Browsing by Author "Buthelezi, Nontobeko Precious Angela."
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Item A review of Applied Behaviour Analysis (ABA) as a method of early intervention for foundation phase learners living with Autism in South Africa.(2023) Govender, Rivendri.; Buthelezi, Nontobeko Precious Angela.Background: Applied behaviour Analysis (ABA) is a form of intervention that is primarily used in the treatment of Autism Spectrum Disorders (ASD) and is based on the premise that behaviours are caused by external stimuli resulting in the implementation of a reward and punishment system in order to discourage or encourage behaviours. Aim: This study is aimed at evaluating the effectiveness of the Applied Behaviour Analysis model as a method of intervention for foundation phase learners who were diagnosed with ASD. Methodology: Embedded within the Theory of Learning and Development, data was collected through the analysis of secondary data retrieved from case files from The Star Academy (South Africa). The study population focussed on foundation phase learners who were diagnosed with ASD and were receiving ABA intervention as the primary method of intervention and purposive sampling was employed in the selection of the case files. Results: The findings of the study revealed that the ABA method of intervention, has an array of areas of functionality which were targeted within each domain of functioning. This allowed the child to acquire a complete repertoire of skills in a natural manner. Conclusion: This research study concludes that the Applied Behaviour Analysis method of intervention is effective in the treatment of Autism in foundation phase learners within a South African context.Item An analysis of child abuse cases referred to a healthcare service provider in Pietermaritzburg: an evidence-based study.(2019) Gibson, Jounelle Amy.; Buthelezi, Nontobeko Precious Angela.Child abuse has an historical presence internationally and in South Africa, where it persists at alarming rates. Much research focuses on sexual abuse, which appears to be the most prevalent form of abuse. However, literature and the current research also recognise the presence of emotional/psychological abuse, physical abuse and neglect. Child abuse presents with harmful consequences that extend to the victim, his/her family and the larger community. This quantitative and explorative study investigated the incidence and prevalence of child abuse cases found at a private practice in Pietermaritzburg, in the Msunduzi municipality, in KwaZulu-Natal (KZN), South Africa. The research sought to discover characteristics of abuse, pathways to intervention, risk and protective factors and necessary stakeholders to assist with this public health concern. Data was obtained through case files that were selected through non-probability sampling, specifically purposive sampling. Data was collected using a questionnaire developed by the researcher for the study. Content analysis coded the data to create descriptive and inferential (Fisher’s exact tests) statistics through MS Excel and SPSS. Bronfenbrenner’s ecological systems theoretical framework was used to interpret the data. The study’s sample comprised of 52 case files and found that sexual abuse was most prevalent, followed by emotional abuse and then physical abuse. Most abused children fell into the 6-10 years’ age group; were African; did not have a disability; were in primary school (Grades R-6); and presented with various problems at the healthcare service provider’s (HSP) practice. Surprisingly, males and females were almost equally affected. The study found that a child’s gender affects the type of abuse experienced. Fisher’s exact test showed a relationship between a victim’s father’s employment status and the type of abuse experienced. Living with 1-6 people showed more risk for abuse. Perpetrators included children and the abuse type was dependent on the abuser’s age and level of education. Various relationships were reported between the victim and the abuser. Many victims’ abuse was discovered through an examination by the HSP. Concerningly, over 13 of cases occurred in the school environment. Case prosecution was a major issue, with most cases having an unknown status and no files showed as completed with/without convictions. A common set of risk and protective factors did not emerge. Collaboration between stakeholders assisting victims of abuse does not seem to be occurring. Collaboration is needed between public services, like the Department of Education (DoE), the Department of Higher Education and Training (DHET), the Department of Health (DoH), Department of Justice (DoJ) and the Department of Social Development (DSD), and private services, as is enhanced education to help prevent and manage the alarming rates of abuse.Item The analysis of child cases referred for psychological services in private practice within the northern KwaZulu-Natal region.(2020) Mnguni, Sithembiso.; Buthelezi, Nontobeko Precious Angela.Psychological services are considered to be central to health promotion for young children as they promote psychological well-being through awareness programmes, skills development and therapeutic services. This study aimed at investigating child cases that were referred for psychological services in private practice within the Northern KwaZulu-Natal region. The study examined the barriers to accessing psychological services and the Ecological theory, which supported the study, was also discussed. This study adopted a quantitative approach, using a survey questionnaire. Thirty-one records of both males and females were analysed, all of whom were of school-going age between the ages of six and 18 years. The quantitative data were captured and analysed using the Statistical Package for Social Sciences (SPSS) and presented in contingency and frequency tables. The key findings and literature indicate that teachers made the most referrals, while mothers were found to make the least. The study revealed that the most common reasons for referral were academic and concentration difficulties and that the majority of the referrals were made in 2008. It was found that there were differences in boys’ and girls’ presenting problems with boys presenting with psychological/emotional difficulties and girls presenting with cognitive difficulties. Lastly, the study found that there was a lack of information regarding mental health service providers which speaks to an inadequate number of mental health providers in South Africa, especially in rural areas.Item Breaking barriers: assessing the efficacy of White Paper 6 implementation in KwaDedangendlale's educational landscape and the impact of the NeuroScreen Tool.(2023) Dlamini , Anisa Samkelisiwe.; Buthelezi, Nontobeko Precious Angela.The KwaDedangendlale community (Valley of a Thousand Hills) is a notable little settlement near Botha’s Hill outside of the Hillcrest in KwaZulu-Natal in the Pinetown district. Socio-economic barriers that prevent access to high quality education are one of the main problems that South African schools, particularly those in underprivileged areas, must face. This is due to the legacy of the apartheid era that ingrained economic inequality into South African society. White Paper 6 (EWP6) is a new government policy for a single, undivided education system for all learners, including those with disabilities and barriers to learning, in the hope that inclusive education will serve as a fundamental element of a cohesive society (Donohue & Bornman, 2014, p. 2). Through informal stakeholders’ perceptions of and experiences with the NeuroScreen tool, this study aims to understand the perceived impact and value of the tool by exploring stakeholders’ experiences in the classroom and how the available resources help them help learners who are experiencing learning barriers. The study also pinpoints prior interventions, referral protocols, and networks in KwaDedangendlale, aiming to fill the gap by locating new networks and referral systems that might be used in KwaDedangendlale to help learners experiencing learning difficulties. The method used for data collection is interviewing. Semi-structured, one-on-one interviews with secondary school teachers and a member of the Department of Education (DoE) were used to collect data in order to gather opinions on the state of education in the Pinetown district and Thabela Secondary School. The data was analysed using thematic analysis. The list of mapped locations was compiled based on research on the programmes offered there and the establishments’ commitment to helping young people overcome challenges to achievement. The KwaDedangendlale community clearly exhibits a gap in referral systems and referral networks. Because of this, there has not been much growth in terms of nearby educational facilities for the village. The results showed that a lack of support services from the DoE, problems with overcrowding, and the lack of parental involvement continue to be obstacles for teachers in their implementation of EWP6 at this mainstream rural school.Item A collaborative approach to support learners with mental health challenges in under-resourced schools: a secondary data analysis.(2022) Dunge, Nelisiwe Elizabeth.; Buthelezi, Nontobeko Precious Angela.The burden of mental health problems is rising affecting both the functional and social lives of young and adult individuals. Given the high rates of student mental health difficulties worldwide and the escalation of incidences in schools, homes and communities, where learners fight with their peers, educators and families, specialist support is sparse within the Department of Education. Thus, it is imperative to explore the collaborative support provided to learners with mental health problems in schools. This secondary data analysis is about exploring the collaborative support to learners experiencing mental health challenges in under-resourced schools. The Biopsychosocial theory was used as a theoretical framework for this review. Data was collected from peer-reviewed publications and government policies. This review seeks to understand the challenges that are experienced by learners with mental health in underresourced schools and to establish how learners with mental health challenges are identified in schools. It also explored how learners are coping with mental health in schools as well as to ascertain the nature and extent of the collaborative support provided to learners with mental health and psychosocial concerns in under-resourced schools. The review found that there is ineffective and inefficient collaborative support provided to learners with mental health in under-resourced schools and that there is insufficient training to equip educators with skills to identify and support learners with mental health problems and coping strategies. The findings of the review recommended that the School Based Support Team ensures the using of the Screening, Identification Assessment and Support policy as a standardised tool to identify learners experiencing mental health challenges to enable the provision of relevant support and that in-service training of educators be mandatory to equip them with strategies to identify and support learners with mental health challenges. It also recommended that educators and other educational support professionals to acquire means within which to work collaboratively to benefit learners with mental health challenges.Item Community caregivers: a thematic analysis of the perceived psychological impact that community caregiving has on the caregivers.(2016) Mncube, Zamalotshwa.; Buthelezi, Nontobeko Precious Angela.This study focused on the impact of community caregiving work on caregivers. The HIV/AIDS pandemic and other health crises have led to an increased number of orphans and vulnerable children in South Africa. There is hence a growing need for community care workers to assist vulnerable families and children. While it is acknowledged that community caregivers face difficult and ambiguous situations in their work environment, there is a paucity of research on the impact of their work on CCGs. This study adopted a qualitative approach to explore the work experiences of CCGs and the impact of these experiences on their well-being. Motivational theory and the effort reward model were adopted to provide a framework to examine this question. Twenty eight community caregivers participated in focus group discussions in Pietermaritzburg, KwaMashu, and Osizweni in KwaZulu-Natal. The findings indicate that community caregivers’ psychological well-being is negatively affected by the challenges they encounter in their work. These leave them feeling exploited, undermined, and vulnerable to harm. The study concludes that poorly functioning referral systems, undermining of caregivers’ roles, a lack of adequate support to deal with work-related stress, and inadequate rewards are some of the challenges that lead to distress among community caregivers. The caregivers felt that increased recognition, adequate rewards, psychological support, and ensuring their safety would have a positive impact on their well-being. While the findings are generalizable, future studies could sample caregivers from various non-governmental organisations and across sectors to strengthen generalizability.Item Educational structural support and interventions to improve academic results of secondary schools confronted with poor inconsistent academic performance in KwaZulu-Natal.Maraj, Sarisha.; Buthelezi, Nontobeko Precious Angela.Recently, within the KwaZulu-Natal province, academic performance has been a matter of concern. Academic performance lacks consistency and fluctuates from good to poor. This study was conducted to investigate the factors contributing towards poor academic success and the strategies to overcome such factors. The sample composed of six office-based educational specialists who were selected by the technique of purposive sampling. This study used a qualitative research design and the data was collected with the use of face-to-face, open-ended interviews. These interviews were administered to office based educational specialists who are responsible for the implementation of the intervention strategies to improve academic results. The qualitative data was analysed using the method of thematic analysis. The individual interviews that were conducted culminated in findings of the challenges that contribute towards academic success and the established, revised and new strategy suggestions to enhance the academic performance of learners. Recommendations for future research are mentioned.Item An exploration of the diversity of student relationships in a university context.(2020) Badat, Fathima.; Buthelezi, Nontobeko Precious Angela.The university environment for undergraduate students is a transitionary phase, filled with new experiences and autonomy, it can also be a lonely and stressful stage with students having to navigate between academic and social demands. This qualitative research study explored social diversity in a tertiary context. Six volunteer undergraduate students, between the ages of 18 and 25, underwent an interview process guided by open-ended questions targeted at answering the research questions. The responses were analysed using thematic analysis and various common themes were discovered, contributing to the discussion of findings. These findings revealed that the students had mixed feelings towards their social environment. Many participants hesitated to form diverse relationships, preferring a conservative approach, maintaining social bonds with those they were familiar with, others revealed that they would like to form diverse social relationships, but feel as though they are perceived negatively. It was found that student socialisation is important in helping manage the demands of a new environment; they assist each other academically and recreationally, creating a positive university experience. These research findings may assist students in realising that their perceptions of their environment are not foreign and that other students feel similarly. It can be used to recommend that universities create more conducive environments that will facilitate positive social experiences and prioritize diverse socialising.Item An investigation of access to the education system and the admission processes for learners with autism spectrum disorder in the province of KwaZulu-Natal, South Africa.(2015) Buhr, Nicola Sonja.; Buthelezi, Nontobeko Precious Angela.Autism Spectrum Disorder (ASD) is a neurological condition that presents with persistent deficits in social communication and interaction across a variety of contexts. Worldwide, countries have implemented programmes to facilitate the admission of learners with ASD into special schools. In South Africa, Inclusive Education was implemented to facilitate the inclusion of vulnerable learners into special schools. In the current study, the admission process and access to education for learners with ASD was investigated from an interpretive paradigm in which a qualitative approach was used. Special schools from each special school category were selected to represent a wide range of special schools in the province of KwaZulu-Natal, Department of Education. A survey instrument and semi-structured focus group interviews were conducted with the professional team involved in learner admission in selected special schools. The results of the study indicate that there are a lack of resources and staffing in the special schools and the learner admission committee members in special schools still feel as if they are unable to cater for learners with ASD who require high levels of support. This affects the access to education for those learners with ASD. However, the results of the current study indicate that special schools have started developing their resources but they are still insufficient. There is also a lack of clarity with regard to the availability of consistent financial support from the Department of Education. Although there is space for learners with ASD in some special schools, the results of the study indicate that learner admission for most special schools is largely dependent on the learners meeting the criteria for admission and the available teaching and learning resources. Based on the findings of the study it is recommended that more focussed support from the department is required, especially in terms of resources. It seems that special schools do not have a consistent approach towards the implementation of policy guidelines on the screening, identification, referral and support of learners. A more collaborative approach is required to align policy and practice of learner admission in various autistic units in educational settings.Item Motivational factors in the practice of having multiple concurrent sexual partners: a study of students in a South African university.(2019) Naidoo, Nereshnee.; Nwoye, Augustine.; Buthelezi, Nontobeko Precious Angela.The practice of multiple concurrent sexual partnerships is not a new phenomenon. It has been reported in many places over the years. Studies show that engaging in such behaviour makes one more likely to contract STIs and STDs. With the current HIV pandemic facing South Africa, motivating factors for engaging in such a risky practice need to be explored. This research investigated the factors that motivate the practice of multiple concurrent sexual partnerships. Four research questions were formulated to guide the study: 1) What are students’ perceptions of the concept of multiple concurrent sexual partnerships? 2) What are students’ views on people’s motivations for engaging in multiple concurrent sexual partnership? 3) To what extent do students believe that there is a gender difference in the practice of having multiple concurrent partnership? What are the students’ reasons for holding such opinions? 4) What about masculinity may or may not drive men to have multiple concurrent sexual partnership? In all, 21 participants (13 Males and 8 Females) took part in the research. Data was collected by 7 individual interviews consisting of 4 female participants and 3 male participants, 1 paired interview consisting of 2 female participants, one all male focus group discussion consisting of 7 male participants and by one mixed-gender focus group discussion consisting of 2 female participants and 3 male participants and was analysed using thematic analysis. Results showed that there are numerous factors such as being intoxicated, the urge of sexual drive, and experimentation amongst others that motivate people to engage in this practice. It was also discovered that some gender differences exist in the practice of having multiple concurrent partners and that masculinity is important socially. The implications of the findings were examined, and recommendations were made for improved policy and practice in this domain.Item Perceived intelligence and pedagogy: how teachers’ perceptions influence teaching.(2022) Singh, Shreya.; Buthelezi, Nontobeko Precious Angela.Mathematics has the lowest pass rate in comparison to the other Grade 12 subjects taught in South Africa. Most discussion related to students’ failure rates in the subject elicit discourse surrounding teaching approaches adopted by teachers in teaching mathematics. Pedagogical discussions predominantly focus on teaching strategies and resources; however, little is known about the influence that teachers’ perceptions of their students’ ability have on their efforts or teaching methods. The aim of this study was to determine if teachers’ perceptions of their learners’ intelligence influenced the teaching style and approach of the teachers in any way. Teachers are accountable for their pass rates, therefore there was a need to discuss the way teachers adapted to the needs of their learners to optimise efficacy in the classroom. A critical component of attaining student pass rates involved teachers’ perceptions of their learners’ intelligence. This study examined the little-explored link between perceptions of intelligence in learners and pedagogy to offer a new perspective into inclusive education in Grade 12 mathematics classrooms in Durban, South Africa. Seven conveniently sampled teachers located in Durban, KwaZulu-Natal were interviewed in-depth. Matric mathematics teachers interviewed discussed their perceptions of an intelligent learner in their classrooms and the way these perceptions influenced their pedagogical approaches. Participating teachers in this study discussed the applicability of their respective approaches in teaching mathematics to learners in a South African context. Resultingly, key influences behind teachers’ pedagogical approaches were a combination of student ability and an administrative pressure to complete the Grade 12 mathematics curriculum. The interdependent nature of these factors is further discussed in the results of this study.Item Promotion of students’ knowledge and utilization of the Billings Ovulation Method of natural fertility management: An experimental study.(2016) Ruhukwa, Cardwick.; Nwoye, Augustine.; Buthelezi, Nontobeko Precious Angela.This study investigated two teaching methods of enhancing the knowledge and use of the Billings’ Ovulation Method (BOM) at the University of KwaZulu-Natal. A sample of 60 male and female post-graduate students was used in a quasi-experimental post-test only control group design. Two experimental groups were evaluated based on a test that was written after exposure to either direct teaching or self-directed learning. The Statistical Package for Social Sciences (SPSS) was used to analyse the data. One-way ANOVA was used to compare the performances of the different groups. For triangulation purposes, the Friedman tests and the Wilcoxon singed ranks tests were also used to analyse the data. The results indicated that when teaching, BOM as a lecture method produces a higher performance as compared to assigning homework. Participants that engaged in self-directed learning perform better in comparison with those that were not exposed to any teaching method. It was concluded that the results of the study concur with the findings of existing literature that for people to adopt the use of BOM, they require active teaching on an ongoing basis until they are competent to continue independently. Furthermore, the results of the current study reveal that assigning homework can be used for those people who are not able to attend classes due to time factors. Based on these findings, a number of recommendations were made on how to improve policy and practice people’s use of the BOM. These included a strong need for the adoption and use of the BOM in South Africa, a call for stakeholders in the health sector and government can contribute to the enhancement of the knowledge and use of BOM. The Department of Health and maternity clinics can take on the initiative of encouraging the use of BOM and providing many fertility management options to adults in Africa to improve contraception and reduction of sexually transmitted diseases in South Africa.Item Tertiary students' estimates of theirs and their relatives' multiple and overall intelligences : a cross-national study of Nigerian and South African students.(2011) Adewusi, Kikelomo Adebukola.; Mkhize, Nhlanhla Jerome.; Buthelezi, Nontobeko Precious Angela.A sample of five hundred and three (503) University of KwaZulu-Natal students participated in this study, which investigated Black Nigerian and South African tertiary students' estimates of theirs and their relatives' multiple and overall intelligences. Participants‟ ages ranged from 18-44 years. The sample included both undergraduate and postgraduate students. The aim of the study was to investigate black students‟ perceptions of theirs and their relatives' multiple intelligences, using the theory of multiple intelligences developed by Gardner (1983). Participants were asked to rate their own overall estimates of intelligence as well as their relatives. Results show significant differences in nationalities with Nigerians rating themselves and their relatives higher on almost all components of multiple intelligences compared to South Africans. A comparison of males and females using only the South African sample showed no noted differences in self ratings, except for bodily-kinaesthetic and intrapersonal intelligences. These results are discussed in relation to the literature.Item Towards a framework to facilitate child sexual abuse disclosure within an African context: a qualitative study.(2020) Mbhele, Nondumiso.; Buthelezi, Nontobeko Precious Angela.South Africa has achieved international acknowledgment for making many favourable strides towards constitutional reform. However, the country has also become internationally infamous for its high prevalence of gender-based violence. It is violence against children in particular which is at the forefront. Surviving trauma has been shown to have lasting psychological and physical effects, especially when it is kept as a secret. As the world grapples with alleviating a pandemic, so too are the child survivors of gender-based violence, who often do not disclose the sexual trauma they have experienced. The purpose of the current study was to work towards creating a uniquely African framework for the disclosure of child sexual abuse (CSA). Semi-structured interviews were conducted with ten community health workers. The participants were selected using purposive sampling, a technique of non-probability sampling. VCRM was used to analyse the data collected indicating five prevailing themes. The themes revealed the understanding of CSA disclosure, facilitators of CSA disclosure, current methods of obtaining disclosure, factors which hinder CSA disclosure and offered recommendations towards an African centred framework. Recommendations of the study brought out proposed solutions and areas of concern which need to be addressed. Much of the work which needs to be done was suggested to derive from a systemic level. This implies that families and governmental institutions need to make strides towards change for the betterment of children’s safety and psychological well-being.Item Towards an Afrocentric paradigm for understanding student success in the college of Humanities at a University in KwaZulu-Natal.(2017) Buthelezi, Nontobeko Precious Angela.; Collings, Steven John.Previous studies on the problem of poor students’ throughput in higher education in South Africa had tended to work within the paradigm of understanding in which research and the outcome of research are portrayed as objective and predetermined. Unfortunately, such approaches produce models and theoretical frameworks that err in disregarding the historical and the contextual in people’s lives. On the other hand, deductive and unilateral (one size fit all) perspectives and methodologies that assume that people’s lived-experiences and realities are neutral and value-free similarly fail to account for university students’ success or failure that emanate from the dynamic and unique nature of the culture and the context in which they live and work. Hence, the complex and diverse nature of South African students’ population in higher education institutions do call for innovative and participatory methods of inquiry this is able to generate comprehensive conceptual models to inform prospective intervention programmes. In contrast to these past approaches, the present study utilized a grounded theory methodology to facilitate the co-contribution of student participants in the collection, analysis and interpretation of data aimed at answering the persistent question about the factors that influence students’ learning outcomes in higher education. The objective of the study was to facilitate the emergence of conceptual schemes or models that could inform a framework for understanding the first-year student’s success at a university in KwaZulu-Natal province. The study employed focus group discussions to stimulate a controlled and detailed inquiry into what enables and/or constrains 2012 first year students’ academic success at the University of KwaZulu-Natal, College of Humanities, Pietermaritzburg campus. The study involved 108 students who participated in seven participlan focus groups. Additionally, the study integrated the lessons learnt and data obtained from three first year students’ participlan focus groups in 2011 who took part in the pilot phase of the research project. The results show that the narratives of the students draw attention to the existence of some socio-economic factors, social class issues, socio-academic programmes and institutional infrastructure with potential to either impede or promote the success of students at the university. Fundamentally, some of the major themes that emerged from the study included the persistence of social inequalities in shaping the lived experiences, identities and perceptions of some of the students. The findings also indicate that majority of the student participants are aware of their agentic role within the learning process and did acknowledge the operation of some negative and positive influences of certain systems towards their success at the university. The results of the study further showed that even though institutions of higher education in South Africa, such as the UKZN have progressive policies, it is crucial to constantly profile students and engage them especially at the first year level to demystify inherent negative ideologies about campus life and address particular identifiable students’ concerns and challenges to ensure successful socio-academic integration and easy alignment between the student-institutional expectations. The findings of the study equally showed that the lived-experiences of students are diverse and dynamic and do embrace a both/and, or a combination of African and Western values, ideologies, and practices. Such findings suggest that the complex realities of the students’ campus life should always be taken into account when any attempt is made to promote planned institutional intervention programmes for the benefit of the students. The study highlights the relevance of the Afrocentric paradigm in the study of students’ performance in higher education and the need for the application of multi-perspective process of inquiry when designing research projects that aim to explore a culture-sensitive phenomenon such as academic success in higher education in South Africa. Based on these findings it is recommended that future studies of students’ performance in higher education would benefit from the application of participatory methodologies that give voice to the marginalised and the dominant worldviews of the participants. Such approaches hold enormous promise of yielding rich and holistic information that could contribute towards emancipation of the students and facilitate transformation of institutions of higher learning in the South and other regions of Africa.Item Uncovering symptoms of child abuse and sexual violence: a medico-legal and psychosocial perspective.(2021) Hadebe, Mpumelelo Sthembile.; Buthelezi, Nontobeko Precious Angela.Child abuse is a pervasive problem in South Africa, with many cases neither disclosed nor reported. Identifying symptoms of sexual and physical abuse in children can be difficult. This study, therefore, sought to uncover symptoms of sexual violence and child abuse from a medical, legal and psychosocial perspective. The primary objectives were, firstly, to establish presenting symptoms of sexual violence and child abuse; secondly, to highlight the associated risk factors; thirdly, to ascertain factors that influence the impact of sexual violence and abuse on the child; and, lastly, to gather knowledge that will assist in developing an evidence-based screening tool for sexual violence and child abuse. The study adopted a qualitative and interpretive approach, drawing mainly on betrayal trauma theory in the discussion of findings. Data were collected through interviews with six participants, namely a medical doctor, a criminologist, two psychologists, and two social workers. Data were then analysed using thematic analysis, in which themes and subthemes were identified in relation to the research questions. The findings suggested that indicators of child abuse are linked to a range of notable physical symptoms as well as sudden behavioural, emotional and psychological changes. Participants noted parent intrinsic characteristics that put children at risk of abuse included the detached parent with avoidant attachment style, and the inconsistent parent with anxious attachment style. Risk factors identified included family and environmental factors such as family discord, parental stress, and parents or caregivers with unresolved trauma. Furthermore, protective factors, which influence the impact of sexual violence and abuse on the child, were identified as family and environmental support, where the family listens to and believes the child, and takes the necessary steps to protect them; access to services such as medical, legal and psychosocial support for the child; and the child’s own resilience. From these results, a diagram was developed to help parents and practitioners to screen for symptoms of child abuse. This diagram could assist other sectors to take suspicions or reports of child abuse more seriously, which could encourage more timely interventions.Item Understanding academic experience of South African first year students studying agriculture, engineering and science (AES) in university using Africentric paradigm.(2018) Biyela, Nonhlonipho.; Buthelezi, Nontobeko Precious Angela.South African universities are characterised by high dropout rates particularly amongst students in their first year of university and dropout rates ultimately have an effect on graduation rates. This particular trend is more evident in the faculty of Agriculture, Engineering and Science (AES). This study aimed to understand and explore the academic experiences of first-year students by investigating the external and internal factors that predispose the students to be more likely to drop out of university or to be successful in their studies, and to explore further how these factors shape the experiences of the students in the university. The study also examined the relationship between the external and internal factors that impact on the experiences of the students. The study made use of the Africentric paradigm to understand the needs of African students and the context in which they are living and studying. The study made use of a homogeneous sample of 125 first-year students who answered questionnaires with regards to their first-year experience at the University of KwaZulu-Natal. The data was analysed through an initial factor analysis as it allowed for highly correlated variables to be clustered together. These variables were then subjected to further descriptive analysis. The study indicated several factors such as academic preparedness, a social adjustment which can affect the academic experience of a student during their first year of study.Item Understanding high school teachers' perceptions of the factors influencing academic success of learners in rural KwaZulu-Natal.(2013) Edwards, Michelle.; Buthelezi, Nontobeko Precious Angela.The value of schools as systems for encouraging positive adaptation and development has gained recognition in resilience research. As key role players in the school environment, teachers play a central role in fostering resilience among learners. Further, the context of the school environment provides understanding into the many systems in which learners are situated which encourage or hinder the development of resilience strategies. Learners in South Africa face many barriers in attempting to access education. These challenges are especially prevalent in rural areas, where poverty, unemployment and poor health add an extra burden on learners and teachers. Despite this, there are learners who are able to achieve academic success. They are in essence resilient. This study aimed to understand the perceptions of teachers of the factors which influence learner success in South Africa from a strengths perspective. A qualitative approach and purposive sampling were employed to conduct two focus groups with teachers from two rural high schools in KwaZulu-Natal. The Participlan method was used to conduct the focus groups as it allowed the groups’ control over organising main themes and ideas. Data was analysed using thematic analysis and concepts from resilience theory and the Bio-ecological Systems Theory were used to organise and understand the findings. The results indicated that the teachers have a contextual view of the factors influencing learner success and they underemphasise the role of the individual. The key role of the teacher and the school as a site for fostering resilience was also evident. Suggestions for further research include exploring the effectiveness of reactive strategies developed by the participants and encouraging the development of characteristics found in resilient schools.