A psycho-educational programme to facilitate the mental health of adolescent girls who are victims of verbal bullying
- Authors: Jacobs, Ruwayda
- Date: 2012
- Subjects: Teenage girls -- Mental health -- South Africa , Psychoanalysis , Bullying
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9946 , http://hdl.handle.net/10948/d1014579
- Description: Bullying appears to be a worldwide phenomenon. It occurs within schools, homes, and in the community too. Bullying is a form of aggressive behaviour. Female bullying is not so easily noticed, as girls hardly ever use physical forms of aggression. Bullying can have a detrimental effect on the mental health of the victim. The victims of bullying experience symptoms of mental discomfort, which include low self esteem, feelings of helplessness, feelings of worthlessness and inferiority, lack of confidence, isolation, self-conscientiousness; and lastly, this can lead to suicide. Some form of intervention is necessary to provide adolescents with skills to combat bullying and help them to become mentally healthy again. The overall goal of the study was to develop, implement and evaluate a psycho-educational programme for female adolescents in a secondary school setting, in order to assist them in coping with bullying. The objectives of the research study were to: Conduct asituational analysis to identify the mental health needs of adolescent girls, as victimsof bullying. Develop a psycho-educational programme to facilitate the promotion of mental health of those adolescent girls who are victims of bullying. Implement the psycho-educational programme to facilitate coping by adolescent girls who are victims of bullying. Assess whether the adolescent girls have benefitted from attending the psycho-educational programme. The researcher used a qualitative, explorative, descriptive and contextual design. The research methodology consisted of four phases. In phase one of the research, a situational analysis was done; and the characteristics of mental discomfort exhibited by the victim were identified. The needs of the adolescent girl who has been bullied have already been described. Phase two involved the development of a psycho-educational programme. The information from the situational analysis was used to develop the conceptual framework. The six concepts in the survey list of Dickoff et al. (1968:422) were described as follows: the recipient is the adolescent girl who has been bullied, the agent is an advanced psychiatric nurse, the context is the community and the secondary school where bullying takes place, the dynamics of the intervention constitute the mental discomfort experienced by the adolescent girl. This is what motivates her to participate in the programme. The procedure was identified as the psycho-educational programme, while the terminus or outcome of the intervention for the adolescent girl would be for her to experience mental health after being exposed to the psycho-educational programme. The relationship between the concepts was used to form the mind map of the conceptual framework. This guided the development of the psycho-educational programme. The content of the programme has already been described. In phase three the psycho-educational programme is implemented and in phase four the programme is evaluated. The psycho-educational programme taught the teenage girls skills and it provided them with knowledge to cope better with the bullying. Attending the programme made the teenagers aware that they needed to change to experience mental health and happiness. The empirical study took place in phase four. The data-gathering method in phase four included the conducting of semi-structured interviews with the adolescent girls who participated in the programme, as well as the teachers of these adolescent girls and their parents. Naïve sketches, reflective journals, observations made and field notes formed part of this database. The data was analyzed by means of Tesch‟s descriptive analysis (in Creswell, 2003:192). The participants had to comment on how they were coping after the implementation of the psycho-educational programme. In conclusion, an intervention in the form of the psycho-educational programme was shown to be beneficial to adolescent girls who were victims of bullying, to assist them in coping with the aftermath of being bullied. Recommendations were made to enhance nursing practice, as well as nursing education and nursing research. Keywords: Adolescent girls, bullying, secondary schools, advanced psychiatric nurse, psycho-educational programme, mental health.
- Full Text:
- Date Issued: 2012
- Authors: Jacobs, Ruwayda
- Date: 2012
- Subjects: Teenage girls -- Mental health -- South Africa , Psychoanalysis , Bullying
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9946 , http://hdl.handle.net/10948/d1014579
- Description: Bullying appears to be a worldwide phenomenon. It occurs within schools, homes, and in the community too. Bullying is a form of aggressive behaviour. Female bullying is not so easily noticed, as girls hardly ever use physical forms of aggression. Bullying can have a detrimental effect on the mental health of the victim. The victims of bullying experience symptoms of mental discomfort, which include low self esteem, feelings of helplessness, feelings of worthlessness and inferiority, lack of confidence, isolation, self-conscientiousness; and lastly, this can lead to suicide. Some form of intervention is necessary to provide adolescents with skills to combat bullying and help them to become mentally healthy again. The overall goal of the study was to develop, implement and evaluate a psycho-educational programme for female adolescents in a secondary school setting, in order to assist them in coping with bullying. The objectives of the research study were to: Conduct asituational analysis to identify the mental health needs of adolescent girls, as victimsof bullying. Develop a psycho-educational programme to facilitate the promotion of mental health of those adolescent girls who are victims of bullying. Implement the psycho-educational programme to facilitate coping by adolescent girls who are victims of bullying. Assess whether the adolescent girls have benefitted from attending the psycho-educational programme. The researcher used a qualitative, explorative, descriptive and contextual design. The research methodology consisted of four phases. In phase one of the research, a situational analysis was done; and the characteristics of mental discomfort exhibited by the victim were identified. The needs of the adolescent girl who has been bullied have already been described. Phase two involved the development of a psycho-educational programme. The information from the situational analysis was used to develop the conceptual framework. The six concepts in the survey list of Dickoff et al. (1968:422) were described as follows: the recipient is the adolescent girl who has been bullied, the agent is an advanced psychiatric nurse, the context is the community and the secondary school where bullying takes place, the dynamics of the intervention constitute the mental discomfort experienced by the adolescent girl. This is what motivates her to participate in the programme. The procedure was identified as the psycho-educational programme, while the terminus or outcome of the intervention for the adolescent girl would be for her to experience mental health after being exposed to the psycho-educational programme. The relationship between the concepts was used to form the mind map of the conceptual framework. This guided the development of the psycho-educational programme. The content of the programme has already been described. In phase three the psycho-educational programme is implemented and in phase four the programme is evaluated. The psycho-educational programme taught the teenage girls skills and it provided them with knowledge to cope better with the bullying. Attending the programme made the teenagers aware that they needed to change to experience mental health and happiness. The empirical study took place in phase four. The data-gathering method in phase four included the conducting of semi-structured interviews with the adolescent girls who participated in the programme, as well as the teachers of these adolescent girls and their parents. Naïve sketches, reflective journals, observations made and field notes formed part of this database. The data was analyzed by means of Tesch‟s descriptive analysis (in Creswell, 2003:192). The participants had to comment on how they were coping after the implementation of the psycho-educational programme. In conclusion, an intervention in the form of the psycho-educational programme was shown to be beneficial to adolescent girls who were victims of bullying, to assist them in coping with the aftermath of being bullied. Recommendations were made to enhance nursing practice, as well as nursing education and nursing research. Keywords: Adolescent girls, bullying, secondary schools, advanced psychiatric nurse, psycho-educational programme, mental health.
- Full Text:
- Date Issued: 2012
The experience of adolescense girls regarding verbal bullying in secondary school
- Authors: Jacobs, Ruwayda
- Date: 2006
- Subjects: Teenage girls -- Mental health -- South Africa , Bullying in schools -- South Africa , Psychiatric nursing -- South Africa
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: vital:10045 , http://hdl.handle.net/10948/449 , Teenage girls -- Mental health -- South Africa , Bullying in schools -- South Africa , Psychiatric nursing -- South Africa
- Description: The experience of verbal bullying at school may cause a female adolescent much distress. This distress can result in the adolescent experiencing life as traumatic and may influence her sense of well being negatively. Verbal bullying usually takes the form of name-calling, put-downs and insults. This can be very traumatic for adolescents and can lower their self-esteem, which may eventually lead to mental illness. The parents of adolescent learners often have the misconception that bullying is a normal part of a teenager’s life and are unaware of the distress it may cause the adolescent. The victimized adolescent should, therefore, be provided with support in order to avert the occurrence of mental illness. The goals of this study were to: • Explore and describe the experiences of adolescent girls regarding verbal bullying in secondary school settings. • Develop guidelines to assist mental health nursing specialists in helping adolescent girls to cope with bullying in secondary schools. The researcher used a qualitative, explorative, descriptive and contextual design with a phenomenological approach. The research population consisted of female learners in a secondary school setting. Purposive sampling was used in this study to identify participants. Data was collected by means of naïve sketches, one-to-one-interviews and field notes based on observations. Data was analyzed using Tesch’s method (in Creswell, 1994:190) of descriptive analysis. The identified themes were compared to available literature. The data collected from this study was used to develop guidelines to aid mental health nursing specialists to help adolescents to cope with verbal bullying.
- Full Text:
- Date Issued: 2006
- Authors: Jacobs, Ruwayda
- Date: 2006
- Subjects: Teenage girls -- Mental health -- South Africa , Bullying in schools -- South Africa , Psychiatric nursing -- South Africa
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: vital:10045 , http://hdl.handle.net/10948/449 , Teenage girls -- Mental health -- South Africa , Bullying in schools -- South Africa , Psychiatric nursing -- South Africa
- Description: The experience of verbal bullying at school may cause a female adolescent much distress. This distress can result in the adolescent experiencing life as traumatic and may influence her sense of well being negatively. Verbal bullying usually takes the form of name-calling, put-downs and insults. This can be very traumatic for adolescents and can lower their self-esteem, which may eventually lead to mental illness. The parents of adolescent learners often have the misconception that bullying is a normal part of a teenager’s life and are unaware of the distress it may cause the adolescent. The victimized adolescent should, therefore, be provided with support in order to avert the occurrence of mental illness. The goals of this study were to: • Explore and describe the experiences of adolescent girls regarding verbal bullying in secondary school settings. • Develop guidelines to assist mental health nursing specialists in helping adolescent girls to cope with bullying in secondary schools. The researcher used a qualitative, explorative, descriptive and contextual design with a phenomenological approach. The research population consisted of female learners in a secondary school setting. Purposive sampling was used in this study to identify participants. Data was collected by means of naïve sketches, one-to-one-interviews and field notes based on observations. Data was analyzed using Tesch’s method (in Creswell, 1994:190) of descriptive analysis. The identified themes were compared to available literature. The data collected from this study was used to develop guidelines to aid mental health nursing specialists to help adolescents to cope with verbal bullying.
- Full Text:
- Date Issued: 2006
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