School of Human and Community Development (ETDs)
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Item Experiences of social workers regarding managing workload during COVID-19 pandemic: A study at the Department of Social Development in Roodepoort(University of the Witwatersrand, Johannesburg, 2024) Mambabada, Tshiwela PortiaThe aim of this study was to explore experiences of the Department of Social Development (DSD) social workers when managing their workload during the COVID-19 pandemic. This is a qualitative study that employed exploratory case study research design to understand the experiences of participants in their everyday life within their workplace. The researcher utilised a non-probability purposive sampling procedure to select participants. Fifteen (15) participants were recruited from Roodepoort’s DSD in South Africa. The researcher used a semi-structured interview schedule as the data collection tool. Data was collected on one-on-one basis, face-to- face with participants. The researcher was interested in utilising a thematic analysis to analyse the collected data. The study offers insights into how social workers’ workload at DSD changed as a result of the COVID-19 pandemic. The insights are used to make recommendations for future disaster plans to support social workers and the clients that they serve within DSD. Fundings show that Roodepoort DSD social workers faced higher caseload in foster care. This was as a result of a shortage of social workers and limited resources during the COVID-19 pandemic. These social workers also faced changes that were brought about by the pandemic, such as the shortage of personal protective equipment and they had to adopt hybrid work to provide services to clients virtually. They experienced poor mental health due to increased workload, stress, and burnout. Their coping strategies were based on exercising and employee assistance programmes.Item Investigating the performance of South African children from an under-resourced background on selected verbal subtests of the WISC-V and SSAIS-R(University of the Witwatersrand, Johannesburg, 2024) Rampai, Tsholofelo; Vorster, AdriGiven the South African context and the scarcity of valid and reliable individual intelligence measures to assess the intellectual functioning of a broad spectrum of children from different socioeconomic, cultural, and linguistic backgrounds, continued research must be done on the utility, validity, and reliability of available measures. Taking this into consideration, the present study aimed to investigate and compare the performance of a sample of South African children who predominantly speak English as a Second Language (ESL) and who come from an under-resourced background on selected verbal subtests of the Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V) and the Senior South African Individual Scales – Revised (SSAIS-R). In addition, the study investigated the internal consistency reliability and concurrent validity of these subtests in the present sample. The children's biographical information was obtained from a demographic questionnaire. The sample consisted of 58 participants (N= 58) from grades 4 to 7 living and developing in under-resourced contexts. Based on the data spread, parametric statistics in the form of a paired t-test, Pearson’s correlation coefficient, and Spearman-Brown split-half formula were used to address the aims of the study and answer the research questions. The findings highlighted the different factors that might influence assessment results in South Africa, particularly for children from under-resourced contexts. The current study can be a stepping stone for further research into the appropriateness of commonly used individual intelligence measures in under-resourced contexts, given that not all South African contexts have been investigated regarding psychological assessments and individual intelligence measures.Item Work-Family Conflict & Burnout in the face of a Pandemic as moderated by Sensory Processing Sensitivity and Social Support(University of the Witwatersrand, Johannesburg, 2024) Ndlovu, Valerie; Pitman, MichaelRemote working has quickly become a norm in organisations in response to the COVID-19 global pandemic. This shift may have been a tough transition on some individuals as work and family spheres have been obscured by remote working where one environment is used for both leisure, domestic and professional reasons. A quantitative, non- experimental, correlational, cross- sectional study (N = 136) was conducted with employed South African participants using online self- report questionnaires. Correlation results showed a significant relationship between Work-Family Conflict (WFC) and burnout subscales, but not Family-Work Conflict (FWC) and burnout. Hierarchical Moderated regression was used to assess the data and showed that Sensory- Processing Sensitivity and Social Support did not moderate the relationship between WFC and burnout. The results show that females are more burnt out than males and as people get older, the less burnt out they are. Individuals experienced financial and fear of the unknown challenges due to the pandemic. This study offers a contribution to Human Resources on employee wellbeing and post- COVID-19 functioning.Item Masculinity and its role in gender-based violence in South Africa(University of the Witwatersrand, Johannesburg, 2024) Davhana-Ngwenya, VhugalaThis study investigates ways in which men construct masculinity and understand its role in gender-based violence. An increased interest in studying masculinity and its construction suggests that there are different ways in which men express their masculinities. 11 males over the age of 18 participated in the study. A semi-structured interview schedule was used to guide one on one interviews that were used to collect data. The interviews were recorded and transcribed for easy analysis. Thematic analysis was used to analyse the data through identifying, analysing, and reporting repeated themes. Specifically, four themes were identified in this study: (1) Constructions of traditional masculinity, (2) Construction of gender-based violence, (3) Role models and (4) Proposed interventions for gender- based violence. The findings suggest that participants have a negative view towards the traditional ideology of masculinity and conventional masculinity. For most of the participants’ influential role models were predominantly male figures who held positions of authority in their households or communities while for other media emerged as a significant role model. The participants understood the impact of GBV and its far-reaching consequences on its victims. The research will contribute to the field of psychology in the understandings of constructions of masculinity and its role in Gender Based Violence.Item Psychological Challenges facing Primary School Children in Windhoek, Namibia: Perspectives of Teachers(University of the Witwatersrand, Johannesburg, 2024) Uupindi, Victoria N.; Kasese-Hara, MambweThe study aimed to explore the psychological challenges that primary school children were facing through the perspectives of teachers. The study also investigated the support system that was available to mitigate these challenges both at school and in the community. Urie Bronfenbrenner’s Bio-Ecological Theory of human development was used as a theoretical framework to comprehend and discuss the findings of the study. The study employed a Qualitative Research approach using a phenomenological perspective. The data was collected from three primary schools in Windhoek Namibia, from a total of eight participants using face-to-face recorded interviews. The participants were recruited using a snowball sampling technique that allowed the researcher to network for the next participant. The findings indicated that children are indeed influenced by their surroundings, experiencing many challenges such as those associated with Covid-19, those created by home circumstances, negative behavior, emotional distress and challenges associated with their schooling such as low school performance. The study revealed that various systems like the schools, churches and community members all collaborate to help primary school children navigate through their challenges.Item An Exploration of the Identity of South African Indian Female University Students: A Transgenerational Perspective(University of the Witwatersrand, Johannesburg, 2024) Pillay, Yajnika; Marchetti-Mercer, MariaThe meanings assigned to gender, race, culture and identity in post-apartheid South Africa are deeply embedded within the historical journeys and struggles of different population groups across the country. For many individuals, connections to the past are found within family legacies and intergenerational stories which shape and define understandings of who they are. This study sought to understand the role of these family narratives in constructing the identity of young South African Indian women today. Participant interviews and genogram data were obtained from eight women between the ages of 18-25, who were students at the University of the Witwatersrand. The findings of this study revealed that participants adopted hybrid identities which incorporated values associated with traditional gender roles for women as well as ideals and behaviours based on more modern values. The manner in which participants negotiate between these different understandings of femininity is influenced by a sense of obligation and duty towards their families, which linked closely with previous research on collectivist culture. These findings are further contextualised and understood using Bowen’s Family Systems Theory and understandings of differentiation.Item Developing a management framework for predicting adherence to HIV care and treatment in Eswatini(University of the Witwatersrand, Johannesburg, 2024) Mango, Thabiso; Kasese-Hara, Mambwe; Mulaudzi, MamakiriThe primary objective of this research was to develop a management framework for predicting adherence to HIV care and treatment in Eswatini. To achieve this goal, the study delved into the comprehension of adherence to HIV care and treatment among people living with HIV/AIDS (PLHIV); identified psychological factors influencing adherence to HIV care and treatment; evaluated Theory of Planned Behavior (TPB)- based indicators to assess their effectiveness in predicting adherence behaviour to HIV care and treatment before commencing antiretroviral therapy (ART); and validated the applicability of the TPB in predicting adherence to HIV care and treatment. The study employed a sequential exploratory mixed methods approach in its research methodology. An initial qualitative study was conducted to explore the adherence beliefs of newly diagnosed PLHIV towards HIV care and treatment. The process involved gathering qualitative data on the beliefs of 19 recently diagnosed HIV-positive patients from a local HIV Clinic in Manzini, Eswatini. A thematic analysis revealed 226 beliefs, which were then condensed into 45 themes to establish the final set of significant beliefs categorised under TPB precursors: behavioural outcomes, subjective standards, and perceived behavioural control. The results of this qualitative study played a crucial role when constructing the TPB questionnaire, as the data gathered from the study were used as variables in creating the questionnaire. The TPB questionnaire, derived from the qualitative research, was distributed to 152 participants as part of the main quantitative study. This investigation unveiled the complex interplay between individuals' perceptions of social norms, attitudes, and perceived behavioural control in shaping their adherence to HIV care and treatment. While the opinions of influential figures in participants' lives were significant, the study found that participants' personal beliefs and attitudes towards adherence had a more substantial influence. During a span of 12 months, the 152 participants were closely observed, and their adherence to HIV care and treatment was assessed at baseline and endline points to evaluate the predictive validity of the TPB measure. The analysis of the collected data revealed that, despite participants appearing to adhere to their medication regimen iv based on clinic visits and self-reported pill usage, their viral loads remained detectable. This study underscored the drawbacks of solely relying on self-reported data and emphasized the necessity of employing alternative approaches to accurately assess levels of adherence. The study revealed limitations in the application of the TPB in addressing adherence to HIV care and treatment in developing nations with socioeconomic challenges. The original TPB model mainly concentrates on predicting and explaining behavioural intentions but overlooks the objective evaluation of the observed behaviour. When assessing adherence to HIV treatment, it is crucial to analyse the effectiveness of the behaviour being observed to identify the elements that lead to good adherence. This research suggests expanding the existing TPB model to overcome its limitations by including factors other than observable behaviour. A conceptual management framework for HIV care and treatment based on the TPB was developed to overcome the shortcomings of the TPB in predicting adherence to HIV care and treatment in underdeveloped countries. Four crucial additions were incorporated: (1) an enhanced behavioural intention (2) developmental challenges driven by socio-economic factors (3) subjective confirmation regarding the behavioural action, and (4) behavioural validation of the behavioural action. In addition to various aspects, it recommended that the conceptual framework developed by this study to manage HIV/AIDS care and treatment based on the TPB should undergo a validation process before its implementation with the aim of validating its effectiveness.Item High school learners’ experiences of Inclusive Education: Reflections from first year psychology students(University of the Witwatersrand, Johannesburg, 2024) Johnson, Tamlyn; Kern, AnwynneInclusive Education has been implemented in South Africa since 2001 to address the barriers that prevent learners from accessing, participating and achieving in mainstream schools. Research has largely focused on teachers and other educational stakeholders’ evaluation of the progress and efficiency of Inclusive Education. This qualitative study reports on the high school experiences of first year psychology students. The sample included both learners with and without barriers to learning, who attended different schooling systems; Public (urban and township), private and rural schools. Using qualitative surveys, the study investigated students’ experiences and understanding of Inclusive Education. The data was analysed using thematic analysis and the bioecological model. Four key themes were identified; (1)Diverse understandings of barriers to learning (BTL), (2) Experiences with learners with barriers to learning,(3)Teachers’ relations with learners with BTL, and (4) Attitudes towards IE. The findings revealed that most of the participants have had experiences with learners with various BTL in high school. However, their experiences indicate that there are still negative perceptions and treatment of learners with BTL, by teachers and other learners, though they have also witnessed the resilience of learners with barriers to learning. Inclusive Education is gradually being implemented, especially considering that most of the participants have had experiences with learners with various BTL in high school. Of the research found, there is substantial work that is required to successfully implement IE in South African schools.Item 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, SamkeloThe 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.Item Neurocognitive Rehabilitation for an Adolescent HIV Population: The Case of Sustained Attention(University of the Witwatersrand, Johannesburg, 2024) Zondo, SizweThe Human Immunodeficiency Virus (HIV) continues to be a significant disease burden. In terms of neurocognitive health, HIV crosses the blood-brain barrier, resulting in neuronal dysregulation and compromised neurocognition. Of further import, antiretroviral drugs are indicated to have limited permeability in the central nervous system and do not reverse compromised neurocognition, sequent HIV neuroinvasion. The objectives of the study were to investigate the efficacy of HIV cognitive rehabilitation therapy (HIV-CRT) in adolescent HIV. The first aim was to investigate the evidence for the cognitive rehabilitation of HIV in adolescent and geriatric samples, sequent neuroHIV. This investigation resulted in the publication of a meta-analysis detailing the efficacy of attention remediation in neuroHIV. The second aim was to examine the efficacy of fNIRS neuroimaging in measuring hemodynamic responses in the prefrontal cortex in adolescents neuroHIV. This investigation resulted in the publication of an article detailing the efficacy of fNIRS in detailing changes in oxygenated haemoglobin in adolescents living with neuroHIV. The third aim was to pair fNIRS optical neuroimaging with behavioural data to investigate changes associated with brain training at a cortical and behavioural level. The execution of the above aim resulted in the publication of an article detailing the procedures and methods to achieve the enquiry. The fourth article, under review, details findings related to neural efficiency and attention training. The final manuscript, under preparation, details functional connectivity outcomes related to attention training. To enable the analysis of the published articles, an initial cohort of 42 adolescents (mean age = 17.28) living with HIV participated in the study. Following attrition, the sample was reduced to 26 participants. Thirteen participants were assigned to the treatment group (n = 13; mean age = 16; SD = 1.2), which received cognitive rehabilitation to remediate attention. Thirteen children acted as controls (mean age = 17; SD = 1.3). Pre- and post-intervention data were analysed using behavioural and optical imaging data. 5 Findings indicated that HIV-CRT (attention) is associated with decreased oxygenated haemoglobin (HbO) and increased functional connectivity in the Central Executive Network (CEN). Contrary to expectation, HIV-CRT was associated with minimal behavioural gains, as indicated by neuropsychological assessments. Taken together, findings seem to suggest that in adolescent neuroHIV, customised HIV-CRT promotes cortical efficiency. However, brain training does not translate to immediate behavioural improvements at post-assessment. Summarily, findings suggest that cortical plasticity may precede near-and-far cognitive transfer gain in adolescents neuroHIV.