School of Human and Community Development (ETDs)
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Item Depression Demographic Profiling of Young Adults in South Africa(University of the Witwatersrand, Johannesburg, 2024) Bambo, Matsidiso Princess; Hassem, TasneemIn young people aged 15 and 29 years, mental illnesses accounted for 23% of Years Lived with Disability (YLD) and among mental disorders, depressive disorders emerged as the second largest worldwide contributor to YLD at approximately 5.6%. In addition, one in every six individuals suffered from depression in South Africa. However, there is limited recent research about the demographic characteristics of South African emerging adults who may be vulnerable to depression. This research aimed to conduct demographic profiling of emerging adults (N=819) in South Africa who present with depressive symptoms. Additionally, using Pearson’s Product-Moment Correlation, T-test, and ANOVA, this cross- sectional research analysed secondary data from the Africa Long Life Study to determine relationships as well as statistical differences among demographic variables and depressive symptoms. Results indicated a low presence of depression in the sample. Significant relationships were found between depressive symptoms and demographic variables (socioeconomic status and religiosity). While no significant differences were found among language groups, a higher presence of depressive symptoms was found among females and those experiencing moderate to great financial difficulties. The findings emphasised the critical need for mental health policies and initiatives that promote prevention or early detection, prevention, and enhanced access to quality mental healthcare, particularly among vulnerable emerging adults like females and individuals who are economically disadvantaged. Mental health interventions should adopt comprehensive approaches that incorporate aspects of religiosity and spirituality to buffer against the presence of depressive symptoms among emerging adultsItem Young women’s accounts of intimate partner violence in cohabiting relationships in Vhembe District, Limpopo Province(University of the Witwatersrand, Johannesburg, 2024) Makongoza, Matamela Fulufhelo Beatrice; Kiguwa, Peace; Mayisela, SimangeleThis thesis explores young women’s accounts of intimate partner violence in cohabiting relationships in Vhembe District, Limpopo Province. The constructivism paradigm aided in understanding young women’s experiences of intimate partner violence in cohabitating relationships and how these women navigate their lives in a cultural context that denounces cohabitation, making them vulnerable to possible gender-based violence. Cultural discourse can guide how young women make meaning and respond to their experiences of violence. This study suggests the intersectionality of different African philosophical lenses, including African psychological perspective, Ubuntu, and Vygotsky’s cultural historical activity theory (CHAT). There have been studies on intimate partner violence among young women in South Africa which report on the nature, extent, and severity of intimate partner violence against young women. Scholars focused their research on intimate partner violence against young women in boyfriend- and-girlfriend type relationships from different contextual backgrounds. Some studies also report on the experiences of violence in cohabitation relationships although these were not specifically focused on the context. This qualitative study presents the nature and forms of violence experienced by 10 young women between the ages and 18 and 24 years in cohabiting relationships in the rural Vhembe District, Limpopo Province. Young women were enlisted from the Thohoyandou Victim Empowerment Programme. Thematic analysis was used. Although cohabitation is not a new phenomenon in heterosexual relationships, violent incidences in cohabitation relationships are a trend in Africa. Young women reflected on their experiences of intimate partner violence within a cultural context that condemns cohabitation, referring to it as matula (taboo). They acknowledged living in a challenging time, and that forms of violence escalate the already existing problems. They also talked about the dangers of leaving an abusive partner, raised concerns about bystander issues, and shared that some spaces – both private and public – contribute to intimate partner violence against young women, instilling fear in these women. This study presents that young women in cohabiting relationships are more vulnerable because the nature of these relationships is not culturally acknowledged by parents and communities in general. Similarly, some African studies documented in this study found that it is better for young women to denounce cohabiting relationships and opt for marriage instead, or else they risk being disowned by their parents. This research shows that community factors such as gender inequality, social norms which accept violence, lack of support, and financial dependency on the partner contribute to the vulnerability of young women in cohabiting relationships. Interventions which prevent the implementation of rigid cultural norms and traditions, and which change the attitudes of individuals towards intimate partner violence may prevent the escalation of intimate partner violence in general. This study proposes that doing away with bystanders doing nothing, embracing relationship diversity, and revisiting the practice of Ubuntu could reduce the escalation of intimate partner violence.Item The impact of stalking and harassment in females of intimate partner violence in Johannesburg following the breakup of a relationship(University of the Witwatersrand, Johannesburg, 2024) Du Toit, Marlene; Goldschmidt, LynneStalking and harassment should be considered a gender-based violence crime. Literature suggests that stalking and harassment often occur post-breakup of a relationship. It is often difficult to prove that a person is being stalked and harassed, hence the lack of legal avenues to protect oneself from stalking and harassment discussed herein. This research focused on stalking and harassment by a former intimate partner. The total number of participants was eight. The participants were recruited via Lifeline, an organisation that offers support to community members. Semi-structured interviews were conducted. The participants narrated their experiences and allowed the researcher to explore further during interviews. The interviews were recorded for analysis purposes. Thematic analysis was chosen as a method of analysis. Findings highlighted a form of abuse within the relationship that continued to evolve into stalking and harassment post the breakup. Former intimate partners sometimes used family members and friends to reach their victims. Technology was also used to reach the victims when unwanted visitation proved to be unsuccessful. Victims suffered psychological and physical distress due to stalking and harassment. Participants employed different coping mechanisms and used resources at their disposal, much outside of the judicial realm. There was a need expressed for the justice system to be more supportive and regard stalking and harassment seriously as a crime.Item Core Academic Language Skills in Grade 6 South African Learners(University of the Witwatersrand, Johannesburg, 2024) MacFarlane, Marco Vincenzo William; Moonsamy, Sharon; Dison, Laura; Kern, AnwynneThis research validates a construct that describes cross-disciplinary Core Academic Language Skills (CALS) for use in South African schools, and argues for its use as an underpinning instructional framework. The construct was derived from a novel instrument aimed at testing a constellation of school-relevant English language skills which was developed and validated for use in the United States. The unitary construct tested by this instrument was dubbed CALS and it aimed to describe the set of skills that comprise academic language proficiency. CALS has been described as “knowledge and deployment of a repertoire of language forms and functions that co-occur with oral and written schooling tasks across disciplines” (Uccelli et. al, 2015a, p. 1077). The overall aim of this research was to ascertain if the CALS construct can be used to validly assess learners from different linguistic backgrounds in South Africa, and further if the fully operationalised skillset can be used as a basis for instruction in the discrete academic language skills described. A range of national and international assessments have shown that South African learners perform at the lower end of the spectrum on language and mathematical skills, and it seems that the disparity between the language status of the population and the language of schooling is a core determinant of the poor scores attained by South African learners. This thesis was completed by publication, with four linked articles that addressed each of the related sub-questions. In order to determine if the CALS construct was appropriate for use in South Africa, the first article (Chapter 3) localised and piloted a version of the CALS instrument for use in South Africa – resulting in the CALS-I-ZA assessment instrument. The second article (Chapter 4) deals with the crucial question of whether the CALS construct is related to academic outcomes in South Africa – and this chapter shows the link between the 6 scores obtained on the CALS-I-ZA and the Gauteng provincial Common Examinations. The predictive relationship between CALS and Academic Results (as proxied by the Common Examinations) was shown to be robust. The final empirical part of the work (Chapter 5), investigates if the CALS-I-ZA instrument shows a different pattern of functioning when used to assess first-language English learners (L1) and non-first-language English learners (L2). Surprisingly, the CALS-I-ZA instrument showed robust functioning and a strong predictive relationship with school outcomes when used to assess both L1 and L2 learners. Chapter 6 represents the final article in this thesis which consists of a brief meta-analysis of the previous work on CALS detailed in this thesis as well as by other researchers working on this construct. This article makes the argument for a cautious use of CALS as the basis for a form of CALS-informed instruction that could be employed for use in South African classrooms, while retaining a critical awareness of the deeply problematic nature of the mismatch between the Language of Learning and Teaching (LoLT) and the linguistic profile of the majority of South African learners.Item 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, JennaBackground: 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 neededItem The parents' lived experience of the pathway to identification and support provision of a child’s Learning Difficulty: Case studies(University of the Witwatersrand, Johannesburg, 2024) Zikalala, Lucia; Mayisela, SimangeleThe democratically elected government of South Africa undertook reforms in the education sector to provide everyone with access to high-quality education and to align the system with global norms. The Department of Education (2001) has legislated policies, such as Education White Paper 6 (EWP6), which unequivocally states that all learners must have access to support and that learning barriers must be removed to reach their full potential. EWP6 states that bolstering the educational support system for students, instructors, schools, and the education system is one of the most important ways to lower learning difficulties. To implement EWP6, the Department of Basic Education has adopted the National Strategy for Screening, Identification, Assessment, and Support (SIAS) (Department of Education, 2001). Additionally, the SIAS policy offers tactics to educators so they can work cooperatively with parents and students to build inclusive systems. Although teachers are the driving force for inclusive education, they involve the parents as soon as they notice any learning difficulty. Furthermore, support structures like the School Based Support Team (SBST) and the District Based Support Teams (DBST) were formed to accomplish inclusive education. The study focused on the parents’ lived experiences of the pathway to identification and support provision of a child’s learning difficulty through case studies. The study adopted a qualitative research design with data collected through semi-structured telephonic interviews with eight high school parents from Soweto. Data was analyzed through thematic analysis. The ethical principles adhered to were informed consent, anonymity, confidentiality, and non-maleficence. Cultural- historical Activity Theory was employed as a theoretical framework to understand the parents’ lived experiences of the pathway to identifying and supporting a child’s learning difficulty through case studies. The study findings suggest that even though it has been several years since the SIAS policy was developed, the South African education system still faces challenges with the implementation of the policy. The findings further indicated the need for educating the parents about inclusive education and the identification process. The parents had no clear understanding of the identification process and the support that should be provided to their children after they have been identified as having a learning difficulty. The parents experienced the identification process in primary and secondary schools differently.Item The experiences of COVID-19 related lockdown and social media usage among the youth in Vosloorus, Mfundo Park, Gauteng(University of the Witwatersrand, Johannesburg, 2024) Dlamini, Lindokuhle Sibahle; Ndimande-Khoza, Nomhle; Langa, MaloseThis research sought to understand how the COVID-19 lockdown affected young people from the Vosloorus Township as well as their social media usage throughout the lockdown. The study targeted seven individuals, both male and female, through semi-structured interviews to gain rich data for this research. The research used a qualitative approach that allowed the researcher to adequately document these individuals’ life experiences in a naturalistic and interpretive way. Additionally, the interpretive phenomenological approach (IPA) which allowed the researcher to get an in-depth understanding of how the research participants understand or interpret their world, more especially how they describe their personal experiences. The findings have shown that young people from townships have suffered significantly from the impact of the pandemic. They experienced notable psychological distress at the hands of the military and police who were sent to maintain order in the townships during the lockdown. They were forced to adapt to a new way of life which included letting go of traditional burial rituals. The social distancing measures meant that the majority of the population could not express their final goodbyes to relatives who have passed on in order to control the rate of infection. Furthermore, the social recession had a more devastating impact on these young people as they naturally thrive under social interaction for their growth and developmental trajectory. The lack of social and/or physical interaction with peers affected not only their growth, but it also affected their academic performance. Social media became the only digital tool they relied on for any form of learning and communication with peers, relatives as well as educators. Although social media provided these young people with some form of connection to the outside world, it became an eminent threat to their overall welfare. The spread of fake news about the virus caused a lot of confusion, chaos, emotional and psychological stress among these young people.Item The Impact of Loadshedding on the Mental Health of Small Business Owners in the Alexandra Township(University of the Witwatersrand, Johannesburg, 2024) Tladi, Lesedi Mosenngwe; Marchetti-Mercer, MariaSouth Africa is currently experiencing an electricity crisis which is slowly progressing to unmanageable levels as a result of ongoing loadshedding. Loadshedding has become a part of everyday life, and it affects all aspects of people’s lives including their mental health. Numerous studies address the economic impact of loadshedding, while the mental health impact is often neglected. The purpose of this study is to explore the impact of loadshedding on the mental health of small business owners in the Alexandra township. Eight small business owners from Alexandra township were interviewed with the use of semi-structured interviews. The data was analysed using thematic analysis. Findings reveal that loadshedding affects the experiences of small business owners and their mental health negatively. Small business owners face several challenges including operational, economic, and psychological challenges as a result of the ongoing electricity disruptions. Loadshedding extends beyond hampering the financial stability of small business owners, it also affects their families and employees. There was evidence of stress, anxiety, and feelings of helplessness impacting participants’ psychological and personal well-being. Ultimately the larger township community has also been negatively impacted by the ongoing energy crisis. Moreover, there was perceived government accountability for loadshedding.Item Making Home in Setswetla: A Narrative Exploration of ‘Belonging’ and ‘Home’ in a Contested Informal Settlement in Johannesburg(University of the Witwatersrand, Johannesburg, 2023) Sebidi, Kgaugelo; Bradbury, JillThis study sought to explore biographical narratives of black women who reside in Setswetla, a contested informal settlement in Alexandra (Johannesburg), as an attempt to understand how their personal stories informed conceptualisations of ‘belonging’ and ‘home’. While literary interest in informal settlements is notable, there remained a vacuum in studies that narratively explored the lives lived within informal settlements, thus going beyond typical studies of livelihood within these settings. Through the qualitative methodology of narrative inquiry, the study attempted to better understand person-place relations through in-depth narrative interviews and photovoice. Through thematic narrative analysis, the study brings theoretical concepts to life through visual experiential narratives of participants' lives. From the findings, it was clear that the concepts of belonging, and home were complex, especially when explored within informal settlements. The study found that participants continued to experience structural violence through the deplorable and inhumane material conditions that they live in. Through participants’ narrations of social injustice, the study was able to capture visceral accounts of the antithetical nature of structural violence to belonging and feeling at home, both in a community sense and a citizenry sense. These narratives provided a powerful political critique as participants’ adverse living conditions were preventable and avoidable. More crucially, the study unearthed compelling counternarratives of agency and collective action through participants' endeavours to enforce their belonging and feeling at home amid harsh material conditions. Through their stories, the study captures human agency in action and counterattacks to structural violence. Although bonded by their struggles, even more powerful was how they were bonded by relationality, community, and resilience. The study also highlights how participants express their identities and form attachments to their homes through place-making, thus forming new meanings and relationships with place while enriching their biographical narratives. The study therefore provides a new perspective on informal settlements, and it enriches theory while simultaneously enriching our understanding of the lives lived within informal settlements.Item The Expressive Semantic Skills of Sesotho-Speaking Toddlers (28 and 30 months): A Comparison using the Sesotho Picture-Naming Vocabulary Task and the Preliminary Version of the Sesotho Communicative Development Inventory(University of the Witwatersrand, Johannesburg, 2024) Naidoo, Kerchia; Moonsamy, Sharon; Southwood, Frenette; Mupawose,AnniahBackground: At present, there exists little to no standardised methods of assessing language- related skills which have been normed within the South African population. This makes it difficult for a Speech-Language Pathologist to accurately diagnose language or communication difficulties within this context, and has resulted in inappropriate interventions and the stigma of disability associated with a child with a language impairment. It is therefore imperative that Speech-Language Pathologists use assessment tools that are fit for purpose, i.e. culturally appropriate and linguistically relevant for the diverse child populations in South Africa. The intention for this research study is to assist the South African Communicative Development Inventory team in addressing the concerns of culturally and contextually inappropriate assessment methods. Aims: The key aim of this research study was to compare the results of a Basotho child’s expressive, semantic language skills using the caregiver-report Communicative Development Inventory and the picture-naming vocabulary task. The objectives were to: (i) describe the contextual background of Sesotho-speaking child participants which may have influenced their communication development; (ii) describe the child participants’ semantic communication abilities using the Sesotho Communicative Development Inventory; and (iii) describe the child participants’ expressive semantic abilities using the picture-naming vocabulary task. Method: This research study employed a mixed methods approach using multiple case studies. The case studies comprised of caregiver-child dyads. Both quantitative and qualitative paradigms were utilised to achieve the mixed methods approach. The non-probability, purposive sampling method assisted in selecting participants for this study. The data collection was conducted in a predominantly monolingual Sesotho-speaking population in Tweeling, Free State. A total sample size of 20 – 10 adult and 10 child participants – was chosen for this study. The adult participants were the adult caregivers of the child participants. The child participants were chosen between 28 and 30 months of age who are monolingual Sesotho speakers. Three data collection instruments were administered on the chosen participants: a family background questionnaire; a Sesotho picture-naming vocabulary task; and the Sesotho Communicative Development Inventory. The analysis of the assessment instruments used descriptive statistics, inferential statistics, and semantic analysis. Results: A significant correlation was found between the Sesotho Communicative Development Inventory and the Sesotho picture-naming vocabulary task. The Communicative Development Inventory highlighted maternal-headed households and socioeconomic status as the major sociocultural factors impacting the child participants’ language development outside of the individual factors. Furthermore, the Communicative Development Inventory revealed that 70% of adult participants were more likely to report that their child would have language skills below the 50th percentile. However, the majority (60%) of child participants’ scores on the picture-naming vocabulary task were above the 50th percentile. Adult participants also noted that their child would perform higher in semantic categories related to verbs, food, adjectives, household items, and games and routines. However, the child participants scored higher in only two of the same categories reported by their adult caregivers: household items and games and routines. Conclusion/Implications: The research study found that the Communicative Development Inventory did in fact measure what it was intended for – the expressive language skills of the Sesotho child participant. The implications for this lay in the South African Communicative Development Inventory team’s mandate to validate inventories in all South African indigenous languages. These indigenous inventories can then be used to more accurately assess indigenous speakers’ language skills which can eventually lead to the collection and development of language norms