Browsing by Author "Moyo, Beatrice"

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    Black Parents’ and Caregivers’ Perceptions and Decision-Making Regarding an Attention Deficit Hyperactivity Disorder Diagnosis: Implications for Intervention Pursuits.
    (University of the Witwatersrand, Johannesburg, 2024-05-08) Moyo, Beatrice; Mathebula, Mpho; Hara, Mambwe Kasese
    Despite the increase of attention deficit hyperactivity disorder (ADHD) prevalence in South Africa, many Black parents and caregivers have been observed to struggle with accepting an ADHD diagnosis for their child. Various influences impact parental and caregivers’ ADHD perceptions, hence influencing their decision-making regarding intervention pursuits and preferences for their child diagnosed with the disorder. This study aimed to examine the perspectives of Black parents and caregivers regarding ADHD diagnosis for their children. The study also aimed to understand the significance of this diagnosis for parents and caregivers, their decision-making process, and their preferences and willingness toward different intervention options. The theoretical framework encompassed a discussion of Bronfenbrenner’s bioecological systems theory to understand, within the model of the multi-dimensional structure, different levels of influence that shape Black parents’ and caregivers’ perceptions regarding an ADHD diagnosis for their child and the implications on intervention decision-making and preferences. The study utilized an explorative and qualitative Interpretative Phenomenological Analysis (IPA) approach, focusing on the participants’ subjective experiences. Twenty-one Black parents and caregivers of four to 17- year-old children with a confirmed ADHD diagnosis were recruited from the Gauteng region in South Africa through non-probability purposive sampling. Data was collected through semi-structured face-to-face, telephonic, and online individual interviews and focus groups. Interviews and focus group discussions were audio-recorded, manually transcribed, and analyzed by the researcher. The findings highlighted a lack of ADHD awareness and knowledge among the participants. It emerged from the findings that many participants had not initially perceived their children’s ADHD-related behaviors as impairing; however, they had perception shifts through exposure to ADHD. The findings revealed that participants 6 experienced varying adverse psychological responses to their children’s ADHD diagnoses. However, nearly all the participants displayed receptiveness to the diagnoses. Participants’ understanding of the etiology and nature of ADHD for their children was shaped by several influences: ‘culture,’ ‘awareness and knowledge,’ ‘religious and spiritual beliefs,’ ‘stigma,’ ‘the role of school,’ and ‘sources of support,’ which shaped various beliefs on the management of the disorder. The study revealed that the school played a significant role in the identification of ADHD-type behaviors in children. Yet, many participants perceived that many mainstream schools were neither conducive nor accommodating of children with the disorder. Participants formed positive and negative meanings from experiences arising from their children’s behaviors and diagnoses. The meanings contributed to decisions to seek interventions for their children. A noteworthy finding from the study was the unreserved willingness displayed by participants to pursue ADHD interventions for their children, with many employing a multi-approach to ADHD management, including pharmaceutical interventions. However, the study highlighted key hindrances to intervention compliance and adherence, namely, ‘lack of awareness and limited knowledge,’ ‘parental perceptions’ about recommended interventions, and ‘limited resources.’ Keywords: Attention deficit hyperactivity disorder (ADHD); parents’ and caregivers’ perceptions; parenting & child discipline; intervention pursuits; Black African cultural influences; interpretative phenomenological analysis (IPA).
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    Cyberbullying in high school: a study of Soweto high school learners' behaviours and beliefs about the phenomenon
    (2017) Moyo, Beatrice
    This study explored high school learners’ beliefs and behaviours with regards to the phenomenon of cyberbullying. The Social Learning, Social Dominance, and the Social Presence Theories were used in an attempt to understand the learners’ behaviours and beliefs in relation to cyberbullying. The study adopted a quantitative approach. A survey research design was used to collect data. Data was collected from 221 Grade 10, 11 and 12 learners (104 males and 116 females) aged between 14 years old and 21 years old. Data was analysed using both descriptive and inferential statistics. Descriptive statistics were employed to explore how learners react to cyberbullying, what learners do when they witness cyberbullying, their perceptions about the phenomenon, and the reasons cybervictims choose not to report the incidents. A t-test was employed to determine if there were significant relationships between gender and learners’ cyberbullying experience. Furthermore, a One way ANOVA was used to determine if there were statistically significant differences between the grades on how learners experience cyberbullying. The results revealed that most learners found masquerading and outing as the most upsetting forms of cyberbullying. Most learners (23.5%) indicated reporting the cyberbullying to someone who can help the victim while a small fraction (4.5%) stated that they joined in the cyberbullying. For the most part, learners agreed that if someone was being hurt by cyberbullying, it was important to tell a responsible adult, however, most (73.3%) also contradicted themselves by indicating that things that happened online should stay online. This revelation was important in highlighting that due to the learners’ beliefs, most incidents may go unreported. Furthermore, it was noted that most learners did not report cyberbullying incidents because they were of the opinion that adults would not be able to help them. Such findings can inform parents and school authorities to be pro-active when dealing with cyberbullying in order to gain the trust of the youth. The results of the study further suggested no gender differences to how learners experience cyberbullying as a whole except that females reacted by being more upset with regards to cyberbullying compared to males. No grade differences were noted on how learners perceived and experienced cyberbullying. When designing intervention strategies against cyberbullying, policy makers should take cognisance that most learners do not report cyberbullying incidents to parents and teachers, prefer to keep online activities within the cyber environment, and some witnesses tend to join in the cyberbullying perpetration. Based on this, it can be seen that parents need to have open communication with their children about online activities and use in order to build rapport and trust. Furthermore, they need to acquaint themselves with technological gadgets used by their children to effectively supervise their children’s online activities and provide positive support when cyberbullying occurs. On the other hand, the schools need to provide workshops and training for the teachers and school administrators with regards to effective ways to deal with cyberbullying incidents. Furthermore, the Ministry of Education policy makers should include anti-cyberbullying programmes for schools aimed at shifting attitudes of learners towards willingness to intervene by reporting cyberbullying incidents. Thus, a collaborative effort from learners, parents, school authorities, and policy makers is needed to curb and prevent cyberbullying incidents in schools.