Faculty of Humanities (ETDs)

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A pandemic shakes our pedagogy: Attempts to honour the integrity of a South African tertiary institution’s Applied Drama and Theatre curriculum in online learning platforms as a result of COVID-19
(University of the Witwatersrand, Johannesburg, 2023-06) Mokoena, Moratoa Trinity; Janse van Vuuren, Petro
A pandemic shook our pedagogy. The arrival of COVID-19 changed the face of higher education in South Africa and in many parts of the world. As an Applied Drama and Theatre department whose work is predominantly embodied and experiential, we were faced with the question: How do we migrate our kind of work online and honour its fundamental objectives? A characteristic Applied Drama and Theatre practice is embedded in principles of participation and collaboration, reflection through praxis and immersion in social contexts. All of these are largely experienced with physically present bodies in a common space for the purposes of social transformation and education. Due to the pandemic, the effects of the digital divide were rapidly exposed and its limitations on access, connectivity and synchronicity delayed the progress of teaching and learning. Can we honour the integrity of the complete Applied Drama and Theatre pedagogy online and remotely, especially when the digital divide impacts connection with students and the marginalised communities that the pedagogy is suited for? While we acknowledged that digitising our educational practices had become a progressive necessity, would online learning alone be sufficient for the teaching and learning of embodied curricula? Through ethnographic case study and as teaching assistant, I observed University of the Witwatersrand’s Drama for Life department and their Applied Drama and Theatre educators during their encounter of the COVID-19 pandemic and lockdown periods of 2020 and 2021. By use of interviews, field notes and documentation, this study inquired how we reacted to the pandemic and its anticipated implications on the pedagogy and the academic programme. Furthermore, I established the evident threats that online learning poses to the pedagogy and investigated the disconcerting effects of the digital divide on student access and content delivery. Central to the study is the exploration of these educators’ practical strategies and collective approaches in maintaining the integrity of the Applied Drama and Theatre pedagogy. Through a journey of trial and error, the department and its educators were tasked to re-envision the pedagogy and negotiate appropriate multimodal online modes of delivery, in efforts to save the academic programme and achieve its pedagogical intentions. Even though the data and literature demonstrate the possibilities of migrating similar pedagogies online, remote learning has certainly compromised the practical and physical demands of a conventional Applied Drama and Theatre experience. Additionally, even though the theoretical components could be negotiated online, the findings highlighted that the pedagogical objectives as a whole were fragmented. Thus, in the case of the professionalisation of students and the provision of the full Applied Drama and Theatre pedagogy – the educators’ efforts fell short. The pedagogy, though shaken, still stands. The study concludes that the pedagogy is highly dependent on uninterrupted physical presence and even if the digital divide is managed its integrity remains tainted without connection. The findings emphasise that we cannot do away with contact teaching post-pandemic and any idea of a pedagogical utopia requires a carefully negotiated balance of appropriately designed online and offline approaches. The discussions and findings in this study do not only impact the Applied Drama and Theatre fraternity, departments and practitioners alike, but also shed light on the available possibilities for other multidimensional pedagogies. Institutions are encouraged to take the full repertoire of the pedagogy into account when designing their Learning Management Systems, to provide adequate support for staff and student training and their digital affordances. Moreover, it is noteworthy to address the feasibility and equity of online learning within a particular South African context as a whole.
A Phenomenological Analysis of the Experiences of Black Female Volunteer Lay Counsellors from Marginalised Backgrounds in Gauteng!
(University of the Witwatersrand, Johannesburg, 2023-09) Naidoo, Sherwyn; Patel, Ruby
Within the South African context, Volunteer Lay Counsellors (VLCs) play a vital role in providing mental health care. Whilst Black female VLCs from marginalised backgrounds play an essential role in providing these services, there is a paucity of research in understanding their experiences. This study utilised a qualitative approach to explore the experiences of Black female VLCs from marginalised backgrounds in Gauteng. The researcher used non-probability purposive convenience sampling to recruit four participants who volunteered at a non-profit organisation (NPO) in Gauteng. The study collected data through in-depth semi-structured interviews. Insight was provided by this research into participants’ experiences of counselling from a position of their intersectionality to those who embody different intersectional identities. This was done by locating the research within the work of intersectional theorists Crenshaw (1989, 1991), McCall (2005), Tamale (2020), and Petsko and colleagues (2022). In keeping with this, the Interpretative Phenomenological Analysis (IPA) method allowed for an in-depth exploration of participants’ unique experiences through double hermeneutic interpretations. The themes illustrated that participants were motivated by the desperate need for access to mental healthcare in their socioeconomically disadvantaged communities. In addition, volunteering satisfied the prospects of fulfilling their career aspirations lost because of their subjection to gendered, racialised, and class oppression. Thirdly, themes highlighted how clients’ race, class, and gender impacted participants’ counselling experiences. Lastly, themes highlighted the psychological impact of counselling on participants and how helpful coping mechanisms developed from the survival of intersectional oppression and organisational training and support helped mitigate these psychological consequences. The provided understanding of participants’ experiences is essential for both praxis and policy within the area of VLC in South Africa.
A Philosophical Examination of Thomas Szasz on Mental Illness as a Myth
(University of the Witwatersrand, Johannesburg, 2024) Fenderico, Alex; Vice, Samantha
The field of psychiatry has encountered substantial scrutiny pertaining to its diagnostic and therapeutic modalities since the inception of the antipsychiatry movement in the 1960s. A prominent figure within this movement was Thomas Szasz, a Hungarian-American psychiatrist whose influence looms large. Szasz, inspired by the ideas of Michel Foucault, posited that psychiatry functions as a ‘locus of control’ designed to subjugate and pacify societal masses into compliance. His seminal work, "The Myth of Mental Illness," expressed the argument that the medicalisation of mental illness is inherently problematic, constituting a category error of profound significance and resulting in harmful stigmatisation. Szasz advocated for the extrication of mental illness, or as he preferred, 'problems in living,' from the view of the medical domain. Instead, he proposed a paradigm shift towards addressing these issues through social frameworks, particularly emphasizing psychotherapy or counselling as opposed to reliance on psychiatric medications. Szasz's perspectives yielded both enthusiastic support and strong criticism, and contemporary theorists, such as Gabor Maté, persist in echoing his sentiments to this day. The objective of this report is to critically examine Szasz's theoretical position, as well as to present a concerted effort to substantiate its enduring relevance in the current intellectual milieu.
A study of the psychometric properties of the Personality and Values Questionnaire in a sample of the South African Population
(University of the Witwatersrand, Johannesburg, 2024-03) Clack, Crystal; Laher, Sumaya
Personality assessment plays a crucial role in various domains in South Africa. Both personality traits and values dimensions have been shown to be reliable predictors of performance and behaviour. Research on personality in South Africa is lacking, as is research on values. Assessment use in South Africa is governed by legislation, requiring evidence of reliability, validity, fairness, and a lack of bias. Most objective, self-report personality assessments are based on the Five Factor Model (FFM), which is widely accepted in personality as being universal. However, evidence on personality in South Africa suggests that there are additional elements to these factors. This study explored the applicability of the Personality and Values Questionnaire (PVQ) for use in the South African context. This was done by investigating internal consistency reliability, construct validity, and aspects of construct bias as they pertain to the potential for adverse impact. A non probability convenience sample of 288 participants completed the PVQ. The study took the form of a non-experimental, cross-sectional design. From the results, it was evident that the scales of the PVQ demonstrated adequate internal consistency reliability. In assessing construct validity, the five factor structure replicated similarly with regards to the Extraversion and Neuroticism domains, but the domains of Agreeableness, Openness, and Conscientiousness loaded differently to that proposed by the FFM and the test developers and more in line with other research on personality in South Africa. Evidence for construct bias was found. Women were likely to be more considerate of others, and concerned with how they appear to others. Black participants appeared more inclined towards harmony in interpersonal relationships and traditionalism. The differences for the language subgroups were small. The results suggest that the PVQ would have some suitability for use in South Africa depending on the context and sample. More research with larger and more diverse samples is needed.
A Systematic Review Examining the use of Neurofeedback as an Intervention in the Management of Burnout
(University of the Witwatersrand, Johannesburg, 2024-05-30) Patron, Daniella; Besharati, Sahba; Beukes, Johanna
Background: Burnout is highly prevalent and has a long-lasting impact on health and well-being. However, a lack of formal diagnosis and standardised definition criteria has resulted in vague measurement standards and uncertainty regarding appropriate interventions. Neurofeedback training has shown the potential to modulate patterns of stress and produce long -lasting changes in the brain. However, the efficacy of neurofeedback training and its application to burnout is still in question. Work related stress is highly prevalent and has a serious and long-lasting impact on health and well-being. One ‘occupational phenomenon’ known as burnout has affected people in a multitude of professions and across a variety of societal domains. However, burnout is not currently recognised as a formal diagnosis and has no universally applied definition criteria. Aim: This systematic review aimed to determine if neurofeedback training is an appropriate intervention for the management of burnout. The secondary aim of the study was to evaluate the methodological, procedures and practical standards by which the neurofeedback training intervention was implemented as well as how the various burnout measures and populations were represented. Methods: This review (pre-registered on PROSPERO CRD42023448860) adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). Six databases (Web of Science, Scopus, Medline, ProQuest, PsycINFO and Ebscohost) and one search engine (Google Scholar) were searched according to inclusion and exclusion criteria. Exclusion criteria: unpublished material, studies published before 2003, published in languages other than English, comorbidities with other disorders, use of other EEG interventions, no mention of burnout characteristics. Findings: The search strategy yielded a total of N = 6 studies included in the final review. Study results showed neurofeedback training improved negative characteristics associated with burnout, especially when combined with other intervention methods. However, vag ueness and omission were found in most study designs and intervention protocols with inconsistent burnout measures and sampling bias. Conclusion: In conclusion, neurofeedback training has shown the potential for managing certain burnout characteristics. However, due to the inconsistent study designs and vague methodological protocols, it remains uncertain whether it is entirely effective as an intervention for burnout. Thus, there is a need for more studies to be conducted in this area with the employment of stringent and standardised study designs, clearer reporting of methodological protocols, universally applied burnout definitions and regulated measures, more ethnically diverse samples, and a focus on more representative populations from diverse domains other than adults in healthcare professions
A Systematic Review of Literature and Meta-Analysis of the Cognitive Performance of Children with Autism Spectrum Disorder using the Wechsler Intelligence Scale for Children
(University of the Witwatersrand, Johannesburg, 2023) Barnard, Helen; Vorster, Adri
Autism Spectrum Disorder, which includes previous diagnostic terms such as Asperger Syndrome, Pervasive Developmental Disorder and High Functioning Autism, is a lifelong neurodevelopmental disorder that is characterised by persistent deficits in social communication, difficulties in interaction across multiple contexts, difficulties in non-verbal communicative behaviours, and the exhibition of unusual behaviours. Given that Autism Spectrum Disorder is a spectrum disorder, Autism Spectrum Disorder individuals experience different degrees of signs and symptoms. Given the nature of Autism Spectrum Disorder and the differing levels of severity, individuals also present with varying cognitive capabilities and subsequently cognitive abilities (strengths and weaknesses) when assessed on individual intelligence measures such as the Wechsler Intelligence Scale for Children, which has been revised multiple times since its inception in 1949. The purpose of this research study is to investigate the cognitive performance of Autism Spectrum Disorder children assessed on the Wechsler Intelligence Scale for Children. First, a systematic review was conducted of available literature and research studies focused on the cognitive performance of Autism Spectrum Disorder children who have been assessed on the Wechsler Intelligence Scale for Children, followed by a meta-analysis to investigate the extent to which the performance differences observed between Autism Spectrum Disorder children and typically developing peers, when measured on the Wechsler Intelligence Scale for Children, is meaningful. Although a systematic review of 49 published research studies was undertaken, the meta-analysis included only 12 studies which focused on comparing the cognitive performance of Autism Spectrum Disorder and typically developing children. The results revealed that children diagnosed with Autism Spectrum Disorder, Asperger Syndrome and High Functioning Autism performed the highest on the Perceptual Reasoning Index and the lowest on the Processing Speed Index. Although limited data are available on individuals diagnosed with Pervasive Developmental Disorder, they performed the highest on the Perceptual Organisation Index and the lowest on the Verbal Comprehension Index. The results also revealed that when taking into account all the diagnostic terms used, Autism Spectrum Disorder children performed the highest on the Block Design subtest, followed by the Similarities subtest. They performed the lowest on the Coding subtest, followed by the Comprehension subtest. The meta-analysis revealed that the means and standard deviation differences found among the various Wechsler Intelligence Scale for Children indices between Autism Spectrum Disorder and typically developing children revealed that the typically developing children who participated in the various studies iii performed higher than Autism Spectrum Disorder children across all the Wechsler Intelligence Scale for Children indices except for the following: The High Functioning Autism children obtained a slightly higher mean Full-Scale IQ score than typically developing peers, with a higher mean Verbal Comprehension Index found on the part of the High Functioning Autism children. There is practical value in supporting Autism Spectrum Disorder children to reach their potential and minimising the impact of their diagnosis, as well as its accompanying difficulties on their scholastic progress and performance.
A transpersonal approach to drama therapy techniques for embodied grief work with women who experience loss and distress from an abortion
(University of the Witwatersrand, Johannesburg, 2024) Brollo, Gillian Susan; Pankhurst, Margie
Abortion as a lived experience is not often explored in research or therapy, particularly when women are distressed as a result of an abortion. This research addresses the scarcity of such explorations through developing and testing a workshop model based on transpersonal drama therapy in order to examine how women who are distressed after an abortion express and manage their experience, and also how women can integrate an abortion into their life story in order to find healing. The two key questions are concerned with firstly, how embodied activities can bring unconscious feelings to the surface, and secondly how narrative can work to integrate a distressing experience into a life story so that its emotional impact is managed and the individual finds ways to move forward from the traumatic event. Chapter One is an introduction to the context, one in which women who experience a sense of loss or grief after an abortion find few places for support, healing and most importantly, for expressions of distress. The introduction touches briefly on the hyper-politicised nature of abortion as a phenomenon and how difficult it is to communicate nuance within such a polarised context. Chapter Two is a description of the theoretical framework of the transpersonal approach which also serves a literature review. The literature drawn on includes models of drama therapy, griefwork, embodied grief activities such as rituals, transpersonal philosophies which present a world where the material and the immaterial are connected and draws these theories together within an Afrocentric paradigm. Chapter Three describes the methodology and explains how the workshop was designed and its aims. Chapters Four and Five are concerned with how data was obtained and a data analysis and discussion flowing from that analysis. The final chapter looks at findings including a deep sense of relief and healing in being offered a space to explore their personal experiences of abortion, and in the affirmation iv provided by witnessing other women’s stories and telling of their own; and recommendations for future research such as trying the model with a rural cohort, and extending the process in combining individual and group work in order to dive deeper into individual stories.
A transpersonal approach to drama therapy techniques for embodied grief work with women who experience loss and distress from an abortion.
(University of the Witwatersrand, Johannesburg, 2024) Brollo, Gillian Susan; Pankhurst, Margie
Abortion as a lived experience is not often explored in research or therapy, particularly when women are distressed as a result of an abortion. This research addresses the scarcity of such explorations through developing and testing a workshop model based on transpersonal drama therapy in order to examine how women who are distressed after an abortion express and manage their experience, and also how women can integrate an abortion into their life story in order to find healing. The two key questions are concerned with firstly, how embodied activities can bring unconscious feelings to the surface, and secondly how narrative can work to integrate a distressing experience into a life story so that its emotional impact is managed and the individual finds ways to move forward from the traumatic event. Chapter One is an introduction to the context, one in which women who experience a sense of loss or grief after an abortion find few places for support, healing and most importantly, for expressions of distress. The introduction touches briefly on the hyper-politicised nature of abortion as a phenomenon and how difficult it is to communicate nuance within such a polarised context. Chapter Two is a description of the theoretical framework of the transpersonal approach which also serves a literature review. The literature drawn on includes models of drama therapy, griefwork, embodied grief activities such as rituals, transpersonal philosophies which present a world where the material and the immaterial are connected and draws these theories together within an Afrocentric paradigm. Chapter Three describes the methodology and explains how the workshop was designed and its aims. Chapters Four and Five are concerned with how data was obtained and a data analysis and discussion flowing from that analysis. The final chapter looks at findings including a deep sense of relief and healing in being offered a space to explore their personal experiences of abortion, and in the affirmation provided by witnessing other women’s stories and telling of their own; and recommendations for future research such as trying the model with a rural cohort, and extending the process in combining individual and group work in order to dive deeper into individual stories.
Adherence to Antiretroviral Therapy (ART) Amongst black adolescents. A case study on the perceptions of HIV/AIDS adolescent male patients in Ekurhuleni, South Africa
(University of the Witwatersrand, Johannesburg, 2024-01) Monyai, Bradley Mothusi; Nkomo, Thobeka S
South Africa continues to upscale in the advancement of programmatic interventions towards HIVand AIDS, however, this epidemic is observed to be affecting a high proportion of adolescents and exacerbates critical social, psychological, economic, and educational challenges (Poku & Poku, 2020). In the estimated 7.8 million of South Africans living with HIV, the second highest prevalence rate is considered to be amongst black adolescent males. Within this cohort, adolescent males reported high risky sexual behaviours related to HIV. moreover, in their adolescent-hood, HIV risk factors were correlated with lower levels of HIV and AIDS related information, low rates of viral suppression and condom attitudes. There is a noted inconstant adherence to ART (Anti-Retroviral Therapy) amongst adolescent males. Such being the case, drivers of non-adherence, retention in care that is poor and mental health challenges differs with each adolescent demographic background and the mode of infection. Such notable variances indicates that studies which merge adolescent males and their counterparts living with HIV may blur social, psychological, structural, and clinical experiences of these two diverse sub-populations. This qualitative research study aimed to explore adherence to antiretroviral therapy amongst black adolescent males living with HIV. A qualitative case study design was employed and twelve adolescent males from Ekurhuleni health care facilities were purposely sampled in the study. The data collection method that was used, was a semi structured focus group and face to face interviews whereby an interview and a focus group schedule were utilised. The different themes that emanated from the participant’s experiences were analysed using thematic content analysis. Major findings highlight that, societal stigma profoundly impacts self-perception, leading to a pervasive sense of shame and low self-worth among black adolescent males, influencing their reluctance to disclose their HIV status. The intersectionality of identity, encompassing socioeconomic factors, sexual orientation, and race, intricately intersects with health status, illuminating the challenges faced by economically disadvantaged adolescent males managing a chronic health condition. Moreover, the intricate dynamics of HIV status disclosure within families contribute to adolescent fears of social isolation, exacerbated by poor support for medication routines. Lastly, challenges in healthcare accessibility and patient experience, characterised by discomfort with healthcare facilities and dissatisfaction with human interactions, underscored the need for a more patient-centric approach and comprehensive interventions to address systemic barriers.
African Primary School Teachers’ Perceptions of their Role in Identification, Referral, and Intervention Relating to Mental Health Care for Learners
(University of the Witwatersrand, Johannesburg, 2023-03) Abrahams, Caylen; Coetzee, Bronwynè; Eagle, Gillian
Untreated mental health conditions can negatively impact a child’s development and future. Early identification, and management of mental health problems (MHPs) is therefore important for children. This research study aimed to understand and explore teachers’ experiences and perceptions in relation to the identification and provision of mental health aid for primary school learners. The study entailed interviewing 23 primary school teachers from a school in the Western Cape, South Africa located in a low-income community. Semi-structured individual interviews were designed to explore teachers’ experiences and views was recorded and transcribed. The data generated from the interviews was analysed by means of thematic analysis using the computer aided programme, ATLAS.ti v 8. The findings indicated that although teachers struggled to make use of diagnostic terms to describe mental health conditions in their learners, they were able to identify symptoms and behaviours that they associated with poor mental health and to consider possible contributing factors. Acting out and aggressive type behaviours were more easily identified as problematic than behaviours that were less overt. Teachers described frequent experiences of compromised learner mental health, even in the young population with whom they interacted. Teachers saw their role as circumscribed in intervening in relation to MHPs, describing multiple barriers in this regard, including a lack of mental health training, time constraints, large classroom sizes, and academic and pedagogical demands. For this reason, although many teachers were willing to receive additional training and play a more prominent role in mental health aid, their preference was to refer learners and to make use of their school-based mental health services (SBMHS). Teachers noted the efficacy of the SBMHS in aiding their learners but also offered some critical observations about the scale of delivery of services and optimal interfacing between teachers and mental health aid providers.
An assessment on the provision of South African Sign Language interpreting services in the healthcare setting during the Covid-19 pandemic
(University of the Witwatersrand, Johannesburg, 2023-06) Motimele, Dimakatso Martina; Parkins-Maliko, Natasha
The Covid-19 pandemic exacerbated the communication challenges experiences by Deaf and hard-of-hearing people in various healthcare settings. The mandatory use of masks did not make communication any easier for such people, challenges related to lipreading and the understanding of non-manual features (facial expressions). Furthermore, owing to the shortage of sign language interpreters in South Africa, Deaf and hard-of-hearing patients had to navigate their way around healthcare settings regardless of the extreme communication difficulties experienced. This research assessed the provision of South African Sign Language (SASL) interpreting services for Deaf and hard-of-hearing people in healthcare settings in the Gauteng province of South Africa during the Covid-19 pandemic. Interviews and an online survey were conducted with Deaf and SASL interpreter respondents to collect data linked to access to healthcare services during the Covid-19 period. Deaf participants expressed the view that the provision of SASL interpreting services in healthcare was inadequate. Deaf participants also indicated that they were unable to book or gain access to an SASL interpreter for medical appointments. This was also the case in emergency situations where a last-minute booking was needed. In addition, a lack of trust in SASL interpreters was manifested by the Deaf participants, owing to the high costs associated with the interpreting services. Moreover, the Deaf participants expressed the view that medical staff tended to have a negative approach to Deaf and hard-of-hearing patients. The recommendations made on the basis of this research are that medical professionals should learn basic sign language and that SASL interpreters should learn medical terminology and the equivalent SASL sign/s to ensure increased accessibility by Deaf and hard-of-hearing people to communication in health care setting.
An Exploration of Recovery from Nyaope Addiction Amongst Youth in Alexandra Township
(University of the Witwatersrand, Johannesburg, 2023-06) Morare, Matemane Katlego; Ndimande-Khoza, Nomhle; Langa, Malose
The aim of this study was to explore the journey of recovery from nyaope addiction among youth in Alexandra township, South Africa. The target sample was 8 participants, but the researcher managed to obtain a sample of only 7 participants. These individuals had been through challenging experiences as nyaope addicts, and the researcher conducted interviews with them to find out in detail the factors that had been present in their addiction stages, as well as those had been present in their journey towards overcoming addiction. According to the findings that emerged, the journey towards recovery was filled with challenges that needed to be navigated. Some of these challenges were related to attempts at professional treatment and at self-treatment. In conclusion, it is clear that nyaope addiction is one complex type of addiction, and that recovering is a continuing journey, and that support for those individuals who have come out of treatment should never be ceased.
An exploration of the Lived Mental Health Experiences of psychologists working in the public sector during the COVID-19 pandemic in South Africa
(University of the Witwatersrand, Johannesburg, 2023) Harvey, Zena; Laher, Sumaya
The COVID-19 pandemic severely impacted mental health in South Africa, exacerbating the existing mental healthcare treatment gap. Psychologists working at public institutions have been at the forefront of providing mental health care to the public during the crisis. However, psychologists themselves may be considered a vulnerable group at risk of developing adverse mental health outcomes, such as depression, anxiety, burnout and vicarious traumatisation due to the nature of their profession. This vulnerability may have been further amplified during the COVID-19 pandemic. The well-being of psychologists is integral to ensuring high quality patient care and to the overall management of pandemic and other disease outbreaks. There remains a significant dearth in the available literature examining the lived mental health experiences of psychologists, especially those working in the public sector. This study aims to address this pertinent gap by investigating the lived mental health experiences of ten psychologists employed in South African public institutions, amidst COVID-19 pandemic. Semi-structured interviews comprising sixteen questions were conducted with each psychologist. The following five overarching themes emerged from an Interpretive Phenomenological Analysis (IPA): ‘The personal effects of COVID-19 on psychologists’, ‘Changes to therapy During COVID-19’, ‘Experiences of COVID-19 exposure in public hospitals’, ‘Coping Mechanisms’ and ‘Survivor Guilt: Privilege during the pandemic’. A discussion of the abovementioned findings highlighted the importance of addressing, prioritising and monitoring the psychological wellbeing of these public sector-psychologists, during pandemic and other disease outbreaks to increase their support structures.
An exploratory study to understand the mental health care needs of university students
(University of the Witwatersrand, Johannesburg, 2023-10) Mudau, Tondani; Jithoo, Vinitha; Dietrich, Janan
Background: Despite high levels of psychological distress, university students are reluctant to seek counselling on campus. University students have easy access to data and regularly use their phones for academic and personal purposes. A mental health application (app) designed specifically for university students has the potential to address mental health challenges and promote help-seeking amongst university students. This study aimed to explore the prevalence of psychological distress amongst university students, the sources of their distress and common coping strategies. The study then investigated students’ and counsellors’ perceptions of using a mental health app as a coping mechanism for psychological distress. Finally, the study developed, tested, and evaluated a mental health app specifically designed for university students. Methods: A multiphase mixed methods research design comprising three phases was used to collect quantitative and qualitative data through surveys, in-depth interviews, and focus group discussions. Data were collected, analysed and interpreted within the technology acceptance model (TAM) and cognitive behavioural theoretical frameworks. Phase 1 collected data to determine the prevalence of psychological distress, common coping strategies and mobile phone use amongst university students. Phase 2 integrated quantitative and qualitative data from Phase 1 to determine the feasibility of a mental health app, and thereafter developed the mental health app. Phase 3 tested and evaluated the usability of a mental health app with students and counsellors. All quantitative data were collected using the web-based application, Research Electronic Data Capture, and analysed using Statistical Analytics Software Enterprise Guide 7.1. All qualitative data were analysed through thematic analysis and by using NVivo version 12 Pro. Results: Overall, 1 221 students and nine counsellors were enrolled in the study. Phase 1 enrolled 1 100 students in an exploratory survey, 62 in focus group discussions, and six counsellors for in-depth interviews. Socio-demographic data Phase 1: A majority of participants (72.72%) were female, within the 18–20 age group (64.6%), and in their first-year level of study (46.2%). A vast majority (94.1%) were enrolled at the University of the Witwatersrand, with many enrolled in the faculty of humanities (36.1%). Most participants were South African citizens (95.6%) and from an urban location (61%), and 20.09% had been previously diagnosed with a mental health challenge. Prevalence of psychological distress: The Kessler-10 and student stress inventory were used to determine the prevalence of psychological distress. The results show that most participants (60.5%) reported very high levels of psychological distress, while 53% reported moderate levels of stress. Male students were more likely than female students to have very high levels of psychological distress (71.4%) and mild stress (63.3%). Third-year students were more likely than first- and second-year students to have high levels of psychological distress (65%) and moderate stress (59%). Coping strategies: The Brief-COPE-28 was used to determine common coping strategies amongst students. The results show that students with moderate or severe stress used emotion-focused (mean: 30.6 [SD = 5.71] vs 28.8 [SD = 6.21]; p < .0001) and avoidance coping styles (mean: 16.3 [SD = 3.82] vs 13.2 [SD = 3.51]; p < .0001) more than those with mild stress. A larger proportion of female than male students used denial (mean: 3.50 [SD = 1.77] vs 1.54 [SD = 3.13]; p = 0.001), emotional support (mean: 5.03 [SD = 1.96] vs 4.50 [SD = 1.82]; p = 0.0001), informational support (mean: 2.00 vs 1.88, p = 0.0001), behavioural disengagement, (mean: 3.63 [SD = 1.63] vs 3.82 [SD = 1.52]; p = 0.001), and religion (mean: 5.53 [2.24] vs 4.63 [2.17]; p = 0.001) as coping strategies. Students within the 18–20 age group had higher scores for religion as a coping strategy (mean: 5.53 [SD =2.2 2] vs 4.93 [SD = 2.23]; p = 0.0003). First-years were more likely to use problem-solving coping styles than postgraduate students (mean: 22.5 [SD = 5.86] vs 22.5 [SD = 5.29] p = 0.0165). Mobile phone use: Results from a sociodemographic questionnaire show that a majority of participants (98.7%) owned a smartphone and 66.9% owned a phone with Android software. Most (81%) reported having easy access to data and only a few (26.6%) had used an online health app for their health needs. Students’ and counsellors’ perceptions of psychological distress and using a mental health app to address mental health challenges: A semi-structured interview guide was used to collect qualitative data. Thematic analysis based on the TAM and cognitive behavioural theory frameworks categorised qualitative data under six main themes: (1) students’ conceptualisation of distress, (2) common mental health challenges, (3) perceptions of factors leading to distress, (4) facilitators of using a mental health app intervention, (5) barriers to using a mental health app intervention, and (6) perceived usefulness of the app. Sociodemographic data Phase 3: Three counsellors and 59 students were enrolled in the survey. Most students (64%) were female, within the 21–24 age group (63%), and in their third year of study (37%). More than half the student participants were enrolled at the University of the Witwatersrand (54%) and 29% within the humanities faculty. App testing: The app had eight categories for participants to test (information, coping strategies, take a test, seek help, journal, podcasts, videos, and settings). A majority of participants assessed coping strategies (73%) and information (69%), followed by the seek help (47%) and take a test (45%) category. Podcasts (23%) and settings (15%) were the least assessed categories. Perceived ease of use: The belief that users will require minimal effort using the technology was assessed using the Mobile Application Rating Scale (MARS). The overall MARS score showed excellent internal consistency (Cronbach alpha = 0.93) and was highly correlated to the app’s overall star rating (r = 0.72, p < 0.0001). The overall mean for the total MARS scale was 88.1. The MARS subscales were high quality and exceeded the (3.0) mean threshold: engagement (3.84), functionality (3.52), aesthetics (4.25), information (4.36), and subjective quality (3.45). Conclusion: The findings reveal that psychological distress is prevalent amongst university students, suggesting a need for student-friendly mental health interventions. A mental health app has the potential to address this need. This study found that most students own smart mobile phones and have easy access to data, indicating that a mental health app is a viable intervention. The qualitative findings demonstrate students’ willingness to use a mental health app for psychological distress. Barriers to using the app included a lack of face-to-face therapy, over-reliance on the app, fear of misdiagnosis, and lack of accessibility and affordability. Facilitators to using the app included previous experience with apps, convenience, accessibility, and confidentiality. These aspects were considered when designing the app, for it to be student friendly. Students and counsellors suggested that, for the app to be useful, it should provide information and coping strategies, offer support, engagement, and security. Therefore, the mental health app intervention in this study was developed based on these characteristics. The designed mental health app was evaluated by students and counsellors, who rated the app to be of high quality and easy to use. This outcome is positive and should be explored further. Future studies can longitudinally test for the app’s effectiveness with students experiencing psychological distress.
Analysing misinformation coverage by three newspapers during the 2nd phase of covid-19 vaccination in south africa: the daily sun, the daily maverick, and the sowetan from 7 may to 7 july 2021
(University of the Witwatersrand, Johannesburg, 2024) SEMENYA, ANNA MOSHALA; FRANZ KRUGER
As South Africa geared up for a mass vaccination programme to inoculate its citizens, with the public eager to return to normalcy after enduring varying degrees of lockdowns for over a year, the enigma surrounding the virus provided fertile ground for anti-vaccine groups to propagate misinformation consisting of misconceptions, myths, fake news and rumours. The mainstream media, wielding significant power and influence, played a pivotal role in disseminating information to enhance public health awareness during the pandemic before and after vaccines became available. This paper endeavours to assess how three national newspapers addressed the prevalent misinformation at the time. It does so by reviewing articles published 10 days before the phase two vaccination campaign commenced up to two months after the aforementioned commencement. The results indicate that one newspaper attempted to address the misinformation explicitly, another did so through subtle discourse whilst the last one remained resolute in its pro-vaccine stance and did not entertain the misinformation.
Appreciative Inquiry in the Context of Student Wellbeing
(University of the Witwatersrand, Johannesburg, 2024-02) Bondi, Cheryl; Milner, Karen
This study investigated the value of an Appreciative Inquiry intervention for enhancing the wellbeing of a sample of 46 first-year psychology students at a higher education institution. This is particularly important considering first-year students’ experience high levels of anxiety caused by this major transitionary phase which impacts their academic performance and overall wellbeing. Wellbeing was defined according to Seligman’s (2011) PERMA framework, including the elements of positive emotions, engagement, relationships, meaning and accomplishment. The investigation followed a mixed-methods approach by considering three distinct angles. Firstly, it considered students’ positive-orientated wellbeing perspectives and the promotion of their wellbeing at university. To achieve this, workshops were conducted, following the methodology of the first three phases of Appreciative Inquiry (Discover, Dream, Design). The workshops generated six overarching themes, which corroborate with previous research, namely: lecturers; small learning environments; support; identity and belonging; aesthetics; and personal growth. Secondly, it analysed students’ experiences of an Appreciative Inquiry workshop and their perspectives of the utility of the methodology. Students completed Appreciative Inquiry Assessment Questionnaires, immediately after attending the workshops. These questionnaires were analysed according to four key topics: students’ reflections of Appreciative Inquiry; students’ reflections of the value of positivity; whether and how Appreciative Inquiry inspired them; whether students would consider using the Appreciative Inquiry methodology in the future and in what context. Thirdly, it determined if an Appreciative Inquiry intervention can be considered a positive psychological intervention (PPI). Students completed the Scale of Positive and Negative Experience (SPANE) before and immediately after the workshop to test the hypothesis that students would experience an increase in positive emotions. Results from the paired-samples t-test indicated a statistically significant mean increase (µ = 5.18, t(43) = -6.384, p < .001), and a large effect size (d= -.962). These results support the hypothesis, however, considering the design limitations, they do not indicate causality. Future research, with a more rigorous design approach, is required. Overall, the research suggests the positive value of Appreciative Inquiry in enhancing student wellbeing, even in contexts of high levels of stress. Additionally, it underscores the value of following a recognised wellbeing framework, such as PERMA, in this regard
Automatic Racial Assumptions: Investigating the Relationship Between Implicit Racial Bias and Experiences of Affective Reactions to Racialized Others in a South African Population
(University of the Witwatersrand, Johannesburg, 2023-08) Gomes, Stash Briano; Besharati, Sahba
Background: There is evidence to suggest that one’s social context is critical in shaping the automatic affective responses that one has to their own and other racial groups. However, to date, research into explicit and implicit racial biases has largely investigated this phenomenon in predominantly White populations within the global North. Furthermore, while there is evidence to suggest that people possess a tacit awareness of their implicit racial biases, a study is yet to demonstrate a direct link between self-reported experiences of one’s own biases and implicit measures of bias. This may be due problems inherit with existing self-report measures of bias, which focus on beliefs and attitudes regarding race, rather than asking individuals to reflect on their own affective experiences regarding their interactions with people of their own and other races. Aims and Methods: Using an ex post facto correlational design, this study investigated the relationship between implicit racial bias, explicit affective responses to racial groups and consciously held beliefs and attitudes about racial groups, and whether there were any between-group differences across any of these variables within a sample of self-identified Black (N = 25) and White (N = 20) South African adults. Data was collected using an adapted version of the Racial Implicit Association Test (IAT) for use in the South African context and a novel self-report scale that measures both explicit Attitudinal and Affective Racial Bias (AARB), with both measures investigating White- and Black-directed racial biases. Results and Discussion: This study demonstrates significant between-group differences in explicit, but not implicit, measures of racial bias based on self-identified race in this sample. Providing evidence for the distinction between attitudinal and affective forms of explicit racial bias and suggesting that the direct comparison between biases directed towards Black and White racial groups may not be appropriate in diverse settings, given that there is only a relationship between these two forms of racial bias with the White identified participants, but no direct relationship between these biases were found within the sample of Black identified participants. Finally, the results of this study suggest that self-report measures of affective racial bias may demonstrate a stronger correlation with implicit biases as measure by the IAT than traditional measures of attitudinal bias.
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.
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).
Caregiver experiences of Attachment and Bonding Practices in Neonatal Intensive Care Units in Gauteng, South Africa.
(University of the Witwatersrand, Johannesburg, 2024) Prinsloo, Engela Maria; Neill, Joanne; Sawasawa, Cynthia
Background: Infant attachment and bonding are crucial within the early post-natal period to ensure a secure and healthy relationship from which the infant can explore the world thereby allowing for the development of a variety of skills. Context and culture are known to influence attachment and bonding practices. Then considering the challenging Neonatal Intensive Care Unit environment it is crucial to explore how this environment might influence attachment and bonding with a specific focus on context and culture. Objectives: This study aimed to describe the experiences of caregivers regarding attachment and bonding practices in the Neonatal Intensive Care Unit in central Gauteng, South Africa. Methods: A qualitative design was used to explore caregiver experiences around attachment and bonding practices concerning context and culture in the Neonatal Intensive Care Unit. An advertisement was posted on online forums for caregivers in South Africa who have had infants admitted to the Neonatal Intensive Care Unit. Non-probability, purposive sampling and snowball sampling was used to collect data. Both in-person and remote semi-structured interviews took place and were used to collect data. Thematic analysis was used as data analysis. Results: The following themes and subthemes were identified; the act of mothering in the NICU (with subthemes loneliness and disempowerment of caregivers, the emotional roller coaster ride, and the need for psychological/emotional support), Culture in the NICU (with subthemes care in the NICU, the influence of culture and caring for a baby in the NICU, and limited information-giving practices in the NICU), and a Sense of missing out (with subthemes unexpected pre-term birth, feeling estranged, and the tension between society’s image and the reality of having a baby in the NICU). While context and culture influence attachment practices amongst caregivers, in the case of an infant being admitted to the NICU, these practices do not take precedence, but rather the health of the infant. Implications: Methodological recommendations include alternative sampling and data collection methods than online advertised snowball sampling that allow for a larger and more diverse sample size. Policy and practice recommendations for NICUs include improving accessibility to psychological support services and orientating information on the NICU for caregivers.

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