A case-series evaluation of the impact and processes of a service-learning programme on and for caregivers and their children with neurodevelopmental disabilities
- Authors: Cooke, Nicole
- Date: 2019
- Subjects: Developmentally disabled children -- Care , Caregivers -- Training of , Service learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/96691 , vital:31309
- Description: This thesis presents a series of three case studies from data collected as part of a research project exploring the process and impact of a service-learning programme with caregivers and their children with neurodevelopmental disabilities. Following a descriptive case series design, both quantitative and qualitative data are presented to create a comprehensive and rich understanding of each case. In particular, the data tracks change processes in the subjective well-being of the caregiver, the quality of the caregiver-child relationship and the functional development of the child over a twenty-one-week period of receiving public health services and an eight-week period of adding the service-learning programme. The paper also presents qualitative data on the caregivers’ perceptions of and experiences of the public services and the servicelearning programme that the caregivers and their children received. The findings provide important insight into the caregivers’ perceptions of giving and receiving care, with the caregivers’ experiencing significant levels of distress and prominent barriers to accessing healthcare that were seemingly eased with the addition of the service-learning programme. The findings also point to a notable disparity between the quantitative findings and the qualitative interviews with questions being raised about the research being viewed as an intervention in itself.
- Full Text:
- Date Issued: 2019
- Authors: Cooke, Nicole
- Date: 2019
- Subjects: Developmentally disabled children -- Care , Caregivers -- Training of , Service learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/96691 , vital:31309
- Description: This thesis presents a series of three case studies from data collected as part of a research project exploring the process and impact of a service-learning programme with caregivers and their children with neurodevelopmental disabilities. Following a descriptive case series design, both quantitative and qualitative data are presented to create a comprehensive and rich understanding of each case. In particular, the data tracks change processes in the subjective well-being of the caregiver, the quality of the caregiver-child relationship and the functional development of the child over a twenty-one-week period of receiving public health services and an eight-week period of adding the service-learning programme. The paper also presents qualitative data on the caregivers’ perceptions of and experiences of the public services and the servicelearning programme that the caregivers and their children received. The findings provide important insight into the caregivers’ perceptions of giving and receiving care, with the caregivers’ experiencing significant levels of distress and prominent barriers to accessing healthcare that were seemingly eased with the addition of the service-learning programme. The findings also point to a notable disparity between the quantitative findings and the qualitative interviews with questions being raised about the research being viewed as an intervention in itself.
- Full Text:
- Date Issued: 2019
A psychosocial reading of novice clinical psychologists’ talk about whiteness
- Authors: Kennedy, Brink
- Date: 2018
- Subjects: Clinical psychology Practice South Africa , White people Race identity South Africa , White privilege (Social structure) South Africa , White people Race identity Psychological aspects , Intercultural communication , Psychoanalysis and racism South Africa , Mentalization Based Therapy
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/60212 , vital:27751
- Description: This research presents a case study report of interview encounters with two novice white South African clinical psychologists. A psychosocial research methodology is employed to examine the discursive strategies that participants engage in when speaking about whiteness in the context of their professional identity and practice, as well as to examine the ways in which these discursive strategies support or constrain ‘mentalizing’ in relation to raced experience. One case study highlights an individualistic discourse of ‘racial innocence’, which constructs the speaker as being free of racial enculturation and consciousness, eliding a broader social context. I argue that this discourse closes down mentalizing in relation to more difficult, intractable aspects of raced experience in clinical work, relating to differences in positionality as well as issues of inequality. I also propose that this discourse may be understood in terms of a ‘pretend’ mode of thought, where aspects of the wider social context and of race in particular are experienced as being unrelated to intimate personal experience. The other case study highlights a discourse of ‘uneasy whiteness’ that involves awareness of white positionality, and that is grounded in a constructionist sensibility. This positions the speaker as being inevitably implicated in white privilege and racism in ways that she may be ignorant of. I argue that the discourse facilitates a particular type of mentalizing that is sensitive to the interpellation of intimate personal experience with a wider social context that encompasses a range of discourses and practices. It closes down mentalizing, however, in so far as it allows a reified construction of whiteness. I find the concept of psychic equivalence, which equates external (concrete, factual) reality and internal (subjective, symbolic) reality, useful in terms of understanding this reification. Overall the research highlights the tension between constructionist and individualistic modes of thinking within clinical psychology research and practice in the South African context. At the level of methodology, it presents an example of how these modes may be integrated within research. At the level of content, it explores differences between constructionist and individualistic talk in relation to race and psychological practice.
- Full Text:
- Date Issued: 2018
- Authors: Kennedy, Brink
- Date: 2018
- Subjects: Clinical psychology Practice South Africa , White people Race identity South Africa , White privilege (Social structure) South Africa , White people Race identity Psychological aspects , Intercultural communication , Psychoanalysis and racism South Africa , Mentalization Based Therapy
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/60212 , vital:27751
- Description: This research presents a case study report of interview encounters with two novice white South African clinical psychologists. A psychosocial research methodology is employed to examine the discursive strategies that participants engage in when speaking about whiteness in the context of their professional identity and practice, as well as to examine the ways in which these discursive strategies support or constrain ‘mentalizing’ in relation to raced experience. One case study highlights an individualistic discourse of ‘racial innocence’, which constructs the speaker as being free of racial enculturation and consciousness, eliding a broader social context. I argue that this discourse closes down mentalizing in relation to more difficult, intractable aspects of raced experience in clinical work, relating to differences in positionality as well as issues of inequality. I also propose that this discourse may be understood in terms of a ‘pretend’ mode of thought, where aspects of the wider social context and of race in particular are experienced as being unrelated to intimate personal experience. The other case study highlights a discourse of ‘uneasy whiteness’ that involves awareness of white positionality, and that is grounded in a constructionist sensibility. This positions the speaker as being inevitably implicated in white privilege and racism in ways that she may be ignorant of. I argue that the discourse facilitates a particular type of mentalizing that is sensitive to the interpellation of intimate personal experience with a wider social context that encompasses a range of discourses and practices. It closes down mentalizing, however, in so far as it allows a reified construction of whiteness. I find the concept of psychic equivalence, which equates external (concrete, factual) reality and internal (subjective, symbolic) reality, useful in terms of understanding this reification. Overall the research highlights the tension between constructionist and individualistic modes of thinking within clinical psychology research and practice in the South African context. At the level of methodology, it presents an example of how these modes may be integrated within research. At the level of content, it explores differences between constructionist and individualistic talk in relation to race and psychological practice.
- Full Text:
- Date Issued: 2018
A survey of the professional identity of clinical psychologists in South Africa
- Authors: Deane, Tessa Anne
- Date: 2017
- Subjects: Psychologists -- South Africa , Psychology -- Study and teaching (Higher) -- South Africa , Psychology -- Practice -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5140 , vital:20780
- Description: The mental health care needs of South Africa have shifted significantly in the postapartheid context of changing political and socioeconomic landscapes. However, the extent to which clinical psychologists’ professional identity has responded accordingly has been unclear. By establishing the practice patterns and values that should be central to the profession according to the literature, and ascertaining the extent to which these are reflected among professionals at this time, this study facilitates a re-evaluation of the professional identity of clinical psychologists in South Africa. To this end, an online survey method was used to collect data from a representative sample of 877 participants, i.e. 29,09% of the population of clinical psychologists in South Africa. Statistical analyses were implemented to address a number of key research questions concerning aspects which characterise professional identity, namely: demographic profile; work settings and roles (practices); and theoretical perspective, beliefs and attitudes (values). Findings suggest that, demographically, clinical psychologists do not mirror the clients they serve, and also that there is a large proportion of the population for whom psychological services remain inaccessible and/or inappropriate. Furthermore, the professional identity of clinical psychologists currently does not comprise practices and values which meet the mental health care needs of South Africa. A significant recommendation of the research is its endorsement of the National Health Insurance model given the promise of its role in ensuring psychology remains relevant. It is recommended that future studies expand on these findings qualitatively, and compare clinical psychology with other mental health care fields. Universities are also urged to relook at their training curricula and ensure that trainees are made of aware of issues of policy, and that areas of research and psychological assessment in complex environments are prioritized.
- Full Text:
- Date Issued: 2017
- Authors: Deane, Tessa Anne
- Date: 2017
- Subjects: Psychologists -- South Africa , Psychology -- Study and teaching (Higher) -- South Africa , Psychology -- Practice -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5140 , vital:20780
- Description: The mental health care needs of South Africa have shifted significantly in the postapartheid context of changing political and socioeconomic landscapes. However, the extent to which clinical psychologists’ professional identity has responded accordingly has been unclear. By establishing the practice patterns and values that should be central to the profession according to the literature, and ascertaining the extent to which these are reflected among professionals at this time, this study facilitates a re-evaluation of the professional identity of clinical psychologists in South Africa. To this end, an online survey method was used to collect data from a representative sample of 877 participants, i.e. 29,09% of the population of clinical psychologists in South Africa. Statistical analyses were implemented to address a number of key research questions concerning aspects which characterise professional identity, namely: demographic profile; work settings and roles (practices); and theoretical perspective, beliefs and attitudes (values). Findings suggest that, demographically, clinical psychologists do not mirror the clients they serve, and also that there is a large proportion of the population for whom psychological services remain inaccessible and/or inappropriate. Furthermore, the professional identity of clinical psychologists currently does not comprise practices and values which meet the mental health care needs of South Africa. A significant recommendation of the research is its endorsement of the National Health Insurance model given the promise of its role in ensuring psychology remains relevant. It is recommended that future studies expand on these findings qualitatively, and compare clinical psychology with other mental health care fields. Universities are also urged to relook at their training curricula and ensure that trainees are made of aware of issues of policy, and that areas of research and psychological assessment in complex environments are prioritized.
- Full Text:
- Date Issued: 2017
Defended subjectivity in service-learning:a psychosocial analysis of students’ talk about service-learning in psychology
- Authors: Haselau, Tracey Laura
- Date: 2021
- Subjects: Service learning -- Case studies -- South Africa -- Makhanda , Rhodes University -- Students -- Attitudes , Psychology students -- Attitudes -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/170810 , vital:41962 , 10.21504/10962/170810
- Description: The purpose of this qualitative study was to analyse students’ talk about their service-learning experiences in psychology, in South Africa, from a psychosocial perspective. The research aims to identify dominant and subjugated discourses about service-learning in psychology, and to explore why students invest in particular discourses over others. Furthermore, the research aims to explore the intersubjective contexts that mediate students’ talk about their service-learning and their emotional investments in the discourses employed in their talk, drawing on the concept of mentalization. Eight psychology students were interviewed toward the end of their participation in a service-learning psychology honours course. Transcripts from the interviews as well as entries from students’ reflective journals were analysed using a psychosocial methodology. The key findings from this research point to the ways in which students oscillate between employing two competing sets of discourses about their service learning. At times, students drew on what I have referred to as a ‘discourse of rapture’, characterised by fascination with the ‘other’ and the maintenance of power imbalances. This discourse draws on a liberal traditional discourse of learning and a charity discourse of service-learning. In other parts of their talk, students draw on what I have called a ‘discourse of ruptura’, characterised by an inward curiosity about the outward fascination with the ‘other’. This discourse draws on constructivist accounts of service-learning. Findings suggest that students’ emotional investments in discourses of service-learning are mediated by defensive positions caused by the anxieties incurred in service-learning contexts. An important consideration to take forward from this research is the way in which anxieties in service-learning experiences may be contained (or not), and to be aware of the problematic outcomes that may arise from not containing anxieties, such as the perpetuation of prejudicial attitudes and othering. The intersectionality of ‘race’ and disability in the specific service-learning programme under investigation in this study is an important consideration in implementing careful supervision of programmes such as this one, so that students’ rapture with the ‘other’ is not compounded and reinforced by the service-learning experience.
- Full Text:
- Date Issued: 2021
- Authors: Haselau, Tracey Laura
- Date: 2021
- Subjects: Service learning -- Case studies -- South Africa -- Makhanda , Rhodes University -- Students -- Attitudes , Psychology students -- Attitudes -- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/170810 , vital:41962 , 10.21504/10962/170810
- Description: The purpose of this qualitative study was to analyse students’ talk about their service-learning experiences in psychology, in South Africa, from a psychosocial perspective. The research aims to identify dominant and subjugated discourses about service-learning in psychology, and to explore why students invest in particular discourses over others. Furthermore, the research aims to explore the intersubjective contexts that mediate students’ talk about their service-learning and their emotional investments in the discourses employed in their talk, drawing on the concept of mentalization. Eight psychology students were interviewed toward the end of their participation in a service-learning psychology honours course. Transcripts from the interviews as well as entries from students’ reflective journals were analysed using a psychosocial methodology. The key findings from this research point to the ways in which students oscillate between employing two competing sets of discourses about their service learning. At times, students drew on what I have referred to as a ‘discourse of rapture’, characterised by fascination with the ‘other’ and the maintenance of power imbalances. This discourse draws on a liberal traditional discourse of learning and a charity discourse of service-learning. In other parts of their talk, students draw on what I have called a ‘discourse of ruptura’, characterised by an inward curiosity about the outward fascination with the ‘other’. This discourse draws on constructivist accounts of service-learning. Findings suggest that students’ emotional investments in discourses of service-learning are mediated by defensive positions caused by the anxieties incurred in service-learning contexts. An important consideration to take forward from this research is the way in which anxieties in service-learning experiences may be contained (or not), and to be aware of the problematic outcomes that may arise from not containing anxieties, such as the perpetuation of prejudicial attitudes and othering. The intersectionality of ‘race’ and disability in the specific service-learning programme under investigation in this study is an important consideration in implementing careful supervision of programmes such as this one, so that students’ rapture with the ‘other’ is not compounded and reinforced by the service-learning experience.
- Full Text:
- Date Issued: 2021
Nascent Desires: Gendered Sexualities in Life Orientation Sexuality Education Programmes and Popular Music
- Authors: Moodley, Dale Dhersen
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3274 , http://hdl.handle.net/10962/d1021260
- Description: Formal school-based sexuality education is one medium, amongst others, that recognises young people’s sexuality, but usually as at-risk and/or risk taking subjects, or as innocent subjects. I analyse the gendered sexualities of young people as represented in: Grade 10 Life Orientation sexuality education programmes and popular music, as two mediums of sexual socialisation in Grade 10 learners’ lives, and as engaged with by Grade 10 learners and educators. I collected data from two schools in the Eastern Cape that included: (i) sections on sexuality from two Life Orientation manuals used by educators in classrooms: ‘Oxford Successful Life Orientation’ (2011), and ‘Shuters Top Class Life Orientation’ (2011); (ii) videos and lyrics of three songs voted most popular by learners which were ‘Climax’ by Usher, ‘Beez in the Trap’ by Nicki Minaj, and ‘Where Have You Been’ by Rihanna; (iii) observations of seven sexuality education classes; and, (iv) in-depth semistructured interviews conducted with eight learners and two educators. I draw on an integrated theoretical and methodological approach – Foucauldian, feminist poststructural and psychosocial psychoanalytic perspectives – to conceptualise and analyse gendered sexualities in terms of: (i) the dominant gendered discourses found in sexuality education manuals, and music videos and lyrics; (ii) the reflexive and interactive gendered subject positions taken up and/or resisted by learners and educators during classroom lessons and one-on-one interviews; and, (iii) learners’ and educators’ conscious and unconscious investments in particular gendered subject positions during one-on-one interviews. These three sets of analysis produced four major themes. The first theme centres on responsible sexuality; young women are expected to assume more sexual responsility than young men, thus curbing their sexual agency. The second theme outlines three types of pleasure – sexual, romantic and dating and/or relationship pleasure – that accord young men and women active and passive ways of exercising pleasure. The third theme highlights the heteronormative transitioning adolescent subject that constructs young women as reproductive subjects and young men as sexual subjects. The last theme focuses on gendered power relations and raunch culture, and maintains that young men are powerful and likely to commit acts of sexual violence against young women because they are powerless. The central argument developed when viewing all the themes is that dominant gendered discourse, gendered subject positions, and conscious and unconscious investments in these positions challenge the extent to which the gendered meanings that underpin adolescent learners’ sexuality are stable and fixed. The gendered discourses in the Life Orientation sexuality education programmes showed that gender is expressed rigidly, thus privileging masculine over feminine sexuality. However, the gendered discourses in the popular music contested rigid gender binaries and produced fluid and equitable masculine and feminine sexualities. The classroom practices depicted multiple and more equatable gendered sexualities, highlighting just how contested gender is. Finally, educator and learners’ personal biographies illustrated how conflicting masculine and feminine sexualities present a signficant source of emotional conflict for them. It may benefit policymakers and stakeholders to consider informal mediums of sexual socialisation for learners, such as music, when drafting the Life Orientation sexuality education curriculum, whilst also taking into account learners and educators personal lives.
- Full Text:
- Date Issued: 2016
- Authors: Moodley, Dale Dhersen
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3274 , http://hdl.handle.net/10962/d1021260
- Description: Formal school-based sexuality education is one medium, amongst others, that recognises young people’s sexuality, but usually as at-risk and/or risk taking subjects, or as innocent subjects. I analyse the gendered sexualities of young people as represented in: Grade 10 Life Orientation sexuality education programmes and popular music, as two mediums of sexual socialisation in Grade 10 learners’ lives, and as engaged with by Grade 10 learners and educators. I collected data from two schools in the Eastern Cape that included: (i) sections on sexuality from two Life Orientation manuals used by educators in classrooms: ‘Oxford Successful Life Orientation’ (2011), and ‘Shuters Top Class Life Orientation’ (2011); (ii) videos and lyrics of three songs voted most popular by learners which were ‘Climax’ by Usher, ‘Beez in the Trap’ by Nicki Minaj, and ‘Where Have You Been’ by Rihanna; (iii) observations of seven sexuality education classes; and, (iv) in-depth semistructured interviews conducted with eight learners and two educators. I draw on an integrated theoretical and methodological approach – Foucauldian, feminist poststructural and psychosocial psychoanalytic perspectives – to conceptualise and analyse gendered sexualities in terms of: (i) the dominant gendered discourses found in sexuality education manuals, and music videos and lyrics; (ii) the reflexive and interactive gendered subject positions taken up and/or resisted by learners and educators during classroom lessons and one-on-one interviews; and, (iii) learners’ and educators’ conscious and unconscious investments in particular gendered subject positions during one-on-one interviews. These three sets of analysis produced four major themes. The first theme centres on responsible sexuality; young women are expected to assume more sexual responsility than young men, thus curbing their sexual agency. The second theme outlines three types of pleasure – sexual, romantic and dating and/or relationship pleasure – that accord young men and women active and passive ways of exercising pleasure. The third theme highlights the heteronormative transitioning adolescent subject that constructs young women as reproductive subjects and young men as sexual subjects. The last theme focuses on gendered power relations and raunch culture, and maintains that young men are powerful and likely to commit acts of sexual violence against young women because they are powerless. The central argument developed when viewing all the themes is that dominant gendered discourse, gendered subject positions, and conscious and unconscious investments in these positions challenge the extent to which the gendered meanings that underpin adolescent learners’ sexuality are stable and fixed. The gendered discourses in the Life Orientation sexuality education programmes showed that gender is expressed rigidly, thus privileging masculine over feminine sexuality. However, the gendered discourses in the popular music contested rigid gender binaries and produced fluid and equitable masculine and feminine sexualities. The classroom practices depicted multiple and more equatable gendered sexualities, highlighting just how contested gender is. Finally, educator and learners’ personal biographies illustrated how conflicting masculine and feminine sexualities present a signficant source of emotional conflict for them. It may benefit policymakers and stakeholders to consider informal mediums of sexual socialisation for learners, such as music, when drafting the Life Orientation sexuality education curriculum, whilst also taking into account learners and educators personal lives.
- Full Text:
- Date Issued: 2016
Sistering and sexual socialisation: a psychosocial study of Xhosa women’s ‘sex and reproduction talk’ with their sisters
- Authors: Ndabula, Yanela
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/35055 , vital:24313
- Description: While much work has been put into understanding parent-child talk about sex, less is known about how sisters discuss sex. Using a psychosocial framework, in this study, I explore how women report talking about sex and reproduction in their sister-sister relationships, the subject positions within the talk and how the talk restricts or shores up particular ways of ‘doing sex and reproduction’ in society. Moreover, I examine why these women emotionally invest in certain discourses over others in their sisterly sex talk. The psychosocial framework combines discursive psychology with a psychoanalytic approach to explore both ‘inner’ and ‘outer’ processes involved in sexual socialisation within sistering. Psychoanalytic concepts were used to ‘thicken’ the discursive reading of the text. Five isiXhosa-speaking, middle aged and working class women were the participants of the study. The Free Associated Narrative Interview was used to collect the data thus participants were encouraged to convey their experiences of sex talk and reproduction within their sisterly relationships with minimal interruptions from the interviewer. Analysis suggests that the women drew on two broad interpretative repertoires in order to construct their sisters as sexual subjects: a repertoire of secrecy, and a repertoire of responsibilisation and risk. Furthermore, sisterly sex talk was constructed as a complex interchange of shifting positions of openness and power due to two coinciding identities - that of mother and of peer taken up by the participants. A psychoanalytic reading of the data suggests an emotional investment in exemplifying responsibility. The participants experienced anxiety in negotiating a sexualised femininity and projected their sexual desire onto their sister to defend against anxiety in their talk; this enabled them to feel as though they were ‘doing’ sex better than their sisters.
- Full Text:
- Date Issued: 2017
- Authors: Ndabula, Yanela
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/35055 , vital:24313
- Description: While much work has been put into understanding parent-child talk about sex, less is known about how sisters discuss sex. Using a psychosocial framework, in this study, I explore how women report talking about sex and reproduction in their sister-sister relationships, the subject positions within the talk and how the talk restricts or shores up particular ways of ‘doing sex and reproduction’ in society. Moreover, I examine why these women emotionally invest in certain discourses over others in their sisterly sex talk. The psychosocial framework combines discursive psychology with a psychoanalytic approach to explore both ‘inner’ and ‘outer’ processes involved in sexual socialisation within sistering. Psychoanalytic concepts were used to ‘thicken’ the discursive reading of the text. Five isiXhosa-speaking, middle aged and working class women were the participants of the study. The Free Associated Narrative Interview was used to collect the data thus participants were encouraged to convey their experiences of sex talk and reproduction within their sisterly relationships with minimal interruptions from the interviewer. Analysis suggests that the women drew on two broad interpretative repertoires in order to construct their sisters as sexual subjects: a repertoire of secrecy, and a repertoire of responsibilisation and risk. Furthermore, sisterly sex talk was constructed as a complex interchange of shifting positions of openness and power due to two coinciding identities - that of mother and of peer taken up by the participants. A psychoanalytic reading of the data suggests an emotional investment in exemplifying responsibility. The participants experienced anxiety in negotiating a sexualised femininity and projected their sexual desire onto their sister to defend against anxiety in their talk; this enabled them to feel as though they were ‘doing’ sex better than their sisters.
- Full Text:
- Date Issued: 2017
The experiences of health service providers working with children with physical disabilities and their caregivers in the Eastern Cape
- Authors: Mathaba, Yollandah
- Date: 2019
- Subjects: Children with disabilities -- South Africa -- Eastern Cape , Caregivers -- South Africa -- Eastern Cape -- Case studies , Caregivers -- Psychology , Children with disabilities -- Care
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/76299 , vital:30545
- Description: The prevalence of childhood disability in South Africa is significant. In an attempt to meet the constitutional rights of children with disabilities, there are a variety of services available for children with disabilities. These services are aimed at rehabilitating children with disabilities and integrating them in society. Amongst such services are health services. Due to the nature of some childhood disabilities, it is recommended that they should be seen by a multidisciplinary team. While the field of childhood disability has been researched extensively. Limited research has been conducted on the experiences of health service providers working with children with disabilities and their caregivers. The current study explored the experiences of health service providers working with children with disabilities and their caregivers in the Eastern Cape. To achieve this aim, the study employed Interpretative Phenomenological Analysis (IPA). Five participants were recruited using purposive and snowball sampling methods. Semi-structured interviews were used to allow participants to freely share their experiences of working with children with disabilities and their caregivers. The interviews were audio recorded and transcribed for analysis purpose. The analysis process generated five master themes namely: Positive experiences of their work; negative experiences of their work; perception of their role as changing over time; managing challenges in their work; and experiences of a service learning programme as complementary to their work. The findings of the study highlighted both the positive experiences and the negative experiences of their work. On the one hand, the participants reported positive affect and that they found their work meaningful. They also reported a sense of feeling supported by fellow colleagues and enjoying their work at the clinics. On the other hand, the participants reported negative affect in relation to their wok difficulties such as feelings of frustration, feelings of being unappreciated by management and finding the work distressing. The participants reported that professional and emotional growth in conjunction with perspective taking contributed to developing better coping mechanisms. A service learning programme offered in the community was experienced as a good contribution to the work done at the clinics and distinguished as addressing the emotional needs of the caregivers which cannot be addressed at the clinics. The findings of the study supports and expands the literature on the experiences of health service providers working with children with disabilities in South Africa.
- Full Text:
- Date Issued: 2019
- Authors: Mathaba, Yollandah
- Date: 2019
- Subjects: Children with disabilities -- South Africa -- Eastern Cape , Caregivers -- South Africa -- Eastern Cape -- Case studies , Caregivers -- Psychology , Children with disabilities -- Care
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/76299 , vital:30545
- Description: The prevalence of childhood disability in South Africa is significant. In an attempt to meet the constitutional rights of children with disabilities, there are a variety of services available for children with disabilities. These services are aimed at rehabilitating children with disabilities and integrating them in society. Amongst such services are health services. Due to the nature of some childhood disabilities, it is recommended that they should be seen by a multidisciplinary team. While the field of childhood disability has been researched extensively. Limited research has been conducted on the experiences of health service providers working with children with disabilities and their caregivers. The current study explored the experiences of health service providers working with children with disabilities and their caregivers in the Eastern Cape. To achieve this aim, the study employed Interpretative Phenomenological Analysis (IPA). Five participants were recruited using purposive and snowball sampling methods. Semi-structured interviews were used to allow participants to freely share their experiences of working with children with disabilities and their caregivers. The interviews were audio recorded and transcribed for analysis purpose. The analysis process generated five master themes namely: Positive experiences of their work; negative experiences of their work; perception of their role as changing over time; managing challenges in their work; and experiences of a service learning programme as complementary to their work. The findings of the study highlighted both the positive experiences and the negative experiences of their work. On the one hand, the participants reported positive affect and that they found their work meaningful. They also reported a sense of feeling supported by fellow colleagues and enjoying their work at the clinics. On the other hand, the participants reported negative affect in relation to their wok difficulties such as feelings of frustration, feelings of being unappreciated by management and finding the work distressing. The participants reported that professional and emotional growth in conjunction with perspective taking contributed to developing better coping mechanisms. A service learning programme offered in the community was experienced as a good contribution to the work done at the clinics and distinguished as addressing the emotional needs of the caregivers which cannot be addressed at the clinics. The findings of the study supports and expands the literature on the experiences of health service providers working with children with disabilities in South Africa.
- Full Text:
- Date Issued: 2019
‘They do not understand us’: a psychosocial analysis of the everyday lived experiences of a CYCC care worker in semi-rural South Africa
- Authors: Pieters, Cinnamon-Paige
- Date: 2022-04-07
- Subjects: Child care workers South Africa Attitudes , Narrative inquiry (Research method) , Intersubjectivity , Free association (Psychology) , Child care South Africa Psychological aspects , Burn out (Psychology) South Africa
- Language: English
- Type: Article , text
- Identifier: http://hdl.handle.net/10962/294482 , vital:57225
- Description: This paper employs a psychosocial framework to analyse the everyday lived experiences of a child and youth care worker in semi-rural South Africa. The aim is to provide a new perspective of care work by drawing on narrative analysis alongside a psychoanalytic approach to qualitative research. With an emphasis on the socially constructed nature of reality, the researcher aims to elucidate the rich unconscious depths of being a care worker and the dynamics of the intersubjective reality of care work. Employing a free association narrative interview technique allows the researcher to gain understanding of the narratives that the care worker draws on in the construction of his identity as a care worker. The use of a psychosocial approach enables the researcher to pay attention to both the social context that influences the narratives that he draws on, but also the psychological ‘pay offs’ of these constructions. Most notably, the study highlights how the care worker’s identity is mediated by a defended subjectivity and argues that his failures in mentalization might stem from the way he is treated as a care worker by other professionals as a result of their mindblindness. This maintains his narrative of invisibility, and the pervasive feeling of being misunderstood as a professional in his own right. The findings are discussed in terms of their contribution to understanding some of the challenges that CYCC care workers face. , Research Article (MA) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-04-07
- Authors: Pieters, Cinnamon-Paige
- Date: 2022-04-07
- Subjects: Child care workers South Africa Attitudes , Narrative inquiry (Research method) , Intersubjectivity , Free association (Psychology) , Child care South Africa Psychological aspects , Burn out (Psychology) South Africa
- Language: English
- Type: Article , text
- Identifier: http://hdl.handle.net/10962/294482 , vital:57225
- Description: This paper employs a psychosocial framework to analyse the everyday lived experiences of a child and youth care worker in semi-rural South Africa. The aim is to provide a new perspective of care work by drawing on narrative analysis alongside a psychoanalytic approach to qualitative research. With an emphasis on the socially constructed nature of reality, the researcher aims to elucidate the rich unconscious depths of being a care worker and the dynamics of the intersubjective reality of care work. Employing a free association narrative interview technique allows the researcher to gain understanding of the narratives that the care worker draws on in the construction of his identity as a care worker. The use of a psychosocial approach enables the researcher to pay attention to both the social context that influences the narratives that he draws on, but also the psychological ‘pay offs’ of these constructions. Most notably, the study highlights how the care worker’s identity is mediated by a defended subjectivity and argues that his failures in mentalization might stem from the way he is treated as a care worker by other professionals as a result of their mindblindness. This maintains his narrative of invisibility, and the pervasive feeling of being misunderstood as a professional in his own right. The findings are discussed in terms of their contribution to understanding some of the challenges that CYCC care workers face. , Research Article (MA) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-04-07
‘Ubhuti wami’: a qualitative secondary analysis of brothering among isiXhosa men
- Authors: Mbewe, Mpho
- Date: 2014
- Subjects: Brotherliness , Xhosa (African people) -- Social life and customs , Men, Black -- South Africa -- Social life and customs
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3233 , http://hdl.handle.net/10962/d1013149
- Description: This project is interested in investigating the construction of the fraternal sibling relationshipwithin the South African context from a narrative perspective. In particular, this study is interested in the ways in which middle aged isiXhosa men narrate experiences of brothering and how social class, as one particular context, mediates these narratives. This project is particularly interested in brothering within the isiXhosa culture and is concerned with both middle class and working class men within this cultural context. The project takes as its particular focus the meaning of brothering, and specifically how masculinity, intimacy and money or class influence the brothering practices constructed by the men in the sample. The project employs a social constructionist perspective, using a thematic narrative analysis to analyse the data. This project uses secondary analysis of data, as the data was collected for the primary use by Jackson (2009), Peirce (2009), Saville Young (Saville Young & Jackson, 2011) and Stonier (2010). The analysis reflects emergent themes of the importance of fraternal sacrifice, care-taking and sibling responsibility, honouring the family, and challenge to traditional masculinity. These themes emerged within the prior themes of masculinity, intimacy and class within brothering. The men spoke of keeping the family prosperous and united as an important duty in their brothering role. Affection was expressed more practically and symbolically, and closeness constructed through shared experiences, proximity and similarities. My findings reflect that family expectations, culture and social context had key influences on brothering, based on the men's narratives. Findings are discussed in relation to literature on brothering, masculinity and intimacy, and the influence of money in close relationships.
- Full Text:
- Date Issued: 2014
- Authors: Mbewe, Mpho
- Date: 2014
- Subjects: Brotherliness , Xhosa (African people) -- Social life and customs , Men, Black -- South Africa -- Social life and customs
- Language: English
- Type: Thesis , Masters , MSocSc
- Identifier: vital:3233 , http://hdl.handle.net/10962/d1013149
- Description: This project is interested in investigating the construction of the fraternal sibling relationshipwithin the South African context from a narrative perspective. In particular, this study is interested in the ways in which middle aged isiXhosa men narrate experiences of brothering and how social class, as one particular context, mediates these narratives. This project is particularly interested in brothering within the isiXhosa culture and is concerned with both middle class and working class men within this cultural context. The project takes as its particular focus the meaning of brothering, and specifically how masculinity, intimacy and money or class influence the brothering practices constructed by the men in the sample. The project employs a social constructionist perspective, using a thematic narrative analysis to analyse the data. This project uses secondary analysis of data, as the data was collected for the primary use by Jackson (2009), Peirce (2009), Saville Young (Saville Young & Jackson, 2011) and Stonier (2010). The analysis reflects emergent themes of the importance of fraternal sacrifice, care-taking and sibling responsibility, honouring the family, and challenge to traditional masculinity. These themes emerged within the prior themes of masculinity, intimacy and class within brothering. The men spoke of keeping the family prosperous and united as an important duty in their brothering role. Affection was expressed more practically and symbolically, and closeness constructed through shared experiences, proximity and similarities. My findings reflect that family expectations, culture and social context had key influences on brothering, based on the men's narratives. Findings are discussed in relation to literature on brothering, masculinity and intimacy, and the influence of money in close relationships.
- Full Text:
- Date Issued: 2014
“I won’t say I feel happy or sad”: experiences of siblings of young disabled people in disadvantaged socio-economic circumstances
- Authors: Foote, Tamlyn Lou-Ann
- Date: 2017
- Subjects: Mentally ill -- Family relationships , Mentally ill -- Care -- South Africa , Mentally ill children -- Care -- South Africa , Brothers and sisters of people with disabilities , Brothers and sisters of people with disabilities -- Psycnology , Brothers and sisters of people with disabilities -- Case studies -- South Africa -- Makhanda
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7774 , vital:21296
- Description: The impact of having a disabled sibling has been well researched in first world countries, revealing complex and varied results. However, in disadvantaged socioeconomic contexts, where disability has been found to be more prevalent, and where arguably, the functioning and quality of life of a disabled person is more likely to be affected by an impairment, very little is known about how siblings of young disabled people are affected. In response, this qualitative study explores the experiences of five, isiXhosa speaking adolescents, living in Joza Township, Grahamstown, who have a brother or sister with an intellectual, physical or developmental impairment. Semi-structured interviews were conducted and an interpretative phenomenological analytic approach was utilized to ascertain how the participants make sense of their worlds in relation to their sibling’s disability. Specifically, this research aimed at developing an understanding of how the participants experienced their family climate, self-concept, interpersonal relations and daily living in relation to their disabled sibling. The results of this study reveal a prevailing sense of incongruity experienced by the participants, although there are variances between their experiences. While family climate was largely experienced as warm, the participants were ambivalent about their relationship with their mothers who are experienced more as providers than nurturers. The participants described oscillating between feelings of protectiveness and alliance, and responsibility and sacrifice toward their sibling. A high incidence of incongruity pertaining to their sense of self was noted; this was described as impacting on their interpersonal relations where an underlying sense of negative public perception in relation to the disability is perceived. Although the participants expressed feeling supported within their homes, it was evident that they experienced little support from peers or the community at large. Four out of the five participants did not report experiencing a sense of deprivation, despite their socio-economic contexts and described a day-to-day existence that allows for their needs to be met. This included adequate time during their day to pursue personal interests as opposed to their time being spent taking care of their disabled sibling or assisting their parents, who may be overburdened due to the added care and responsibilities a disabled child might require. Furthermore, it is suggested that the incongruity experienced by the participants could be the result of various factors including age, gender, birth order and the nature of their sibling’s impairment. On the basis of the findings of this research, it can be concluded that the experiences of siblings of young, disabled people living in disadvantaged socioeconomic contexts cannot necessarily be described as being positive or negative, but are highly nuanced. In addition, the participants to some extent experience disability by association and are lacking in adequate support and opportunities to discuss their unique challenges. These insights serve to better inform disability studies in disadvantaged socio-economic circumstances. These findings are in accordance with earlier research.
- Full Text:
- Date Issued: 2017
- Authors: Foote, Tamlyn Lou-Ann
- Date: 2017
- Subjects: Mentally ill -- Family relationships , Mentally ill -- Care -- South Africa , Mentally ill children -- Care -- South Africa , Brothers and sisters of people with disabilities , Brothers and sisters of people with disabilities -- Psycnology , Brothers and sisters of people with disabilities -- Case studies -- South Africa -- Makhanda
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7774 , vital:21296
- Description: The impact of having a disabled sibling has been well researched in first world countries, revealing complex and varied results. However, in disadvantaged socioeconomic contexts, where disability has been found to be more prevalent, and where arguably, the functioning and quality of life of a disabled person is more likely to be affected by an impairment, very little is known about how siblings of young disabled people are affected. In response, this qualitative study explores the experiences of five, isiXhosa speaking adolescents, living in Joza Township, Grahamstown, who have a brother or sister with an intellectual, physical or developmental impairment. Semi-structured interviews were conducted and an interpretative phenomenological analytic approach was utilized to ascertain how the participants make sense of their worlds in relation to their sibling’s disability. Specifically, this research aimed at developing an understanding of how the participants experienced their family climate, self-concept, interpersonal relations and daily living in relation to their disabled sibling. The results of this study reveal a prevailing sense of incongruity experienced by the participants, although there are variances between their experiences. While family climate was largely experienced as warm, the participants were ambivalent about their relationship with their mothers who are experienced more as providers than nurturers. The participants described oscillating between feelings of protectiveness and alliance, and responsibility and sacrifice toward their sibling. A high incidence of incongruity pertaining to their sense of self was noted; this was described as impacting on their interpersonal relations where an underlying sense of negative public perception in relation to the disability is perceived. Although the participants expressed feeling supported within their homes, it was evident that they experienced little support from peers or the community at large. Four out of the five participants did not report experiencing a sense of deprivation, despite their socio-economic contexts and described a day-to-day existence that allows for their needs to be met. This included adequate time during their day to pursue personal interests as opposed to their time being spent taking care of their disabled sibling or assisting their parents, who may be overburdened due to the added care and responsibilities a disabled child might require. Furthermore, it is suggested that the incongruity experienced by the participants could be the result of various factors including age, gender, birth order and the nature of their sibling’s impairment. On the basis of the findings of this research, it can be concluded that the experiences of siblings of young, disabled people living in disadvantaged socioeconomic contexts cannot necessarily be described as being positive or negative, but are highly nuanced. In addition, the participants to some extent experience disability by association and are lacking in adequate support and opportunities to discuss their unique challenges. These insights serve to better inform disability studies in disadvantaged socio-economic circumstances. These findings are in accordance with earlier research.
- Full Text:
- Date Issued: 2017
“It’s not just me on a video call with someone…” Students’ experiences of a forced transition from face-to-face psychotherapy to online psychotherapy during COVID-19: an interpretative phenomenological analysis
- Authors: Keet, Nicole Tahnee
- Date: 2023-03-30
- Subjects: Online therapy , COVID-19 Pandemic, 2020- Influence , Interpretative phenomenological analysis , Psychologists Training of , College students Attitudes
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/408845 , vital:70531
- Description: The aim of this study is to explore university students’ experience of a forced transition from face-to-face therapy to online therapy during COVID-19. This pandemic was unexpected and affected all areas of life, including the closure of universities, which left therapists and clients alike unsure of how to navigate these unchartered territories. Although there is a considerable amount of international research on experiences of online therapy, there is little research on a forced transition to online therapy because of COVID-19 and even less within the South African context. A sample of six participants between the ages of 20 and 30 years old were selected through purposive and convenience sampling. Semi-structured interviews were conducted, and interpretative Phenomenological Analysis (IPA) was utilised to ascertain how participants make sense of their worlds in relation to the transition to online therapy. The analysis provided three main superordinate themes, which are supported by subordinate themes. The superordinate themes are: 1) Online therapy as authentic and continuous, where the participants experienced the comfort and convenience of online therapy, the continuity of care and the anonymity of online therapy. 2) Online therapy as disruptive and invasive, where participants experienced issues with privacy, an intrusive environment, technological challenges, lack of body language and therapy feeling more disposable. 3) Getting used to online therapy with some help from the therapist, where participants felt an adjustment period was necessary as well as transparency and containment from the therapist to help with the transition. These findings support some existing South African literature; however, it also engages with findings unique to this study, that will hopefully be used for further exploration. The study ends with recommendations for training therapists on using online therapy. , Thesis (MA) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-03-30
- Authors: Keet, Nicole Tahnee
- Date: 2023-03-30
- Subjects: Online therapy , COVID-19 Pandemic, 2020- Influence , Interpretative phenomenological analysis , Psychologists Training of , College students Attitudes
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/408845 , vital:70531
- Description: The aim of this study is to explore university students’ experience of a forced transition from face-to-face therapy to online therapy during COVID-19. This pandemic was unexpected and affected all areas of life, including the closure of universities, which left therapists and clients alike unsure of how to navigate these unchartered territories. Although there is a considerable amount of international research on experiences of online therapy, there is little research on a forced transition to online therapy because of COVID-19 and even less within the South African context. A sample of six participants between the ages of 20 and 30 years old were selected through purposive and convenience sampling. Semi-structured interviews were conducted, and interpretative Phenomenological Analysis (IPA) was utilised to ascertain how participants make sense of their worlds in relation to the transition to online therapy. The analysis provided three main superordinate themes, which are supported by subordinate themes. The superordinate themes are: 1) Online therapy as authentic and continuous, where the participants experienced the comfort and convenience of online therapy, the continuity of care and the anonymity of online therapy. 2) Online therapy as disruptive and invasive, where participants experienced issues with privacy, an intrusive environment, technological challenges, lack of body language and therapy feeling more disposable. 3) Getting used to online therapy with some help from the therapist, where participants felt an adjustment period was necessary as well as transparency and containment from the therapist to help with the transition. These findings support some existing South African literature; however, it also engages with findings unique to this study, that will hopefully be used for further exploration. The study ends with recommendations for training therapists on using online therapy. , Thesis (MA) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-03-30
“Like walking barefoot on the gravel road”: the experience of caring for a child with physical disabilities
- Authors: Ndlovu, Nokanyo
- Date: 2019
- Subjects: PhotoVoice , Photography in the social sciences , Action research , Children with disabilites -- Care -- South Africa , Children with disabilites -- Care -- South Africa -- Case studies , Caregivers -- South Africa -- Case studies , Caregivers -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/72479 , vital:30057
- Description: The aim of this study was to develop an understanding of the experiences of caregivers of children with physical disabilities and to explore ways of improving this experience. Although there is a considerable amount of international research on the experiences of caring for children with disabilities, the focus of the methods of enquiry has mainly been on knowledge production and there is limited research conducted using an approach like participatory action research. Secondly, in South Africa, there is still inadequate information regarding the experiences of caregivers who are from low socio-economic backgrounds. It is for these reasons that the current study, which employed PhotoVoice, a participatory research data collection tool, to explore the lived experiences of caregivers of children with physical disabilities from low socio-economic backgrounds was embarked upon. The research methodology comprised two main parts: firstly, a study of relevant literature on the subject matter, in order to gain in-depth understanding of the field; and secondly, qualitative data collection, using PhotoVoice. A sample of six participants between the ages of 22-57 years was selected through purposive and convenience sampling. Cameras were distributed to participants and after processing of images narratives were shared around selected photographs and this was later followed by focused group discussions. This analysis process provided two master themes, which are supported by subordinate themes. The master themes are: 1) The challenges associated with the caregiving experience, 2) The positive side of the caregiving experience. Participants experienced a lack of resources, challenges of mobility, the hopelessness of the situation, loneliness of the experience and the financial burden of caring for a child with physical disabilities as challenges associated with the caregiving role. Whereas the joy brought about by support from family, the health service providers and the Association for People with Physical Disabilities personnel; precious moments shared with the child; and personal growth were associated with the positive side of the caregiving experience. These findings support and expand on the growing knowledge of caring for children with physical disabilities. This research culminated in a sharing of the narratives with stakeholders by caregivers themselves as a way of seeking to influence policy, enhance their well-being and engage in a discussion of exploring ways of improving their experience.
- Full Text:
- Date Issued: 2019
- Authors: Ndlovu, Nokanyo
- Date: 2019
- Subjects: PhotoVoice , Photography in the social sciences , Action research , Children with disabilites -- Care -- South Africa , Children with disabilites -- Care -- South Africa -- Case studies , Caregivers -- South Africa -- Case studies , Caregivers -- South Africa
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/72479 , vital:30057
- Description: The aim of this study was to develop an understanding of the experiences of caregivers of children with physical disabilities and to explore ways of improving this experience. Although there is a considerable amount of international research on the experiences of caring for children with disabilities, the focus of the methods of enquiry has mainly been on knowledge production and there is limited research conducted using an approach like participatory action research. Secondly, in South Africa, there is still inadequate information regarding the experiences of caregivers who are from low socio-economic backgrounds. It is for these reasons that the current study, which employed PhotoVoice, a participatory research data collection tool, to explore the lived experiences of caregivers of children with physical disabilities from low socio-economic backgrounds was embarked upon. The research methodology comprised two main parts: firstly, a study of relevant literature on the subject matter, in order to gain in-depth understanding of the field; and secondly, qualitative data collection, using PhotoVoice. A sample of six participants between the ages of 22-57 years was selected through purposive and convenience sampling. Cameras were distributed to participants and after processing of images narratives were shared around selected photographs and this was later followed by focused group discussions. This analysis process provided two master themes, which are supported by subordinate themes. The master themes are: 1) The challenges associated with the caregiving experience, 2) The positive side of the caregiving experience. Participants experienced a lack of resources, challenges of mobility, the hopelessness of the situation, loneliness of the experience and the financial burden of caring for a child with physical disabilities as challenges associated with the caregiving role. Whereas the joy brought about by support from family, the health service providers and the Association for People with Physical Disabilities personnel; precious moments shared with the child; and personal growth were associated with the positive side of the caregiving experience. These findings support and expand on the growing knowledge of caring for children with physical disabilities. This research culminated in a sharing of the narratives with stakeholders by caregivers themselves as a way of seeking to influence policy, enhance their well-being and engage in a discussion of exploring ways of improving their experience.
- Full Text:
- Date Issued: 2019
“She is my sister although she’s got factory faults”: a psychosocial study of Xhosa women’s sister-sister relationships
- Authors: Moifo, Hunadi Senkoane
- Date: 2017
- Subjects: Xhosa (African people) -- Rites and ceremonies , Xhosa (African people) -- Social life and customs , Sisters -- South Africa -- Case studies , Xhosa (African people) -- Psychology , Women, Black -- South Africa -- Eastern Cape -- Psychology , Women, Black -- South Africa -- Eastern Cape -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4443 , vital:20671
- Description: The current study examines the constructions that Black, Xhosa women from the working class and in middle adulthood draw on to make meaning of their sister-sister relationships. In addition to this, it aims to uncover their motivations for investing in these meanings. It makes use of a psychosocial theoretical framework that draws on discursive psychology and psychoanalysis. Discursive psychology is used to analyse the constructions the participants used to make meaning of their relationship, while psychoanalysis is used to interpret their investments in these constructions. Six participants were interviewed using semi-structured interviews. The findings emphasise the psychosocial nature of the participants’ sisterly relationships, as caught between ‘inner’ world of feelings and emotions and the ‘outer’ world of social practices and expectations. Their narratives pointed to the obligatory nature of the sister-sister relationship, which drives participants to downplay the hatred or dislike that is present in their relationship and to emphasise traditional scripts of helping each other, promoting solidarity amongst sisters and other women. The analysis highlights the ways in which the participants negotiate and express their gender roles through sistering, reinforcing and challenging the traditional view of femininity and as a result providing for multiple femininities. In addition to these, the findings show that women may choose specific narratives to construct their sister-sister relationships as they allow them to feel safe and in control of their lives. Using psychoanalysis alongside discursive psychology enables the findings to illustrate how the participants invest in different constructions of their relationship in ways that are influenced by their values and life histories.
- Full Text:
- Date Issued: 2017
- Authors: Moifo, Hunadi Senkoane
- Date: 2017
- Subjects: Xhosa (African people) -- Rites and ceremonies , Xhosa (African people) -- Social life and customs , Sisters -- South Africa -- Case studies , Xhosa (African people) -- Psychology , Women, Black -- South Africa -- Eastern Cape -- Psychology , Women, Black -- South Africa -- Eastern Cape -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4443 , vital:20671
- Description: The current study examines the constructions that Black, Xhosa women from the working class and in middle adulthood draw on to make meaning of their sister-sister relationships. In addition to this, it aims to uncover their motivations for investing in these meanings. It makes use of a psychosocial theoretical framework that draws on discursive psychology and psychoanalysis. Discursive psychology is used to analyse the constructions the participants used to make meaning of their relationship, while psychoanalysis is used to interpret their investments in these constructions. Six participants were interviewed using semi-structured interviews. The findings emphasise the psychosocial nature of the participants’ sisterly relationships, as caught between ‘inner’ world of feelings and emotions and the ‘outer’ world of social practices and expectations. Their narratives pointed to the obligatory nature of the sister-sister relationship, which drives participants to downplay the hatred or dislike that is present in their relationship and to emphasise traditional scripts of helping each other, promoting solidarity amongst sisters and other women. The analysis highlights the ways in which the participants negotiate and express their gender roles through sistering, reinforcing and challenging the traditional view of femininity and as a result providing for multiple femininities. In addition to these, the findings show that women may choose specific narratives to construct their sister-sister relationships as they allow them to feel safe and in control of their lives. Using psychoanalysis alongside discursive psychology enables the findings to illustrate how the participants invest in different constructions of their relationship in ways that are influenced by their values and life histories.
- Full Text:
- Date Issued: 2017
“There are certain things that I just know that I have to do because we are brothers”: a discourse analysis of young black men’s engagement with popular representations of brotherhood
- Authors: Mkhize, Sibongiseni
- Date: 2014
- Subjects: Brotherliness , Men, Black -- South Africa -- Social life and customs , Masculinity -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3238 , http://hdl.handle.net/10962/d1013212
- Description: The present study analyses the discourses that young black South African men employed when they engaged with popular representations of brotherhood in the media. In particular the study explores how these particular young men view masculinity within brothering and what the implications of ‘doing brothering’ are as a result of this view. Drawing on discursive psychology, the study is located in a social constructionist theoretical framework and uses a qualitative methodological approach. The data used in the discourse analysis was gathered through focus group discussion of scenes from the television show Generations. The discourse analysis produced two major discourses in which there were different constructions of masculinity each influencing the way in which brothering was done. The first discourse constructed a ‘dutiful man’ who performs his brotherly obligations separately from his emotions, this discourse is in line with discourses of hegemonic masculinity where men are expected to fulfil obligations and are not expected to be emotional. Resisting this discourse at times, some participants in this study did occasionally construct men as having rich emotional lives such that the quality of interaction with brothers is constructed as more important, in terms of building intimate fraternal relationships, than the amount of interaction with them. The second major discourse constructs the ‘ideal man’ in two different ways: as the ‘good man’ and the ‘unscrupulous man’. The ‘good man’, like the ‘dutiful man’ performs the obligations society has placed on him, but does not receive the social esteem that is given to the ‘unscrupulous man’, who is successful and financially powerful. Although both these types of men are spoken of as possessing masculinity, the ‘good man’ is constructed as holding onto a type of masculinity that does not have a place in contemporary society. The findings suggest that brothering informs the way in which men take up certain masculine positions. The study contributes to our understanding of the construction of gender identity within familial relationships, specifically the adult brother-brother relationship.
- Full Text:
- Date Issued: 2014
- Authors: Mkhize, Sibongiseni
- Date: 2014
- Subjects: Brotherliness , Men, Black -- South Africa -- Social life and customs , Masculinity -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3238 , http://hdl.handle.net/10962/d1013212
- Description: The present study analyses the discourses that young black South African men employed when they engaged with popular representations of brotherhood in the media. In particular the study explores how these particular young men view masculinity within brothering and what the implications of ‘doing brothering’ are as a result of this view. Drawing on discursive psychology, the study is located in a social constructionist theoretical framework and uses a qualitative methodological approach. The data used in the discourse analysis was gathered through focus group discussion of scenes from the television show Generations. The discourse analysis produced two major discourses in which there were different constructions of masculinity each influencing the way in which brothering was done. The first discourse constructed a ‘dutiful man’ who performs his brotherly obligations separately from his emotions, this discourse is in line with discourses of hegemonic masculinity where men are expected to fulfil obligations and are not expected to be emotional. Resisting this discourse at times, some participants in this study did occasionally construct men as having rich emotional lives such that the quality of interaction with brothers is constructed as more important, in terms of building intimate fraternal relationships, than the amount of interaction with them. The second major discourse constructs the ‘ideal man’ in two different ways: as the ‘good man’ and the ‘unscrupulous man’. The ‘good man’, like the ‘dutiful man’ performs the obligations society has placed on him, but does not receive the social esteem that is given to the ‘unscrupulous man’, who is successful and financially powerful. Although both these types of men are spoken of as possessing masculinity, the ‘good man’ is constructed as holding onto a type of masculinity that does not have a place in contemporary society. The findings suggest that brothering informs the way in which men take up certain masculine positions. The study contributes to our understanding of the construction of gender identity within familial relationships, specifically the adult brother-brother relationship.
- Full Text:
- Date Issued: 2014
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