School of Human and Community Development (ETDs)

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A case study of homeless women living on the streets of Braamfontein, Johannesburg
(University of the Witwatersrand, Johannesburg, 2023-03) Msimango, Thando Dimakatso; Gerrand, Priscilla
Homelessness is a global concern. Several factors that trigger homelessness, such as natural disasters and wars, poor education, poverty, substance abuse, domestic violence and mental illness, have frequently been identified. South Africa has seen an increase in the number of people living on the streets of its major cities. This has culminated in the initiation of different research studies looking into the phenomenon of homelessness. However, there seems to be a gap in the studies looking at the plight of homeless women within the Braamfontein area of Johannesburg. Therefore, this study explored the experiences of homeless women living on the streets of Braamfontein and is based on a constructivist paradigm. The study adopted a qualitative approach, and a single case study design was adopted. Snowball sampling was used to select 13 participants who met the selection criteria. A semi-structured interview guide was used as a research tool, and one-on-one-in-depth interviews were used to collect data. Thematic analysis was also used to analyse the data. The study can contribute to developing and enhancing gender-specific intervention programmes earmarked for women living on the streets of Braamfontein in Johannesburg. It is hoped that the study might also initiate debates around the subject matter. Recommendations are made for future research.
A Narrative Inquiry into the Sense of Belonging, Alienation and Exclusion of Immigrant Students
(University of the Witwatersrand, Johannesburg, 2023-03) Mpata, Sarah; Graham, Tanya
South Africa is still perceived as a critical higher education destination in Africa, as evidenced by the influx of student migration from neighbouring countries and sub-regions post-apartheid. However, despite possessing diverse knowledge and skills that have the potential to add value to the knowledge production of the country, region and around the globe, many immigrant students still face an array of psychosocial challenges when they come to South Africa to study. This study was crafted through Narrative Inquiry and Critical Race theoretical lenses to explore and understand the experiences of 6 postgraduate immigrant students from DRC, Malawi and Zimbabwe currently studying at the University of the Witwatersrand to identify how these experiences have facilitated or hindered a sense of belonging. The study intends to further contribute to the existing body of knowledge to help improve the lives and well-being of students in culturally diverse communities. A convenient purposive sample drew from a pool of immigrant students fitting the diversity and context of the study. The findings revealed a general impression of diverse experiences from immigrant students. However, many similarities identified in the elements of institutional discrimination, xenophobia and Afrophobia remain significant barriers to the success of immigrant students belonging, primarily manifesting through cultural and language barriers, individual differences in adaptation, social support and diversity inclusion initiatives, access to psychological support and counselling, Racism, Xenophobia and Afrophobia, prejudice and discrimination. Some participants also experienced language barriers and challenges related to institutional support based on how the immigrant student came into the country or was admitted into the institution vis a vis self-sponsorship, government-sponsored, or university scholarship and immigration status also revealed how individuals felt a sense of belonging or excluded. The study concludes that addressing these issues will help improve immigrant students' psychological well-being in their learning environment.
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.
Academic anxiety and a micro-online intervention for enhancing psychological capital
(University of the Witwatersrand, Johannesburg, 2022-06) Rambau, Karabo Fellicia; Siemers, Ian
This study investigates the effectiveness of a Psychological Capital (PsyCap) intervention in reducing students’ levels of academic anxiety. In essence, the current study focuses on academic anxiety with the aim of investigating whether a PsyCap intervention is able to reduce students’ perceptions of academic anxiety. Regarding this, the current study also aims to enhance students’ levels of PsyCap so that students can be able to cope with academic anxiety. This study also utilised the Conservation of Resources (CoR) model to frame the relationship between PsyCap and academic anxiety by arguing that the accumulation of personal resources (i.e., PsyCap) could act as a buffer and reduce the experience of academic anxiety among students. It is of paramount importance that students are equipped with the necessary resources or skills that are needed in order to survive and excel within higher education. This is because being a university student can come with countless challenges that are sometimes unbearable. Regarding this, Rehman (2016) have argued that students entering the higher education system often come across numerous issues such as, academic anxiety, academic stress, academic depression, as well as socio-economic hardships. The lack of research regarding enhancing students’ PsyCap in order to help them cope with academic anxiety has motivated the researcher to engage in this topic. In engaging in this topic, the current study adopted a positive psychology approach which focuses on individual’s strengths and capabilities. This study employed a quantitative quasi-experimental research design. Additionally, a non-probability, convenience sampling technique was utilised. Data was collected using a questionnaire, the questionnaire consisted of a self-developed demographic questionnaire, the Psychological Capital Questionnaire (PCQ) (Luthans, Avolio, Avey, & Norman, 2007; Luthans, Youssef, & Avolio, 2007), and the Academic Anxiety Scale (AAS) (Cassady, Pierson & Starling, 2019). The final sample (N=110) consisted of first year Psychology students from the University of the Witwatersrand, Johannesburg, in South Africa. Results of the current study confirm the effectiveness of the PsyCap intervention in enhancing students’ level of PsyCap. This implies that the intervention was effective in enhancing students’ PsyCap. Nonetheless, the intervention was not effective in reducing students’ levels of academic anxiety. The results of the current study also indicated that PsyCap and academic anxiety are related. In this case, a significant, negative relationship was found between PsyCap overall and academic anxiety, in Time 0, Time 1, and in Time 2. The results of the current study were discussed in relation to previous literature and previous research.
Adoption of constructed wetlands in informal settlement
(University of the Witwatersrand, Johannesburg, 2023-08) Jetha, Hemal Girish; Thatcher, Andrew
The study aimed to assess the effectiveness of constructed wetlands as a solution to greywater treatment in the context of water use in Setswetla, Alexandra, an informal settlement in Johannesburg that is characterized by makeshift housing, poor sanitation, and a lack of proper greywater treatment facilities. The lack of such facilities has resulted in the disposal of contaminated greywater across the settlement, which poses serious health risks to its people. The installation of constructed wetlands was considered a feasible solution, given that they can be built without displacing the population. However, the successful implementation of this solution would require a change in the behaviour of the population regarding greywater disposal. Therefore, this study aimed to evaluate the adoption of constructed wetlands which were installed in one portion of Setswetla, Silvertown to gain a better understanding of whether installing constructed wetlands helps with greywater disposal. The study also sought to determine if there was any difference in water use behaviour before and after the installation of the constructed wetlands. The research revealed that there was not much behaviour change pre- and post-installation of the constructed wetlands. Some of the significant differences found was that more people reported that they do collect the same amount of water during both summer and winter. More participants indicated that they do not collect the same amount of water during the week and weekend. Less participants reported that they could collect water during the day and night.
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 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 on Time Perspective as a Possible Indicator of Audiological Help-Seeking Behaviours and Intervention Outcomes, in Gauteng South Africa
(University of the Witwatersrand, Johannesburg, 2023-05) Araujo, Monica Luisa; Petrocchi-Bartal, Luisa; de Andrade, Victor
Time perspective is a basic psychological construct that is vital in indicating several health-related behaviours. Whilst numerous indicators of audiological help-seeking behaviours and intervention outcomes such as age, perceived severity of hearing loss, gender, and stigma, have been studied, there is a large paucity of research on time perspective within the audiological field. Therefore, time perspective, which is frequently depicted as one of the most powerful influencers on human behaviour, has guided this study by researching whether it may indeed indicate audiological help-seeking behaviours and intervention outcomes. The study set out to explore patient perceptions of the theme of time and the possible impact of time perspective on audiological help seeking behaviours and intervention outcomes. The researcher also explored audiological experiences that may relate to different aspects of time perspective. Finally, participants were asked to provide advice on how audiologists could consider the aspect of time and time perspective within the audiological journey of patients. To address the research aims and objectives, a cross-sectional, qualitative, exploratory research design using inductive and narrative approaches, was implemented at a private practice in the South of Johannesburg. The participants included adults who are hearing aid users and attend the private practice for audiological services. These participants were recruited through purposive, convenience, and maximum variation sampling. Data were obtained through conducting semi-structured interviews and two focus groups. The data was then analysed using the Framework Method. Several important themes and sub-themes emerged, which mainly indicated the perception that different time perspectives, namely, future orientated, present-hedonistic, present-fatalistic, past-negative, or past-positive, influence the audiological help-seeking behaviours and intervention outcomes of individuals in different ways. Due to this, and the perceived important influence of time perspective on audiological behaviours, participants advised the use of a time perspective tool as well as distinct approaches to be used by audiologists, based on the different time perspectives of patients, to ensure the best audiological journey for all. Findings therefore suggested that time perspective may indeed indicate audiological help-seeking behaviours and intervention outcomes. As this study was exploratory in nature, it would be beneficial to study it on a larger scale using quantitative methods. In the interim, it was advised that time perspective should be a psychological construct with which audiologists ought to familiarise themselves.
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.
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.
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.
Determining a Relationship Between Attitude Towards E Learning and Academic Stress Levels in Higher Education Students
(University of the Witwatersrand, Johannesburg, 2023-08) Persello, Byron Franco; Pitman, Michael
E-learning has become more prevalent in higher education institutes, partly due to the COVID-19 pandemic that necessitated social distancing as well as the rise in technology application to education. With stress being an important factor in the academic experience, this research report explores the relationship between the experience of stress and attitudes towards e-learning factors in students. The sample was 79 undergraduate students from the University of Witwatersrand who had undergone e-learning during the 2021 academic year. To gather the data, the Student-life Stress Inventory and Scale of Student Attitude towards E-learning was used. The results showed there was no correlation between experienced stress and attitudes towards the e-learning factors, results r = -.178, n = 75, p = .317. Descriptive analysis of the two measure’s items indicates that participants recognised the benefits of e-learning but challenges using the e-learning medium were still relevant to their experience. The overall stress was beyond normal management for 86.11% of the participants, even though social support appeared available.
Does it matter where I work? Examining the effect of Remote Work on employees’ Work Engagement and Burnout
(University of the Witwatersrand, Johannesburg, 2023-08) Tau, Lebogang Tlotlo; Pitman, Michael
The global COVID-19 pandemic caused a significant shift in how and where work is conducted. Governments around the world initiated national lockdowns to enforce certain restrictions to curb the spread of infection and keep society functioning as normal. Businesses and institutions had to adopt flexible, remote working arrangements to achieve their ends during the pandemic. This study examined if remote work had any effect on employees’ work engagement and burnout, and if this relationship would be moderated or mediated by work overload and organisational support in South African organisations. A cross-sectional questionnaire design was utilized to obtain data from the sample. A sample of 103 employees from different organisations in South Africa participated in the study. Work overload and organisational support was measured using their respect subscales on the Job Demands-Resource scale. The Utrecht Work Engagement Scale, Oldenburg Burnout Inventory were used to measure the work engagement and burnout respectively. The results indicate that remote work does not predict both work engagement and burnout, nor was this relationship moderated by work overload and organisational support.
Engaging with Immigrant Adolescent Learners to Co-construct an Acculturation Strategy for Integration in South African Schools
(University of the Witwatersrand, Johannesburg, 2023-03) Mabvira, Agrippa; Masinga, Poppy; Pillay, Roshini
Immigrant adolescent learners have a dual task of acculturating into new society whilst adjusting to normative age-related psychological, social and biological developments. Hence, a theory-driven, and evidence-based acculturation strategy for integration is imperative in aiding immigrant adolescents as they navigate through the simultaneous occurrence of developmental milestones with acculturation related tasks. In this study, I aimed to explore the affordances and challenges faced by immigrant adolescent learners during their process of acculturation and use the findings to co-construct an acculturation strategy for integration. The paradigm of this intervention study is critical realism. The two theoretical frameworks that I used to underpin this study are the human capabilities approach and acculturation theory. This qualitative study used participatory action research, to ensure active involvement of twelve (12) immigrant adolescent learners as co-researchers. I used purposive sampling strategy to recruit participants from three public schools in the Mthatha Township, Eastern Cape Province, South Africa (SA). Data was collected through photovoice and focus group discussions. I then analysed the data using thematic data analysis which yielded a synthesis of affordances and challenges to acculturation. Findings of this study offered rich and thick descriptions of co-researchers’ perspectives on how to foster successful acculturation and integration. Main findings include that language proficiency is a key determinant factor of acculturation outcomes. Hence, co-researchers recommended language support and immersion programmes. Moreover, discrimination by peers, educators, and community members emerged as a major impediment to integration. To address the problem of discrimination, this study recommends a culturally responsive curriculum in schools, intercultural training for educators and awareness campaigns that should focus on attitudinal change for communities. Another significant output of this study are recommendations given to various stakeholders who are key to an acculturation strategy for the integration of immigrant adolescent learners in SA schools. Moreover, supported by critical realism, the study calls for broader multiculturalism and diversity education to facilitate the integration of immigrant adolescent learners.
Experiences of E-Leadership: A Qualitative Study
(University of the Witwatersrand, Johannesburg, 2023-04) Gilchrist, Chloe; Milner, Karen
Many leaders’ daily work entails practicing leadership in the virtual sphere, yet our understanding of how leadership is enacted in technologically-mediated environments (i.e., e-leadership) is limited. By exploring both leaders’ and employees’ experiences of e-leadership, this study seeks to acquire a deeper understanding of e-leadership. To achieve this, the research utilised a hermeneutic phenomenological qualitative research approach. The sample for the research comprised of employees and leaders, and a snowball sampling strategy was used to recruit the participants. The interviews used a self-developed questionnaire based on the literature, centred on the participant’s subjective meanings, understandings and experiences regarding e-leadership. After the interviews were transcribed, Interpretive Phenomenological Analysis (IPA) was employed to analyse the data. Overall, the key findings indicated that e-leaders need to exert greater effort than traditional leaders in a number of areas, including, establishing and maintaining connection, communication, exposure to knowledge share, trust, engagement and motivation, as well as humanising the work experience (Hertel et al., 2005; Savolainen, 2014; Liu et al., 2018; Van Wart et al., 2017; DasGupta, 2011; Hart & Mcleod, 2003; Kayworth & Leidner 2001). Consequently, merely translating traditional leadership practices into the virtual realm as an e-leader does not suffice.
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 of probation officers working at Department of Social Development, Gauteng, JHB Metro Region on occupational stress and their coping mechanisms
(University of the Witwatersrand, Johannesburg, 2022) Monnye, Olebogeng
The United Nations Children’s Fund (UNICEF) states that the majority of children in conflict with the law have committed petty crimes such as alcohol abuse, begging, absenteeism from school and vagrancy. Probation officers have an important role to play in the lives of people in conflict with the law. Some of their responsibilities include conducting thorough investigations to assess the offenders who have committed crimes. It can be understood that the nature of their job can at times cause occupational stress. The aim of the study was to explore the occupational stressors and coping mechanisms adopted by probation officers working at the Department of Social Development (DSD), Johannesburg (Jhb) Metro Region in the Gauteng province of South Africa. A qualitative approach was used to conduct the study. Fifteen participants were selected using non-probability purposive sampling. Face to face in-depth interviews were conducted to collect the data. The interviews were audio recorded and the data was analysed using thematic analysis. It was anticipated that insights into the occupational stressors and coping strategies adopted by probation officers would be revealed. This study revealed that probation officers have high caseloads, but have good coping mechanisms to curb occupational stress in that they confide in their supervisors and their colleagues. The significance of the study for social work was that it may help probation officers to determine how they can better deal with occupational stress. Little research has been conducted in South Africa regarding probation officers’ occupational stressors. Therefore, this study contributed to literature on the matter.
Experiences of stroke survivors with aphasia and their significant others during the COVID-19 pandemic in Ekurhuleni, South Africa
(University of the Witwatersrand, Johannesburg, 2023-09) Kathrada, Nabeelah Ebrahim; Kater, Kelly-Ann; Neille, Joanne
Background and Aim: Stroke, a neurological condition, can lead to communication impairments, including aphasia, and has been associated with increased burden of care for significant others. With changes in stroke care due to the COVID-19 pandemic, it was considered essential to explore the perspectives of stroke survivors and their significant others. This study aimed to investigate the lived experiences of individuals diagnosed with stroke and aphasia during the COVID-19 pandemic, along with their significant others, within the South African context. Methodology: Employing a qualitative phenomenological design, this study utilised homogenous purposive sampling. Semi-structured interviews were conducted with seven stroke survivors with aphasia and their significant others. Interviews were conducted individually or as a unit, depending on participant preference. Data analysis followed an inductive thematic approach, with interpretation guided by the biopsychosocialtech model. Findings: The study's findings reveal challenges faced by participants as a result of the COVID-19 pandemic. These challenges encompass difficulties related to facility admission, interactions with healthcare workers, loss of autonomy, limited communicative abilities, reduced social networks and engagement in pre-stroke activities, struggles with re-entering the work environment, changes within family dynamics and interpersonal relationships, as well as evidence of burden of care for significant others. While technology was acknowledged as a potential valuable resource and telerehabilitation a possible successful intervention approach, their effective use posed challenges and limitations. Although rehabilitation was deemed beneficial, the need for potential transformation within the field of aphasia rehabilitation is outlined, particularly with respect to the active involvement of persons with aphasia and their significant others as well as the use of technology in a South African context. Implications and Conclusion: This study contributes to the understanding of the lived experiences of persons with aphasia and their significant others within the South African context during the COVID-19 pandemic. The findings have the potential to inform policy and practice by emphasising the importance of addressing client needs based on their lived experiences. Additionally, the study underscores the significance of active family involvement in treatment and highlights the need to investigate barriers to implementation in this regard. The findings further emphasise the necessity of developing policies that outline the use of technology in rehabilitation and call for improved considerations in healthcare workers' interactions with individuals with aphasia.

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