1,720,975 research outputs found
Establishing reliability and construct validity for the revised emotional social screening tool for school readiness (teacher’s form)
No full textMagister Artium (Psychology) - MA(Psych)School readiness assessments in South Africa are still predominantly focused on the
assessment of cognitive skills, to the detriment of socio-emotional skills. In an attempt to
bridge this gap, the Emotional Social Screening Tool for School Readiness (E3SR) was
developed, the psychometric properties of the E3SR were established and ongoing research is
currently being done to revise the instrument. The aim of this study was to establish the
reliability and construct validity of the revised E3SR teacher’s form. The study used a crosssectional
survey design to gather data. Nine preschools within the Cape Town metropolitan
area were selected to partake in the study
An exploratory investigation into fathers' perspectives of school readiness
No full textMagister Artium - MA (Psychology)In recent years, the global focus on Early Child Development (ECD) has delivered mounting
evidence of it being one of the most rewarding areas of investment a country can make. A central
outcome of quality ECD is to provide sufficient support to enable a child to arrive at Grade 1
ready to learn. Environmental factors impacting on child development and school readiness have
thus been under increasing scrutiny. Although studies have delivered evidence of fathers' unique
contribution to ECD, fathers' impact on a child's school readiness is often overlooked. The
overall aim of this thesis was to report on the findings of the exploratory investigation on fathers'
perspectives of school readiness. All relevant ethics principles were observed in the study. The
study received ethics clearance from the Senate Research Committee (HS/16/5/41). The study
followed an explorative design incorporating qualitative methodologies for data collection and
analysis. Semi-structured interviews were conducted with a sample of nine fathers residing in
Cape Town, who had full parental rights and responsibilities for their child in Grade R. Thematic
analysis produced three themes with subthemes. The core findings suggested that first, fathers
did not have a good fund of knowledge about school readiness and child development. Personal
context and subjective experiences impacted or informed their views and beliefs about school
readiness. Second, feedback from teachers and professionals was highly valued and was a
primary source of information about their children's school readiness. Third, facilitating school
readiness involved different systems and role players of which fathers are important role players.
It emerged that in some ways the role of fathers remains undervalued and in others, fathers'
ability to participate is diminished due to their fund of knowledge, gendered patterns to child
rearing and engagement with school systems
Translation of the Emotional Social Screening tool for School Readiness (E3SR) for preschoolers into Afrikaans: An equivalence and validation study
No full textMagister Artium (Psychology) - MA(Psych)The Emotional Social Screening Tool for School Readiness (E3SR) was developed as a
contextually sensitive and psychometrically sound measure to screen children’s emotional
and social competencies. To broaden its use within the South African context, this study
aimed to translate the E3SR into Afrikaans and establish its validity and equivalence. The
International Test Commission (ITC) encourages translation to follow a rigorous and
empirical process. This study adopted a multiphase methodology, with three phases. Each
phase had its own methodological elements
A systematic review: Instruments that measure emotional and social competency as a domain of school readiness of preschool children in South Africa
Full text linkMagister Artium (Psychology) - MA(Psych)Given the lack of standardised and locally developed school readiness assessment tools in South
Africa, as well as the under-emphasis on emotional and social competency in favour of cognitive
domains in assessment of school readiness, many South African children enter mainstream
schooling with their emotional wellbeing significantly compromised. Therefore, emphasis on
children’s emotional and social competency as a domain of school readiness is essential. The study
aims to identify and summarise aspects of the instruments that measure emotional and social
competency as a domain of school readiness in preschoolers and their psychometric properties.
All ethical considerations in terms of the systematic review process were adhered t
An exploratory investigation into fathers' perspectives of school readiness
Full text linkMagister Artium - MA (Psychology)In recent years, the global focus on Early Child Development (ECD) has delivered mounting
evidence of it being one of the most rewarding areas of investment a country can make. A central
outcome of quality ECD is to provide sufficient support to enable a child to arrive at Grade 1
ready to learn. Environmental factors impacting on child development and school readiness have
thus been under increasing scrutiny. Although studies have delivered evidence of fathers' unique
contribution to ECD, fathers' impact on a child's school readiness is often overlooked. The
overall aim of this thesis was to report on the findings of the exploratory investigation on fathers'
perspectives of school readiness. All relevant ethics principles were observed in the study. The
study received ethics clearance from the Senate Research Committee (HS/16/5/41). The study
followed an explorative design incorporating qualitative methodologies for data collection and
analysis. Semi-structured interviews were conducted with a sample of nine fathers residing in
Cape Town, who had full parental rights and responsibilities for their child in Grade R. Thematic
analysis produced three themes with subthemes. The core findings suggested that first, fathers
did not have a good fund of knowledge about school readiness and child development. Personal
context and subjective experiences impacted or informed their views and beliefs about school
readiness. Second, feedback from teachers and professionals was highly valued and was a
primary source of information about their children's school readiness. Third, facilitating school
readiness involved different systems and role players of which fathers are important role players.
It emerged that in some ways the role of fathers remains undervalued and in others, fathers'
ability to participate is diminished due to their fund of knowledge, gendered patterns to child
rearing and engagement with school systems
A systematic review of recent interventions for women who misuse alcohol
No full textThe use and misuse of alcohol among women has become a major public health concern globally. Interventions that assist women to overcome the various challenges they face, is therefore of vital importance. A systematic review methodology was used that drew on quantitative studies. Filtration was done in line with the Preferred Reporting Items for Systematic reviews (PRISMA) guidelines, combining title and abstract searches through identified University of the Western Cape library databases such as ScienceDirect, PsycARTICLES (Ebscohost), SA ePublications (Sabinet) Academic Search Complete, MasterFILE Premier, SocINDEX, MEDLINE, and PubMed. Title searches resulted in the identification of 247 articles based on the combination of keywords. Among these, 26 articles were found to meet the inclusion criteria and were included for abstract review. During the screening phase, 19 articles were excluded. Subsequently, seven articles were deemed eligible to proceed to the appraisal phase using the Smith, Franciscus, Swartbooi (SFS) critical appraisal tool designed for intervention studies. All articles successfully achieved a threshold score of 61%, allowing them to progress to the summation phase. Summation was done by means of narrative synthesis; synthesising information extracted from the primary studies make for relevant, meaningful contributions that extend beyond the original study. All ethical principles pertaining to systematic reviews were adhered to
A systematic review: Instruments that measure emotional and social competency as a domain of school readiness of preschool children in South Africa
No full textMagister Artium (Psychology) - MA(Psych)Given the lack of standardised and locally developed school readiness assessment tools in South
Africa, as well as the under-emphasis on emotional and social competency in favour of cognitive
domains in assessment of school readiness, many South African children enter mainstream
schooling with their emotional wellbeing significantly compromised. Therefore, emphasis on
children’s emotional and social competency as a domain of school readiness is essential. The study
aims to identify and summarise aspects of the instruments that measure emotional and social
competency as a domain of school readiness in preschoolers and their psychometric properties.
All ethical considerations in terms of the systematic review process were adhered t
The relationship between childhood trauma and drug dependence at an in-patient treatment centre in the Western Cape
Full text linkMagister Psychologiae - MPsychThe outcome of child abuse, i.e. physical, emotional and/or sexual, and child neglect is multifactorial. The severity, duration and nature of abuse and the child’s vulnerabilities are all contributory factors with regards the outcome of abuse. Children who are traumatized are likely to be profoundly affected. Studies have shown and nearly every researcher agrees that early childhood traumas lie at the root of many emotional and psychological illnesses. It has been noted that drug
abuse is a major problem in the Western Cape. This thesis explored the relationship between subjectively perceived childhood trauma and drug dependence in an in-patient treatment-seeking sample of adults in the Cape Town Metropolitan Area in the Western Cape. This thesis presents the results of a measure of childhood trauma, namely the Childhood Trauma Questionnaire [CTQ] and a measure of drug dependence, the Drug Use Disorder Identification Test [DUDIT]. The sample consisted of 52 participants and included both males and females. Only participants who were identified as drug dependent were included in the study. Patients who were actively psychotic and/or alcohol dependent were not included in the study. Ethical clearance was obtained from the University of the Western Cape’s higher degree ethical committee. The anonymity of the participants, the importance of responding openly and honestly and the sensitive nature of the questions were highlighted during the test administration. Questionnaires were administered in accordance with the guidelines stipulated in the respective manuals. The data was analysed through correlation. The study found a positive correlation between childhood emotional abuse and drug
dependence, and childhood physical abuse and drug dependence
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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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