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 Discourse Analysis of news reports on farm murders in South Africa
(University of the Witwatersrand, Johannesburg, 2024) Ntantala, Noxolo; Rafaely, Daniella
Farm murders in South Africa represent more than isolated incidents of violence, they are symptomatic of deeper societal issues, including socioeconomic disparities and historical injustices. Addressing farm murders requires a nuanced understanding of their broader implications and the underlying power dynamics shaping public discourse surrounding these crimes. Critical Discourse Analysis (CDA) offers a valuable lens through which to examine media representations of farm murders. By scrutinizing language use in media discourse, CDA enables researcher to uncover the ways in which power structures and ideological biases influence public perceptions and societal norms (Fairclough, 1995). This analytical approach is particularly apt for studying farm murders, as it allows for the exploration of how media narratives frame these crimes within the socio-political landscape of South Africa. In this research, I have conducted a Critical Discourse Analysis of media representations of farm murders, utilizing Fairclough’s three-dimensional model as my theoretical framework to analyse18 newspaper articles from prominent outlets spanning from the year 2017 to 2023, including The Citizen, Sunday Independent, Cape Argus, Pretoria News Weekend, Diamond field Advertiser and Daily News. The aim was to elucidate how these articles construct and frame the discourse surrounding farm murders. By critically analyzing the language and narratives employed in media coverage, my study sheds light on the underlying power dynamics and ideological influences shaping public perceptions of farm murders. This research unveils media portrayal of farm murders in South Africa, highlighting prevalent direct quotations and sensationalized narratives. While emphasizing farmers’ innocence and law enforcement responsiveness, media disproportionately focuses on victims over perpetrators. These portrayals evoke fear and sympathy, prompting discussions on community cohesion and broader societal impacts
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.
A Qualitative Exploration of Teachers’ Experiences of Bullying by Learners- A Job Demands Resources Perspective
(University of the Witwatersrand, Johannesburg, 2024) Masoka, Petunia Ntokozo; Bernstein, Colleen
Abstract Teacher-Targeted Bullying and Harassment by learners (TTBH) has been identified as an issue in South African schools. TTBH negatively affects the psychological and physiological well- being of teachers, their willingness to stay in the profession, and the overall quality of education in South African schools. This study utilised the theoretical model of the Job Demands Resources Model and a qualitative methodology to understand teachers' experiences and perceptions of this type of workplace bullying. It further utilised the Frustration- Aggression Hypothesis, Social Learning Theory, and Bronfenbrenner’s Ecological Theory to understand possible causes of TTBH. The data was collected using semi-structured interviews and was analysed using Thematic Content Analysis. Twelve participants (9 females and 3 males) were interviewed from a number of schools within the Central Gauteng region. Eight participants identified as black (n=8), and four participants identified as coloured (n=4). All the participants in this study were from schools in Quintile four. The main themes that emerged were demands faced by teachers which include changes in curriculum, lack of resources as well as the impact of social and environmental factors that affect the process of teaching and learning. Furthermore, the effects of TTBH on teachers and schools, coping mechanisms, and how TTBH in South African schools can be mitigated were other themes that emerged from the interviews. Based on the findings of this study a number of interventions were suggested that include policies and procedures that protect teachers, counselling services for teachers and learners and greater parental involvement and support.
A study of South African gay male psychotherapists’ experienced subjectivities
(University of the Witwatersrand, Johannesburg, 2024) Owen, Michael; Long, Carol
Primary objective: This study’s primary objective was to investigate the subjectivities of gay male psychotherapists, with a particular focus on how they conceive of their identities, specifically their gay and psychotherapist identities, the potential overlapping of these identities, and how the overlap may play out intersubjectively in the privacy of therapeutic settings between gay male psychotherapists and their patients. Research design: The research design used a psychosocial approach focused on uncovering how intrapsychic life and work are influenced or mirrored by wider social constructions, using a sample of practising gay male psychotherapists. Methods and procedures: Ten self-identified gay male psychotherapists with at least three years of clinical experience were asked to participate voluntarily in semi-structured interviews. The transcribed data were analysed, using psychosocial methods, and paying particular attention to reflexivity. Main outcomes and results: This research illustrated how the subjective contemplation of overlapping gay and psychotherapist identities ran through the lived experiences of this sample, in terms of their meaning-making and understanding of their professional and personal lives. Themes that emerged around what it means to be a gay male psychotherapist were othering and feeling othered, which closely mirrored developmental considerations and their lived experiences of othering, the complexity of self-disclosure by gay male psychotherapist and problems of erotic countertransference and, finally, powerful novel vulnerable and colliding aspects of considering reflexivity that emerged for both gay psychotherapists and the researcher in the research encounter.
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.
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.
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.
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.
Adverse Childhood Experiences and Psychological Resilience among HIV Positive Youth in South Africa
(University of the Witwatersrand, Johannesburg, 2024) Sigoda, Nozipho; Patel, Ruby
Research has revealed and highlighted the plight of HIV and its effects on individuals, their families and larger communities. Through a qualitative research approach, this study sought to explore the experiences of black South African Youth who are living with HIV and their exposure to Adverse Childhood experiences. Experiences of stigma, inequality and disparity were also explored. The research was largely informed by the resilience theory (Garmezy, 1978) which enabled the researcher to make sense of the participants’ experiences. The researcher then employed a non-probability purposive convenience sampling approach to recruit participants who were either born with HIV or contracted it while they were young. Interpretive Phenomenological Analysis (IPA) was then used to analyse the data that was derived from the semi-structured interviews conducted. Further, the use of IPA allowed the researcher to pay attention to the lived experiences of the participants. The themes extracted from this study suggest that children growing up with HIV in South Africa are often subjected to various adverse experiences that often challenge health and developmental outcomes. This is demonstrated by the dominant themes of navigating changes in identity, experiences of stigma, discrimination and marginalisation, exposure to poor socio-economic conditions and lastly resilience strategies employed to mitigate harm from the experiences.
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 into the verbal and non-verbal social use of the Sepedi language in the Pedi culture
(University of the Witwatersrand, Johannesburg, 2024) Mogolane, Mamaila Joyce; Neille, Joanne; Sher, Jenna
Background: People of the Pedi culture place great value on their culture and maintaining their cultural ways. They specifically place great value and take pride in adhering to their culture in the manner in which they communicate verbally and non-verbally. Little is however documented about the ways in which verbal and non-verbal language is used socially, and the rules that govern social use of language especially across generations and genders in the Pedi culture. Methodology: This research study aimed to explore how verbal and non-verbal social communication is used in the home context by Pedi families. A qualitative research design was employed, underpinned by the principles of direct participant observations and semi-structured interviews. A total number of 22 participants from seven families were the sample size, and non-probability purposive sampling was utilised. The obtained data were analysed through thematic analysis. Results: The results showed how Pedi people engage in social communication in a variety of social contexts, and when practicing their beliefs, utilising norms dictated by their culture. The themes that emerged included respect as a form of communication in the Pedi culture, as well as how verbal language is used when initiating topics, providing input, and during conflict resolution. Pragmatics does exist in the Pedi culture, as they have cultural rules that govern their social execution of verbal and non-verbal communication, however, it is not termed pragmatics. Conclusion: The findings of this study contribute to the understanding of how verbal and non- verbal language is used in the Pedi culture, and are concerned with igniting further interest into how language is used verbally and non-verbally in other African cultures found within the South African context. Implications and recommendations: There is clear necessity for SLPs to develop a thorough understanding of how verbal and non-verbal language is used in African cultures, so as to apply this knowledge when providing services. The body of knowledge about pragmatics, particularly, what pragmatics is defined as in African languages is lacking. Research in this area is thus needed
An Exploration of Life and Career Narratives of Black Senior Managers: The Storied Habitus of Career Navigation
(University of the Witwatersrand, Johannesburg, 2023) Ramodibe, Refiloe; Canham, Hugo
This research located black senior managers within a temporal frame that links them with their families, communities, childhoods, socio-political and economic histories. This location shed new light since it illuminated their lives and careers in new ways that are grounded in history and context. It enabled an understanding of black senior managers as bearing histories that they bring along with them into the workplace. To explore the stories of these senior managers, I conducted in-depth narrative interviews with twenty black men and black women who occupy senior positions within the financial services sector. Accessing these histories through the genre of narrative assisted in showcasing what is enabled by storying one’s life, therefore creating circuits of meaning-making that connect seemingly disparate sites of the personal, historical, social and workplace. At its core then, this project was about storying the early lives of black senior managers by locating them as mostly working class, caught up in the struggles against apartheid for democratisation, as benefiting from the opportunities enabled by the transition to democracy, as entering the white and masculine corporate workplace of the financial services sector, and as reaching and navigating seniority in their organisations. The participant’s narratives were read through the lenses of narrative theory, habitus, the black feminist theory of intersectionality, and critical race theory. The basic assumption of habitus is that the way one acts and behaves is influenced by where one comes from and one’s dispositions, including contextually salient identity categories, such as race, class, and gender. The basis of these theories is the assumption that there might be a difference in how people of varying class backgrounds and black men and women narrate their stories of mobility. The stories told by participants highlighted the role of the senior managers’ habitus in shaping their identities and trajectories. Childhood experiences and parental influences were found to have shaped their later behaviours in navigating their career journeys. Access to mentors and sponsors early on in their careers was found to have provided the senior managers with the capital that allowed them to progress to more senior roles. Refuting the existing narrative that black people move between organisations excessively, senior managers’ tenure illustrated that they stayed in their organisations for longer periods than industry norms. Notwithstanding their tenure, their stories suggest that unaccommodating cultures and unconscious bias remain prevalent in the financial services sector. Organisations that had more black people in senior roles were found to drive the transformation agenda iv more intentionally. The black senior managers understood their role as that of influencing the cultures of their organisations while also paying it forward by driving the transformation agenda. In the process of sharing their life and career stories, the black senior managers articulated their experiences and understanding of themselves, others, and the world. Therefore, not only did the personal narratives enlighten us about the participants’ personal and working lives, but they illuminated how their identities as black senior managers working within the financial services sector were shaped over time. A prominent finding from the study was that while the black senior managers shared similar experiences related to race, their experiences differed in terms of their family backgrounds and schooling experiences in their childhood. Black people’s experiences may be common in certain aspects and different in others. This necessitates the importance of exploring heterogeneity in organisational studies. This study contributes to organisational studies, gender and critical race studies, history and social theory.
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.
An investigation of the financial and psychological impact of COVID-19 on students at the University of the Witwatersrand, South Africa
(University of the Witwatersrand, Johannesburg, 2024) Maepa, Pontsho; Ntshongwana, Zintle
The 2019 Coronavirus (COVID-19) intensified poverty, hunger, and health problems while having severe effects on sustainability measures. People faced psychological and financial difficulties because of the financial hardship caused by the pandemic.This study explored the financial and psychological impact of the COVID-19 pandemic among students on students from the University of the Witwatersrand, South Africa. A case study design was employed in this investigation. Ten (10) full-time University of Witwatersrand students, ages 18 to 30, were chosen using a purposive sampling technique. Individual interviews using a semi-structured interview guide were used to gather the data. The study found that while some participants reported minimal financial impact and effective coping strategies, others faced challenges with accommodation deposits, National Student Financial Aid Scheme (NSFAS) delays, and psychological distress. The study identified a range of emotional responses, including anxiety and academic concerns. Moreover, the transition to online learning presented both benefits and drawbacks, influencing students' academic performance and engagement. The study recommends considering the financial implications of accommodation deposits, ensuring timely disbursement of NSFAS allowances, and emphasizing interactive elements in online learning. Acknowledging the psychological toll, universities are urged to enhance mental health support services. Future pandemic responses should prioritise maintaining a supportive residential environment for students.