevant secondary influences were present on the majority of the participants’ subject choice selection experiences and were perceived as hindrances for them in determining their individually preferred career choices for the future. Thirdly, findings showed that the subject bands selected by the majority of the participants have a significant impact on the course options available to the them in the pursuit of their HETCs. Despite their school’s subject choice requirements, a significant number of the participants in this study expressed that they would have preferred to have picked a different school subject or a band of subjects if they were not required to adhere to the subject band options offered by their school. Finally, findings showed that research participants had definite career aspirations related to their intentions and attitudes towards pursuing their preferred occupations. Recommendations based on the findings of this research are for acknowledged and integrated peership in subject choice by the DBE, parents and teachers for reassuring career choices by Grade 9 learners. Information regarding peer influences that may affect learners’ attention towards potential professions should be readily available to senior phase learners in career guidance, career guidance websites and on-site school settings. Furthermore, the role of peership in the compulsory subject choice selection processes at schools should be ix integrated within the Life Orientation curriculum when learners are exposed to topics related to subjects, career fields and study choices, decision-making skills, diversity of jobs, opportunities within career fields, and trends and demands in the job market...M.Ed. (Educational Psychology
Emotional intelligence levels of adolescents who experience cyberbullying in an urban school
Get PDFAbstract : The purpose of this study was to describe the emotional intelligence levels of adolescents within an urban school in Gauteng. The theories used to underpin this study included the Theory of Planned Behaviour, The Barlett and Gentile Cyberbullying model and the Theory of Symbolic Violence. Findings in literature have suggested that Cyberbullying may have dire consequences for victims of this phenomenon. These include various forms of depression and in some cases, it has been linked to self-harm and suicide. The researcher was interested to see if emotional intelligence may potentially play a role in cyberbullying behaviour, considering that emotional intelligence guides individuals’ actions and behaviours. In light of this the researcher hypothesised that there will be a difference in emotional intelligence levels of cyberbullying perpetrators, bystanders and victims. A Kruskal-Wallis statistical test was employed and it was found that there was no significant difference. A number of other interesting observations did however come to light. Participants were asked a number of questions relating to cyberbullying behaviour. Participants were further asked to indicate whether they self-identify as a victim, bystander or perpetrator of cyberbullying. Participants were allowed to choose more than one...M.Ed. (Education Psychology
Digital tools used by teachers for assessing learners with Attention-Deficit/Hyperactivity Disorder (ADHD): Implications for career transitioning
Get PDFResearch has shown that the use of digital assessment tools enhances learners’ engagement in their learning process outside the school environment. Unfortunately, the use of digital tools is contemptible in low-and-middle income countries. In this study, the researcher examined the digital tools used by teachers for assessing learners with Attention-Deficit/Hyperactivity Disorder (ADHD). The study employs a qualitative, phenomenological approach. Using a purposive sampling procedure, six university teachers from three geographical regions in southern Nigeria participated in the study. The use of digital assessment tools was assessed through a structured interview. The responses of the participants were analysed thematically. The findings identified some of the digital assessment tools used by teachers as well as the associated challenges. Specifically, the study established that Google form, Socrative, and Kahoot form were the digital assessment tools mostly used by the teachers in assessing learners with ADHD. The study also revealed that the major challenges of using these digital tools include lack of device, network glitches, poor power supply and high cost of data. The implications of the study were highlighted and recommendations were made.
 
Black adolescents and domestic violence : an exploratory study using solution focused group therapy
Get PDFM.Ed.South Africa has been rated amongst the world's most violent societies. Most women and children of all races and income level are victims of violence from their partners or parents. There is a widespread recognition that domestic violence represents one of the major causes of stress in modem social experience. There is, however, a large gap in our knowledge about the adolescents' views and experiences of domestic violence in South Africa. The focus in many studies has been mainly on women's experiences of domestic violence. For this reason the focus of the present research is to explore a way in which these adolescents can be helped to deal with their experiences of domestic violence. An assumption is made that Solution Focused Group Therapy would go a long way to rectify some of the problems facing Black adolescents in our communities. This is evident in the fact that many Black people are not exposed to therapy, or if exposed never go for therapy on issues such as domestic violence and abuse due to cultural beliefs. The research explores Solution Focused Group Therapy as a therapeutic approach that is brief, cost effective and possibly relevant to Black adolescents as its focus is on solutions rather than on problems. This study utilized the generic qualitative methods based on the exploratory paradigm. A case study of three Black adolescents, one boy and two girls, who have experienced domestic violence was used. The research found three main themes namely 1) the adolescents' attitudes towards therapy; 2) the adolescents' experiences of domestic violence; and finally 3) how adolescents related to Solution Focused Group Therapy. Findings revealed Solution Focused Group Therapy as best suited for black adolescents. However, Solution Focused techniques had to be adjusted to fit with the African culture of collectivism. An important contribution of this study was the information obtained which provided a new perspective on domestic violence in Black communities and the value of group therapy for Black adolescents. The information, which has emerged from this study, may be useful for psychologists working with Black adolescents
Educational-psychological practice framework for the personal and professional development of life-orientation teachers in the Gauteng Province : a mixed method study
Get PDFD.Phil.Since the inception of democracy in 1994 the country’s educational system has radically changed as one reform rapidly succeeded another. The changing curriculum meant an end to the sole emphasis on academic achievement. Instead, the introduction of Life Orientation (LO) meant that schools had to be concerned with the development of the whole person, placing personal and individual needs in a social context to encourage acceptance of diversity and promote the quality of life for all. Whilst the transformation and curriculum changes have brought about a breakthrough in the education system, LO teachers in the Gauteng Province were presented with new challenges as they found themselves faced with multiple moral and emotional problems that learners brought to school and yet they were not professionally prepared for nor were they trained to deal with. Such problems brought about ambiguity and created confusion in their roles, raising personal and professional dilemmas such as their limited knowledge of the curriculum and specific tools and practice skills needed to teach Life Orientation meaningfully. It is in context of the above that I decided to conduct a study focusing on what should be entailed in the personal and professional development (PPD) of LO teachers in the Gauteng province. I also considered how their personal and professional experiences contributed to the meaningful teaching of LO. Furthermore, these experiences would be used to develop an Educational-Psychological Practice Framework for the PPD of LO teachers in the Gauteng Province. LO teachers and provincial coordinators in Gauteng were identified as study participants. A three-phased sequential explanatory mixed methods design was used in this study. Phase one of the study was quantitative in nature and data was collected using a questionnaire distributed to 154 LO teachers in the province. The main aim of this phase was to obtain descriptive data that would be used to enhance the qualitative data in phase two of the study. Of the total distribution, 130 questionnaires were returned and analysed using the SPSS software package. Synopsis vi In phase two of the study a qualitative approach was used with the aim of obtaining LO teachers’ experiences of their personal and professional development. Individual and focus group interviews were held with a total of 18 participants. In addition, two participants took part through creating collages. The study yielded eight themes namely: 1) LO teachers’ life experiences; 2) Attitudes towards LO; 3) LO curriculum delivery; 4) complex roles of LO teachers; 5) essential characteristics of LO teachers; 6) LO teachers’ needs; 7) dealing with challenging social issues; and finally, 8) support circle for LO teachers. In the third phase of the study an educational-psychological practice framework for the personal and professional development of LO teachers in the Gauteng Province was described. Empowerment and support were identified as key aspects of that should be used in the development of LO teachers in the Gauteng province. As such, the Life (L) Orientation (O) Teacher (T) Empowerment (E) and Support (S) practice framework was designed. Subsequently the framework was called the LOTES Practice Framework. The framework comprised of four interrelated systemic levels which relate to specific forms of empowerment and support for LO teachers at each level. Finally, to ensure successful implementation of this practice framework, key role-players for each level were identified and recommendations for the implementation were set out
Teachers’ professional development needs in supporting learners with specific learning disorders
Get PDFM.Ed. (Educational Psychology)Abstract: The purpose of this study was to explore professional development needs of teachers in supporting learners with Specific Learning Disorders. This research was set within an interpretivist paradigm and utilized the qualitative approach to conduct research on this topic. The Bio-Ecological Theory of Human Development by Bronfenbrenner (1979) was used as the theoretical framework to support the literature review and the study findings due to its relevance to the professional development of teachers in supporting learners with Specific Learning Disorders. Five teachers from a Primary School in Johannesburg took part in this research. There were three sets of data collection methods namely; individual interviews, classroom observation and document analysis. Data was analysed through means of thematic content analysis, from which four themes emerged: (1) teachers‟ understanding of professional development; (2) teachers‟ understanding of Specific Learning Disorders; (3) teachers‟ need for support and lastly (4) challenges in providing support with for sub-themes which are namely: lack of resources, overcrowding, insufficient time for support and inadequate support structures. From the research, it was found that the participants were eager and willing to receive more professional development. Teachers are in urgent need of professional development that will enable them to support learners with Specific Learning Disorders
Evaluating Data from A Work Engagement Intervention among Nigerian History Lecturers
Get PDFHistory lecturers who approach their work positively are more likely to be more engaged in their work than those who do not. Nigerian history lecturers have not been examined in terms of how psychological interventions can improve their work engagement. The present research examined the research dataset of an online rational emotive behavior therapy (online REBT) on work engagement among Nigerian history lecturers at higher education institutions. The sample consisted of 31 history lecturers, 16 of whom were randomly assigned to the online REBT group and 15 to a waiting-list control group. A repeated measures ANOVA was conducted at a level of 0.05 probability using IBM Statistical Package for Social Sciences software. Comparing the two groups, the dataset shows that history lecturers in the online intervention group exhibited significantly higher work engagement scores than those in the waiting list control group (p=.000). The one-month follow up dataset reveal that history lecturers who participated in the online REBT intervention continued to feel engaged at work compared to those in the waiting list control group (p=.000). Thus, a significant improvement in work engagement scores of history lecturers was associated with the online REBT intervention. Future studies with a larger sample size are needed
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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