School of Human and Community Development (ETDs)

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    The Experiences of Black Female Postgraduate Students With Mental Health During The Covid-19 Pandemic, 2019-2021, The Case of Witwatersrand University
    (University of the Witwatersrand, Johannesburg, 2024) Mashiane, Sphiwe; Bala, Samkelo
    The COVID-19 global pandemic has compelled institutions of higher education to transition to emergency remote learning, leading many postgraduate students, both nationally and internationally, to begin their studies online. Research has shown the need for universities to support the transition from undergraduate to postgraduate as this is a major transition into academia. Research has also revealed that the struggle with mental health has increased with this transition and additionally with the COVID-19 pandemic, however, there is a lack of research investigating the experiences of Black females in the academic space and their experiences with mental health. Thus, this study aims to understand the experiences of Black female postgraduate students with mental health during the spread of COVID-19, 2019-2021. The research approach used for this study was the qualitative approach as it was the most appropriate in seeking to understand the experiences of a unique group such as a Black female postgraduate. A case study design was employed, and the experiences shared were explored through the lens of the intersectionality theory and the research was grounded by the interpretivist paradigm. The sample was drawn from the population of students from Witwatersrand University and the sample consisted of eight (8) participants. The method of data collection was computer-mediated interviews which were interpreted using a five-phase thematic analysis. The participants' responses revealed that although all eight participants experienced challenges with their mental health sharing symptoms associated with anxiety, stress, depression, and loneliness, only two participants used the psychosocial services offered by the university. The reasons for not seeking help from the university psychosocial services included fear of the unknown, services feeling unreachable, stigma and fear of not being assisted immediately. The most shared reason for not seeking help however was participants not perceiving the need to seek help. Participants, therefore, opted for coping mechanisms such as sleeping, partying, and using substances and most participants turned to their spirituality. The study, therefore, made recommendations for campus psychosocial services to employ more mental health practitioners such that there is education about mental health and the services offered.
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    The Psychosocial Impacts of COVID-19 on Children: A Parents’ Perspective
    (University of the Witwatersrand, Johannesburg, 2024) Macingwane, Nontokozo; Mathebula, Mpho
    The societal and psychological repercussions of the COVID-19 pandemic on children have become a crucial focus, necessitating thorough examination. Given the pandemic's disruptions in various aspects of children's lives, ranging from education to social interactions, a comprehensive investigation is vital to unravel the intricate impacts on their well-being and development. This Qualitative research delves into the psychological and social consequences of COVID-19 on children aged 6-17 in Gauteng, South Africa. Through semi-structured interviews with seven participants, including parents and guardians, the study aimed to discern the psychological and social effects of the pandemic on their children. Employing thematic analysis, six major themes were identified: Psychological and Emotional Impact, Fear and Anxiety, Adjustment to Changes in Routine and Social Contact, Changes in Everyday Functioning, Impact on Learning and Education, and Changes in Behaviour and Emotions Post-Lockdown. The thematic analysis uncovered a range of emotional responses among children during the COVID-19 pandemic, including loneliness due to extended indoor confinement and diverse expressions of fear and anxiety. Furthermore, the findings emphasized the challenges in adapting to changes in social contact and routine, disruptions in everyday functioning, and notable consequences on children's learning and education. The COVID-19 pandemic significantly impacted the psychological well-being and social functioning of children, underscoring the need for focused support to enhance their resilience and overall well- being. The findings highlight the importance of prioritizing social connections, adaptive coping mechanisms, effective reintegration into educational settings, and collaborative efforts among stakeholders to support children's psychological resilience and overall well-being during and after the crisis
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    Primary caregivers’ perceptions of the effect of COVID-19 on the mental well-being of learners at a secondary school in Soweto
    (University of the Witwatersrand, Johannesburg, 2024) Maseko, Nokuthula; Watermeyer, Jennifer
    During the COVID-19 pandemic in March 2020 lockdown restrictions were introduced in South Africa and around world. This led to school closures as well. During this period learners around the world experienced mental-health challenges due to the restrictions on gatherings, school attendance as well as social distancing. Some of the mental-health challenges that affected the learners include depression, anxiety, sleeping disorders as well as weight gain. This study explored the perceptions of the primary caregivers of secondary school learners in Soweto on the mental well-being of learners during the COVID-19 lockdown. The study was conducted using an ecological theoretical framework which looked at the relationship of the learner in relation to different systems that they interact with. The researcher used a qualitative research approach and a phenomenographic research design. Purposive sampling was utilised to select the sample of 8 primary caregivers of grade 11 learners at a Secondary School in Soweto. Semi-structured interviews were the method of data collection and a semi-structured interview schedule was used as the research instrument. Data collected was coded, themed, and analysed using reflective thematic analysis. The results from this study showed how COVID-19 had a negative effect on the academic performance of learners. The learners still could not achieve pre-COVID-19 results even after efforts were made for after-school programs and catch-up sessions. The learners' attitudes towards the virus included fear of death or losing loved ones due to COVID-19 as well as confusion and fear of contracting the virus. The learners shared that coughing, sneezing, or the mere sight of a tissue triggers them to date as they associate such symptoms with COVID-19. The learners in this study experienced psycho-social effects such as anxiety and stress as well as physical challenges such as weight gain, migraines, sleeping challenges as well as communication issues with the family members. Social media and technology acted as a buffer for learners as it offered them information, knowledge as well as social connections with teachers, peers, friends, and extended family members. The importance of working in a multi-disciplinary team to support and foster resiliency for the learners is highlighted. The learners in Soweto had their own experiences, but they were similar to those from around the world and therefore one can conclude that pandemic experiences were generic to some extent.
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    Social workers’ experiences of providing psychosocial support to learners in foster care in Merafong city, Gauteng during the covid-19 pandemic
    (University of the Witwatersrand, Johannesburg, 2024) Balopedi, Karabo Mpho
    The South African government attempted to curb a second wave of COVID-19 by banning activities individuals used as their coping mechanisms during the peak of the pandemic. This created a period of heightened stress which resulted in the increase in need for psychosocial services. Social workers within the Department of Social Development, were part of the individuals tasked with rendering psychosocial services. The aim of the study was to explore social workers’ experiences of providing psychosocial support to learners in foster care during the COVID-19 pandemic in Merafong City, Gauteng. It was a qualitative study, that was exploratory in nature following an instrumental case study design. The ecological perspective guided the study. The method of data collection was semi-structured interviews using a semi- structured interview guide as the research tool. Purposive sampling technique was used to select the 10 social workers who meet the inclusion criteria. The collected data was analysed using thematic analysis. The findings revealed that there was lack of resources and no preparation or training to deal with the pandemic. There was also a fear of the virus being spread by social workers amongst themselves and to clients. The study also revealed that social workers needed to find alternative ways to provide services by being flexible, creative and adaptable to the new normal. The findings contribute to the South African knowledge base about the psychosocial support needs of social workers who render psychosocial services within traumatic circumstances like a pandemic. The identified gaps provide research opportunities for government and academics.
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    The experiences of caregivers on their involvement in their Children’s learning during covid-19: the case of vlaaklagte Number 2, mpumalanga province
    (University of the Witwatersrand, Johannesburg, 2024-05) Matshiana, Bongi Zanele; Watermeyer, Jennifer; Pretorius, Edmarie
    The outbreak of COVID-19 affected the lives of all sections of society as people were asked to self-quarantine in their homes to prevent the spread of the virus. The pandemic affected the public's mental health and well-being in a variety of ways, including through isolation, job loss and financial instability, illness, and grief. In addition, the COVID-19 pandemic had negatively impacted teaching and learning. In many schools, the curriculum had to be adapted to an online format and parents had to take over the role of teachers and assist their children at home. The study aimed to explore how caregivers perceived their engagement in their children’s learning during COVID-19. The research approach that was utilized in this study is qualitative approach. An exploratory qualitative study grounded in phenomenographic principles. The population that was utilized in this study are the caregivers of school-going learners in Vlaaklagte Number 2 in Mpumalanga who are over the age of 18 years. The sample size was 8 caregivers and the sampling procedure utilized for this study was purposive sampling. The research instrument utilized in this study was a semi-structured interview guide. The researcher’s method of data collection was face-to-face interviews with the participants which included audio recordings that participants consented to. A thematic analysis was utilized as a data analysis technique in this study. According to the findings of this study, the mental well-being of caregivers in Vlaaklagte Number 2 has been significantly affected by the COVID-19 pandemic. A surge in anxiety and stress was noted amongst them, largely due to the high mortality rate and rapid spread of the virus. In addition to this, financial strain caused by job loss and the added responsibility of full-time parenting, supervising children, and ensuring adherence to COVID-19 protocols, further added to their already heightened levels of stress. As a coping mechanism, caregivers relied on their spiritual beliefs. Furthermore technology, particularly Google was utilised by caregivers in supporting their children’s learning during the pandemic. This study highlights the urgent need for post-pandemic assistance and support for caregivers in this community. Based on the findings of this study, caregivers in Vlaaklagte Number 2 faced challenges during the COVID-19 pandemic that were similar to those experienced by their counterparts in other areas of South Africa. The pandemic has exacerbated the impact of past traumas, underscoring the critical need for mental health support. Caregivers who were unemployed or working from home reported heightened levels of stress. Ultimately, this study underscores the significance of prioritizing the psychological welfare of caregivers and ensuring that they have access to mental health resources.
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    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.
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    Parental Perception of the Impact of COVID-19 on Children’s Psychosocial and Cognitive Development
    (University of the Witwatersrand, Johannesburg, 2023-05) Chopdat, Habeebah; Schutte, Enid
    COVID-19 caused a myriad of global problems. This study aimed to establish whether the COVID-19 pandemic and the preventative measures that occurred as a result thereof had an impact on the cognitive and psychosocial development of 6–13-year-old learners in South Africa as per parental perception (N=31). A mixed methods research design was used, and the data collection occurred through an electronic survey consisting of specifically designed Likert scale items to collect numerical data, along with open-ended questions which were posed to collect qualitative data. The data was analysed by means of t-tests and a one-way ANOVA for the quantitative data analysis, whilst a thematic analysis was used to analyse the qualitative data. The t-tests and one-way ANOVA showed that there were no statistically significant differences in the cognitive and psychosocial abilities of children across gender (p>0.05), school type (p> 0.05), and the amount of school missed (p> 0.05). Certain themes emerged through the qualitative analysis including both positive and negative themes relating to the learning situation during the lockdown; behavioural changes were also evident in some of the sample; however, others did not report any differences compared to pre-COVID-19. Additionally, children were reported to have worries and concerns over the pandemic as well as the effects thereof. This study contributes to understanding the long-term effects that the measures associated with a global pandemic have on children. As per this study, it appeared that children’s development amidst a pandemic was not impacted by their socioeconomic status however, due to certain limitations of this study, including the sample recruited not being an accurate representation of the socioeconomic divide in South Africa, further studies are required.
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    Experiences, Challenges and Coping Strategies of Educators in a Special School in a Township in Gauteng Province, During Covid-19
    (University of the Witwatersrand, Johannesburg, 2023-10) Sibyeng, Puseletso Lydia; Watermeyer, Jennifer; Pretorius, Edmarie
    The COVID-19 pandemic created fear and frustration, it introduced uncertainty into major aspects of society including schools. Within a short period, the pandemic brought major changes within the school's context. Face-to-face teaching was discontinued, and online teaching was introduced. This restriction was put in place to manage the spread of the virus. Educators found themselves working on a rotational schedule or providing services online as the pandemic instilled fear and anxiety among them. The study aims to explore educators' experiences in a special school in a township in Gauteng Province during COVID-19. The study adopted a qualitative approach and a phenomenological research design. A sample of 15 educators from the Special School in Soshanguve Block R township in Gauteng Province, South Africa was purposively sampled. An interview guide with open-ended questions was developed by the researcher and guided the collection of data during semi-structured interviews. Thematic analysis was used to analyse the collected data. The study intended to gain an in-depth understanding of how educators managed to cope with the pandemic regardless of the impact and frustrations experienced, and how their well-being was affected by the pandemic. Findings revealed that COVID-19 affected educators personally and professionally. They were compelled to adjust and adopt new ways of teaching during COVID-19 so that they complied with the national lockdown restriction rules and regulations during the pandemic. Most of the educators shared similar experiences of teaching during those times. They had to resort to new ways of teaching which worked for them and their school so that learners continued learning, and they adopted healthy distractions, as a way of distracting themselves from all the news about the pandemic that spread on the television and on social media which mostly lead them to be depressed and instilled fear amongst them. Recommendations made were that an establishment of a post-pandemic support committee can be put in place, as educators needed to be supported and advised on how to move forward and recover from the pandemic, and necessary engagements with other stakeholders in offering intense therapy to educators who taught during the time of COVID-19 as the impact of the pandemic will be felt for years to come.
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    Predictors of COVID-related Risk and Resilience in South African Young Adults
    (University of the Witwatersrand, Johannesburg, 2023-06) Benvenuti, Sabrina Lucia; Cockcroft, Kate
    The Coronavirus Disease of 2019 (COVID-19) pandemic has been a lengthy and stressful event for people worldwide, placing increased strain on vulnerable populations. This prompts interest in the field of risk and resilience research. There are several apparent gaps in resilience research such as in the context of a pandemic, and in adult and non-western populations. This research report aimed to identify socio-demographic variables that predict risk and resilience outcomes in young, emerging South African adults, following the COVID-19 pandemic. This study fell into a post-positivist paradigm and used a quantitative, non-experimental, correlational, ex-post facto design. Descriptive, correlational and regression analyses were conducted to identify possible socio-demographic predictors of risk and resilience outcomes in this given population. Overall, the sample population exhibited low-moderate levels of depression, and on average displayed high levels of resilience, overall and across individual, relational and contextual resilience Several significant correlations and predictors, although weak, were identified for the outcome variables of depression (risk) and resilience (at individual, relational and contextual levels) including age, gender and education, pandemic-related and perceived stress, loneliness, parental involvement and warmth, childhood and community experiences. Depression was significantly predicted by gender, perceived stress, loneliness, satisfaction with life and parental involvement, where being female, having stronger feelings of loneliness, and dissatisfaction with life predicted higher levels of depression. Furthermore, parental involvement significantly predicted all five outcomes, where high parental involvement predicted low depression and high resilience across all levels. Perceived stress significantly predicted all but one outcome, namely relational resilience. High levels of perceived stress predicted high levels of depression and poor overall, individual, and contextual resilience. All three levels of resilience were significantly predicted by both parents’ level of education and parental involvement, where levels of maternal education predicted better resilience across all domains, while paternal education had the opposite effect. Identifying such predictors can help to better the knowledge base around risk and resilience in the South African, context and in low- and middle-income contexts. Furthermore, this allows for the targeted implementation of tools and interventions to address these outcomes, such as promoting parental involvement, the implementation of targeted stress-management tools, and more female-focused depression interventions.