Electronic Theses and Dissertations (Masters)

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Balancing the roles of Employee Aad Primary Child Caregiver: Experiences of Single Mothers formally Employed in Otjiwarongo, Namibia
(University of the Witwatersrand, Johannesburg, 2020) Markus, Julia Ndeyapewa
The number of single mothers entering the workforce is an ever-increasing trend throughout the world, including countries in sub-Saharan Africa, such as Namibia. Usually, single mothers face many challenges fulfilling the roles of employee and primary caregiver simultaneously. Although the challenges experienced by employed, single mothers have been well researched in developed Western and European countries, there is a gap of knowledge regarding how formally employed, single mothers in sub-Saharan Africa, including Namibia, experience trying to balance the responsibilities of employee and primary caregiver of their children. Occupational social workers can play a meaningful role in supporting employees in the workplace, including employed, single mothers who are facing caregiving challenges that are negatively impacting on their work responsibilities. The main aim of this research was thus to explore how employed single mothers in Namibia experience trying to balance the roles of primary caregiver and employee, so that key role players within the workplace, especially occupational social workers, can gain more insight into how these challenges can best be addressed. To realise this aim, a qualitative research approach was adopted using the phenomenological research design. Fifteen employed mothers in Otjiwarongo, a small town of about 28 000 inhabitants in the Otjozondjupa region, were purposively selected as the research sample. Data were gathered by conducting individual interviews with the participants. The research tool was pre-tested with an employed single mother who met the sample selection criteria. Thematic analysis was employed to analyse data. The main findings based on data analysis were that fulfilling the role of mother is difficult when facing work pressure and working long hours. Stress experienced in the work environment is often carried over to the home environment, and vice versa. Focus on work activities can also be undermined when experiencing concerns about the well-being of their children, especially if they are young. Women try to balance their simultaneous roles by employing reliable caregivers to take on the responsibility of caregiving when they are at work. Based on research findings, it is recommended that occupational social workers work towards implementing policy and practice within the work environment that facilitates personal contact between mother and child.
Caregivers’ Perceptions of the Influence of Covid-19 Pandemic on the Well-Being of Secondary School Learners in the Vosloorus Area, Gauteng, South Africa
(University of the Witwatersrand, Johannesburg, 2023) Mqadi, Slindile Alicia; Pretorius, Edmarie
The COVID-19 pandemic did not only impact the education system in South Africa but as affected the lives of learners when remote learning was introduced to the education system. This new way of learning affected the well-being of learners in different ways. The purpose of the study was to explore the caregivers' perception of how the COVID-19 pandemic influenced the well-being of secondary school learners in Vosloorus, Gauteng, and South Africa. The ecological perspective was the theoretical framework underpinning the research study. A qualitative research approach and a phenomenological design was used to focus on the social meaning that individuals attach to their circumstances, experiences, and situations. The design allowed exploring the caregivers’ perceptions on how COVID -19 pandemic affected the well-being of their grade 10-12 school going children. The population of the study was caregivers of grades 10 to 12 learners, at a secondary school in Vosloorus Gauteng. Purposive sampling was used to sample eight caregivers of grades 10-12 learners. The research instrument used was a semi-structured interview guide and the method of data collection was face-to-face interviews with caregivers. Thematic analysis was applied to analyse the data. The main findings showed that the COVID-19 pandemic left most homes in devastating condition, it left many mourning for their loved ones. Many learners were left orphaned or with one parent. Very few families did not experience the death of a loved one during this time, if it wasn’t a death of a family member, it was the passing on of a schoolteacher, a friend, or just someone you knew. This resulted in learners being bereaved, developing anxiety, and living in fear. Following the death of loved ones, the high rate of job losses was catastrophic. For caregivers and learners, the loss of employment or receiving a decrease in income added to their already poor socioeconomic status and it had other consequences for families and learners. Another major finding was that learners experienced overwhelming emotions, like fear, anxiety, and loneliness. There was also a high rate of grades dropping and learners being pushed to the next grade. Lastly caregivers perceived that COVID-19 contributed to the use of substances among learners.
Experiences of loveLife Trust telephone counsellors about the EWP employed within Gauteng
(University of the Witwatersrand, Johannesburg, 2022) Mpekana, Rebecca
Globally, most Non-Profit Organisations (NPOs) do not prioritise employee wellness programmes (EWPs). NPOs’ funding is often allocated for rendering their primary programmes rather than improving their employees’ wellness. Employees in NPOs are left to devise their own means to best cope with work-related stress and challenges. Some employees rely on support from community-based organisations or their colleagues. loveLife Trust is a South African NPO that operates nation-wide. loveLife Trust recently introduced EWP to be utilised by its employees who are telephone counsellors. As of year 2022, loveLife Trust employs about 12 telephone counsellors. The loveLife Trust counsellors render psychological support to youth country-wide. Dealing with the youth’s presenting problems exposes the telephone counsellors to burnout and anxiety. This study aimed to explore how telephone counsellors experience the loveLife Trust EWP service. This was a qualitative study that allowed the participants to openly share their views. The total participants for this study were 12 telephone counsellors who were working on the toll-free line which is based in Gauteng. In addition, two key informants; the team supervisor and an EWP account manager, were interviewed. All participants were interviewed through ZOOM Cloud Meetings. A qualitative interview schedule that was guided by open-ended one-on-one interview questions was used for data collection. Thematic data analysis was used to derive different themes for the study. The aim of the study was to explore the experiences of telephone counsellors on EWP at loveLife Trust. The telephone counsellors are based in the call centre in Gauteng. The study revealed that telephone counsellors have not utilised the EWP as a way of support. The telephone counsellors prefer collegial support for taking care of their wellness. To spark interest amongst telephone counsellors to utilise the service, loveLife management should prioritise EWP awareness.
Experiences, Challenges and Coping Strategies of Educators in a Special School in a Township in Gauteng Province, During Covid-19
(University of the Witwatersrand, Johannesburg, 2023-10) Sibyeng, Puseletso Lydia; Watermeyer, Jennifer; Pretorius, Edmarie
The COVID-19 pandemic created fear and frustration, it introduced uncertainty into major aspects of society including schools. Within a short period, the pandemic brought major changes within the school's context. Face-to-face teaching was discontinued, and online teaching was introduced. This restriction was put in place to manage the spread of the virus. Educators found themselves working on a rotational schedule or providing services online as the pandemic instilled fear and anxiety among them. The study aims to explore educators' experiences in a special school in a township in Gauteng Province during COVID-19. The study adopted a qualitative approach and a phenomenological research design. A sample of 15 educators from the Special School in Soshanguve Block R township in Gauteng Province, South Africa was purposively sampled. An interview guide with open-ended questions was developed by the researcher and guided the collection of data during semi-structured interviews. Thematic analysis was used to analyse the collected data. The study intended to gain an in-depth understanding of how educators managed to cope with the pandemic regardless of the impact and frustrations experienced, and how their well-being was affected by the pandemic. Findings revealed that COVID-19 affected educators personally and professionally. They were compelled to adjust and adopt new ways of teaching during COVID-19 so that they complied with the national lockdown restriction rules and regulations during the pandemic. Most of the educators shared similar experiences of teaching during those times. They had to resort to new ways of teaching which worked for them and their school so that learners continued learning, and they adopted healthy distractions, as a way of distracting themselves from all the news about the pandemic that spread on the television and on social media which mostly lead them to be depressed and instilled fear amongst them. Recommendations made were that an establishment of a post-pandemic support committee can be put in place, as educators needed to be supported and advised on how to move forward and recover from the pandemic, and necessary engagements with other stakeholders in offering intense therapy to educators who taught during the time of COVID-19 as the impact of the pandemic will be felt for years to come.
Exploring the mental health and well-being experiences of high school learners during covid-19 in Sebokeng, Vanderbijlpark
(University of the Witwatersrand, Johannesburg, 2023-06) Nkomo, Andile Prudence; Pretorius, Edmarie; Watermeyer, Jennifer
The coronavirus that causes COVID-19 is an acute infection that affects people. The World Health Organization declared it a pandemic on March 11, 2020, and an international public health emergency on January 30, 2020. Residents of Sebokeng in South Africa suffered throughout the lockdown stages brought by COVID-19, finding it difficult to maintain a regular way of life in the face of the unique circumstances due to a shortage of money and business closures. The pandemic caused unimaginable disruptions in many aspects of society, including interruptions for learners in the classroom. It presented high school learners with challenges that increased their likelihood of developing mental health issues. Thus, the study aimed to explore high school learners' experiences of mental health and well-being during COVID-19 in Sebokeng, Vanderbijlpark. Against this background, the objective of the study was to gain an in-depth understanding of the lived experiences of high school learners in Sebokeng, Vanderbijlpark during COVID-19 and, explore the perceived influence of the pandemic on learners' mental health and well-being. The study used semi-structured one-on-one interviews to gather data. The framework for analysing and comprehending the results of my research was provided by the social context perspective, a subset of the ecological systems theory method. The data were analyzed using thematic analysis. The key themes and subthemes that emerged from the data are presented in this study, along with the research findings. The impact of COVID-19 on the learner's mental health will be investigated initially. The impact of COVID-19 on participants' academic progress, financial losses as a result of COVID-19, and overall COVID-19 experiences are then explored. Therefore, there has never been a more ideal time to investigate how learners' COVID-19 experiences may have affected their mental health. This study provides some insight into the use of support treatments for mental health issues.
Exploring the perceptions of Adolescent’s Black Female Learners in Public School of STEM Careers in terms of its significance towards individual Economic Empowerment: A case study of Bona Comprehensive High School in Soweto, South Africa
(University of the Witwatersrand, Johannesburg, 2023-06) Sikhosana, Hope Nosipho; Nkomo, Thobeka
Low enrolment of females in Science, Technology, Engineering and Mathematics (STEM) careers is a persistent problem in South Africa and Globally. The issue was greatly exacerbated by the history of gender-based discrimination and oppression, particularly in the workplace and in education. This unequal way of life between men and women of different races was established and maintained in large part by power structures like apartheid and patriarchy. Women have been underrepresented in STEM disciplines as a result of discrimination and sexism. But as the balance of power shifted over the years, many women—and particularly those from historically marginalized groups—were given encouragement to enter STEM areas. However, despite the efforts, women number in STEM remains low. The study investigated how Black adolescent female students in public schools perceived STEM occupations to better understand the low representation of women in STEM fields. The researcher conducted a qualitative case study at Bona Comprehensive School in Soweto to fulfil this goal. A purposive sampling strategy was utilized to choose 1 Life Orientation teacher, while an intentional snowball sampling technique was used to sample 10 Black Adolescent Female students. In-depth one-on-one telephone interviews were performed to collect data, with a semi-structured interview schedule serving as the research tool. Thematic content analysis was used to examine the data that had been gathered. Results show that female students view occupations in medical favourably because they see them as safe and feminine, whereas they view careers in electrical engineering and construction as dangerous and masculine. Also, the results demonstrate that participants' positive perceptions were influenced by the good pay associated with STEM fields because they felt that economic empowerment was crucial to changing their lives and the lives of their families. The lack of resources from the school for hands-on learning, however, was a challenge for the female students as they pursued STEM degrees. In order to keep and attract female students in STEM fields, there is a need to better support them throughout their academic careers. In the research report's latter sections, recommendations are given.
Older Women’s Physical, Psychological, and Social Experiences of Residing in Ivory Park, an Urban Informal Settlement in Johannesburg
(University of the Witwatersrand, Johannesburg, 2023-10) Mokoena, Mmasopola Dorcas; Gerrand, P.
Population aging is a worldwide phenomenon that is growing and therefore, the demand for research to investigate its nuances has increased. Research regarding the experiences of older populations residing in urban low-income communities, such as informal settlements, is particularly limited. As such, the aim of the study was to investigate the perceptions and experiences of older women residing in Ivory Park, an informal settlement. impacts their physical, psychological, and social well-being. A qualitative case study was adopted as the research design. The theoretical framework underpinning the study was the biopsychosocial model. Purposive and snowball sampling were used to recruit and select research participants. Data collection took place by conducting semi-structured, in-depth interviews in person with participants, using an interview guide. Thematic analysis was the method of data analysis that was applied to analyse the data. Based on study findings it was concluded that older women residing in Ivory Park are facing physical, psychological, and social challenges, but are coping fairly well because they have been living in Ivory Park for a long period of time and built up some support systems, mainly for improving their financial circumstances. Social welfare practitioners should work holistically with multiple frameworks to improve effectiveness of services Further research is needed on a greater scale, and the intensity of crime and violence require urgent attention.
Perceptions and experiences of police officers and social workers within South African Police Service when assisting women who survived sexual violence in Mamelodi, Pretoria
(University of the Witwatersrand, Johannesburg, 2023-05) Bahula, Ikageng Maphale; Nkala-Dlamini, Busisiwe
Many women are often reluctant to disclose cases of sexual violence to healthcare workers, police officers, family members etc. mainly due to the stigma attached. Few studies have been conducted to explore the experiences and perceptions of different role players within South African Police Officers (SAPS) when assisting women who survived sexual violence. Therefore, this study aimed to explore the perceptions and experiences of police officers and social workers within SAPS when assisting women who survived sexual violence. This study adopted a qualitative research approach, specifically a multiple case study design. The feminist poststructuralist theory was employed to guide the study. Three different interview guides were used as the research instrument. Individual face-to-face semi-structured interviews were used as the method of data collection. The sample size comprised twenty-five (25) different role players within SAPS in Mamelodi, Pretoria; five (5) client service centre police officers who work at both Mamelodi east and west police stations; ten (10) police officers who work in the special unit addressing sexual violence (FCS) at Mamelodi and ten (10) social workers who assist the survivors of sexual violence at both Mamelodi east and west police stations. The data gathered from the research were analysed using thematic analysis. The perceptions around sexual violence differs. This is influenced by the roles they play, how they have been exposed sexual violence and the school of thoughts. It is important that the service providers are oriented towards the concept and the practice on what sexual violence is. The service providers experience different challenges in different ways. Some challenges can be tackled at the individual level, while other challenges are societal, systematic and structural. Knowledge, attitude and practice of service providers require attention in terms of understanding the legal policies, the protocols and the practices in the sector.
Phonetic verbal fluency in Multilingual speakers
(University of the Witwatersrand, Johannesburg, 2023) Banjo, Hillary Pelumi; Ferreira-Correia, Aline
Verbal fluency is a core neuropsychological function that assess a person's ability to locate precise information under specific search criteria. This study aimed to investigate the differences in performance of multilingual individuals who report English as their first language and individuals who report other languages as their first language on a phonemic fluency test assessed by the COWAT FAS. Whilst also investigating the influence of the covariates (age, gender, years of formal education, and code switching) on the performance of these individuals. To address these aims a sample of 60 participants were recruited through purposive and snowballing sampling. The results of the study revealed a statistically non-significant difference in the performance between multilingual individuals who report English as their first language and individuals who report other languages as their first language as well as a statistically non-significant (p >.05) difference in performance between males and females. The Spearman rho correlation revealed a significant correlation (p < .05) between the age of participants and their COWAT FAS total score, while a non-significant correlation was observed between the code switching of participants and their COWAT FAS total score. Similarly, the Pearson product correlation revealed a significant positive correlation between the years of formal education of participants and the COWAT FAS total score. Overall, this study provides fresh insight into the performance of multilinguals in South Africa as well as demographic factors that influence performance on this test which creates a foundation for more studies to be conducted on this topic.
The experiences of grade 6 children at a mainstream urban primary school in Johannesburg on the effect of COVID-19 on their wellbeing
(University of the Witwatersrand, Johannesburg, 2023-10) Nakaonga, Chitalu Ruth Sokoni; Watermeyer, Jennifer; Pretorius, Edmarie
The COVID-19 pandemic produced a plethora of mental and physical health issues. It was well understood that COVID-19 had affected the world in various ways, but little existed on how children in schools had been affected. With COVID-19 bringing about never seen before issues, this study explored how children were impacted by it. This research study allowed for an exploration of the experiences of grade 6 children in terms of how COVID-19 influenced their wellbeing whilst expected to focus on their schoolwork. As explored within this study, children in the school setting already have other school related stresses to deal with, COVID-19 was an unnecessary addition. A qualitative research approach and a phenomenological design was used in this research study. This research approach allowed for an in depth understanding of the children’s experiences. Purposive sampling, a type of non-probability sampling was used to sample seven grade 6 children to participate in the study. Data was collected through face-to-face semi-structured interviews using an interview guide. The collected data was analysed thematically. The research found that children were affected by COVID-19. Children shared how their learning looked different due to COVID-19 and how their relationships with others looked different due to the pandemic. This study also highlighted the level of understanding children had of what COVID-19 was. Through this study, there was a highlight on the importance of healthy relationships and dynamics within children’s immediate family. Their family played the greatest role in supporting them (the children) as they experienced life and school differently.

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