Browsing by Author "Killian, Beverley Janet."

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African constructions of parenting : exploring conceptions of early attachment with isiZulu-speaking community caregivers.
(2013) Miles, Abigail C.; Killian, Beverley Janet.; O'Neill, Vivien Carol.
John Bowlby made a profound contribution to the field of early parenting with his theory of attachment. He suggested that attachment theory has universal applicability. However, it has been argued that attachment theory is based upon a Western worldview, and as such, lacks applicability in cross-cultural contexts. In light of this objection, this study aimed to examine the relevancy of attachment theory within the South African context. In order to do this, a qualitative research design, employing focus groups, was set up to explore isiZulu-speaking mothers’ constructions of infant-caregiver relationships. Participants were recruited from two Non-Governmental Organizations (NGOs) in KwaZulu-Natal. Each participant partook in three focus groups. The focus group data was analyzed using a form of thematic analysis. The group discussion provided support for attachment theory in the South African context. However, there appeared to be some cultural variations in the ways in which the attachment relationship is carried out within this context. In particular, it appeared that isiZulu-speaking mothers employ physical touch and a rapid response style with their infants. Furthermore, evidence emerged to suggest that there are certain barriers to the attachment relationship in South Africa. Finally, this research study showed that urbanization has had an important impact on parenting. As such, from this research, it can be concluded that attachment interventions are useful in South Africa, yet these may need to occur alongside other interventions. There is also room for further research to explore understandings of attachment within broader population groups, including fathers and grandmothers.
African primary caregivers' understanding and experience of having a child with autism.
(2012) Madlala, Nolwazi Pinkie.; Killian, Beverley Janet.
Autism Spectrum Disorder (ASD) largely remains an unknown form of neurodevelopment disorder, despite the global trend of increasing prevalence. South Africans, in general, have little awareness and knowledge about this relatively rare form of neuro-developmental disorder which could so easily be misunderstood due to the major areas of difficulty experienced by children with ASD. The aim of this study is to explore African parents’ experiences in relation to having an atypically developing child who is eventually diagnosed with ASD. A qualitative approach was adopted in this study, so that the researcher could gain a “rich” description of the participants’ experiences of raising a child with ASD. The pathways and steps taken to arrive at this diagnosis and their reactions to the diagnosis were a central aspect of this research. Eight black South African parents (mothers and fathers) of children who have been diagnosed with ASD, were interviewed to ascertain their understanding of their both typical developmental patterns and their child’s atypical development, the experience of getting the diagnosis and the experience of how raising a child with ASD has been and is for them as African parents. The data obtained was analysed using thematic analysis. The results suggested that African parents experience and understanding of ASD is largely influenced by their frames of reference. Further, the parents turned to their traditional beliefs when faced with challenges. However, other interventions such as religion and finally the western practices were explored by the parents. This study therefore concludes that the African parents understanding and experiences of raising a child with ASD is initially influenced by the parents cultural frame of reference and later by western exposure.
An exploration of the conceptualisation of child-on-child sexual offenders by a group of isiZulu educators.
(2001) Kriel, Anita Julia.; Schoeman, Rose Ann.; Killian, Beverley Janet.
This study investigates the conceptualisation of child-on-child sexual offenders from the perspective of a group of isiZulu educators. Although a number of studies focusing on child-on-child sexual offenders have been conducted internationally, this is not the case in South Africa. The lack of literature regarding this issue, particularly in the school environment, and the increasing number of child-on-child sexual offenders provided the motivation for the research. Three focus groups were conducted with educators representing three educational environments, namely: educators teaching at a school for mentally retarded children, educators from a rural school and finally educators from township schools. The focus groups were transcribed and then analysed on two levels. Firstly, the data was examined in terms of explicit concepts and were based on concepts previously identified in the literature. The concepts were, quantified by way of a content analysis. In relation to this, four major conceptualisations emerged, each of which were further subdivided. The four major concepts included: 1) child-on-child sexual offending as "abnormal"; 2) child- on-child sexual offending as "normal"; 3) the role of acculturation in child-on-child sexual offending; and, 4) the role of educators and the educational system in relation to child-on- child sexual offending. This analysis was useful in that it highlighted common and significant themes among the three focus groups. Secondly, the data was analysed qualitatively and emerging implicit themes examined in greater depth. During this phase a number of strategies that were used by the educators to normalise, relativise and justify the issue of child-on-child sexual offending were identified. The function of these strategies was considered to be a defensive strategy to make the issue of child-on-child sexual offending more tolerable and thus easier to talk about.
Analysis of dynamic assessment as an alternative to static assessment using the group administration of Feuerstein's learning potential assessment device.
(2000) Taylor, Nigel Eric.; Killian, Beverley Janet.; Farman, Robin Hylton.
Vygotsky (1978, as cited in Day, Engelhardt, Maxwell and Bolig, 1997) argued that a complete profile of intellectual competence must include both static measures of what the child already knows and dynamic measures of the child's ability to benefit from instruction. This study involves an analysis of this contention and has two specific aims: Firstly, to determine whether modified cognition would result from mediation, using three instruments of Feuerstein's Learning Potential Assessment Device in a group administration format, as demonstrated by improved performance in post-mediation testing; and secondly , to determine whether the group administration of the three instruments from the Feuerstein's Learning Potential Assessment Device will be able to detect differences in the degree of coqnltive modifiability of individuals. The statio assessment paradigm is predominant within the South African education system and is used to categorise and place learners in "appropriate" learning contexts ego special schools, special classes within mainstream and mixed ability groupings. The growing discontent with standardised tests rests mainly with the fact that they only access the manifest level of performance of learners. As such,it is contended that they do a gross injustice to those learners that are educationally-disadvantaged, marginalised and culturally different to the norm groups of the standardised assessments. The dynamic assessment paradigm is presented as an alternative to static assessment because it focuses on learning potential. It regards a learner's manifest level of performance as -a baseline and emphasises the need to mediate within what Vygotsky (1978) calls the learner's zone of proximal development to access his/her potential. The Learning Potential Assessment Device, consisting of a battery of dynamic assessment instruments, was used in the study to ascertain the effects of mediation on performance and to detect differences in the degree of coqnitive modifiability of individuals. This was done using a pretest - mediation - post-test procedure with a comparison of pretest and post-test performances. Through the process of random assignment, the population sample of thirty one grade eight subjects was divided into a control group and an experimental group. The pretest phase of three selected instruments (Numerical Progressions, the Organizer and the Organization of Dots) was administered to the group as a whole. The mediation phase was administered to the experimental group only and thereafter both the control group and the experimental group completed the post-test phase. An analysis of the results revealed that the difference in pretest and post-test mean scores for Numerical Progressions was statistically not significant. An analysis of the mean scotes of the experimental group for the Organizer revealed that the educationally-disadvantaged group benefitted from mediation to a larger extent than the educationally-advantaged group. The pretest and post-test difference in mean scores for the Organization of Dots was statistically significant. An analysis of the post-test scores of individual subjects within the experimental group revealed a significant improvement for some learners, a marginal improvement for others and reduced scores for some in comparison to their pretest scores. A number of postulations are given for the varied effectiveness of the mediation that was provided.
Characteristics of a well brought-up child : perceptions of South African Black (Zulu speaking), Coloured, Indian, and White (English and Afrikaans speaking) mothers.
(1999) Milford, Cecilia.; Killian, Beverley Janet.
A Westemised model of parenting dominates the literature, and is largely the model against which all other parenting practices are compared. This study aimedto address whether the principles inherent in this model, actually fonn the basis of South African parents' ideas of 'well brought-up' children. Focus groups were conducted on groups of white (English and Afrikaans), coloured, Indian and black (urban, Zulu) mothers, and then qualitatively analysed. Family demographics and variables, such as stress levels and socioeconomic status, were also compared across groups. Some characteristics such as love, respect, consideration and obedience were important for all groups, whereas independence, individuality, honesty, religion and education were discussed in only some of the groups. The findings may prove useful for developing localised parenting programs, enhancing understanding across the groups, furthering education, and stimulating further research.
Child abuse and decision-making in South Africa : a grounded theory exploration.
(2002) Lang, Shannon.; Killian, Beverley Janet.
It was recommended by the American Psychological Association and the American Bar Association in October 1999, that the time had come for psychologists to do more than act as expert witnesses, and that their influence should be felt " ... at the first level of intervention" (Foxhall, 2000, p. 1). The first level of intervention is considered, in this study, to be the decision-making process. This research examines the decision-making processes used by four of the disciplines integral to the child abuse multi-disciplinary team. Social workers, child protection officers of the South African Police Services, psychologists and prosecutors currently involved in the child abuse arena in South Africa were given case vignettes to anchor their decision-making on simulated examples. On the basis of these in-depth interviews, using a Grounded Theory methodology, three specific questions are addressed, namely: how decisions are made and substantiated; how they differ across disciplines; and how they compare to recommended protocol. Results indicate interesting differences across these four disciplines. The differences between the decision-making processes in the disciplines seem to be rooted in their philosophical tenets, which give rise to specific aims in addressing child abuse. Differences between the decision-making processes and recommended protocol were also noted in cases where guidelines are available. In addition differences in expected outcomes of the vignettes, use ofassumptions and a level of mistrust between professionals was shown. If this research can help to sensitise professionals to begin to understand their own decision-making processes and those of their fellow decision-makers, then perhaps key role players and policy makers may be one step closer to responding to the challenge of child sexual abuse in South Africa.
Children in residential care: an evaluation of current practice and recommendations for differential placements.
(1994) Chaloner, Ann Jillian.; Killian, Beverley Janet.
Abstract available in PDF.
Children's self-esteem and their perceptions of prejudice, social satisfaction and status.
(1998) Slepica, Marcela.; Killian, Beverley Janet.
The recent social and political changes in South Africa are having a profound effect on social relations in South Africa, and it seems appropriate to study the attitudes of children and their perceptions of racial and gender relations. This study attempts to explore self-esteem, perceptions of social satisfaction, status and prejudice in relation to race and gender. The sample consists of 444 Black and White children aged 12/13 years and 14/15 years. The children were from schools in an urban area (Pietermaritzburg) in Kwa-Zulu, Natal. Three instruments were administered: The Culture-Free Self-Esteem Inventory, the Social Status Technique and the Social Distance Scale. A review of theoretical considerations of prejudice, self-esteem and social identity theory is provided. Statistical analysis indicated the following findings: there is no difference in assessed self-esteem between the races although boys exhibited a more positive self-esteem than girls. Black children showed more positive levels of self-esteem on the academic and parent-related sub-scales, while White children showed a more positive social self-esteem. With regard to social satisfaction and preference, all children identified Whites as being the most satisfied and having the most status. With the exception of Black boys, all children perceive that girls have more satisfaction and status than boys. There is a clear difference between boys and girls with girls showing a strong bias towards their own gender in the preference and satisfaction questions but not on the identification question. In relation to identification, children showed a clear own-group identification. On the Social Distance Scale, Black children were more prejudiced than White children, and were most prejudiced towards the Afrikaans speaking group. Boys also were more prejudiced than girls. The findings are discussed in relation to the theoretical perspectives and to previous findings. A critique of the study and recommendations for future research are included.
The development and evaluation of a community-based programme offering psychosocial support to vulnerable children affected by HIV/AIDS, poverty and violence.
(2004) Killian, Beverley Janet.; Durrheim, Kevin Locksley.
This research programme endeavours to develop, implement and evaluate an effective method of offering psychosocial support to vulnerable children. Vulnerability is defined by trained community members as including children who are experiencing especially difficult lives. The forms of difficulties experienced by the children has usually been a consequence of the HIV/AIDS pandemic, extreme poverty combined with other psychosocial risk factors, child abuse (especially child sexual abuse) and violence. This community based programme incorporates four phases of intervention, only two of which were the focus of summative evaluation. However, due to the integrated nature of the programme it was necessary to implement and document the various phases of the intervention programme: (i) community selection and mobilisation; (ii) the 5-day Sensitisation Programme (SP) sensitises adult community volunteers to the psychosocial needs of vulnerable children; (iii) the 15-session Structured Group Therapy Programme (SGTP) enables children to work through past adversities and to build resilience within small groups of peers in a programme where community volunteers served as apprentice facilitators under the supervision, guidance and ethical responsibility of qualified psychologists; (iv) community based initiatives to offer on-going of PSS activities to vulnerable children in each of the partnering communities. Nine partnering communities were selected, three township, periurban and rural communities. This programme was not effective in the informal settlements as it was not possible for these communities to place children as a priority. A qualitative summative evaluation of the SP took place using post workshop evaluation questionnaires, focus group discussions conducted by an independent researcher and an audit of the community based initiatives that developed as a result of participation in the SP. The SGTP was summatively evaluated using a 4-way Factorial design with one within-subject and three between-subject conditions: to investigate the age of the subjects, the geographic regions and gender variables. The 741 children formed five experimental and control conditions to conduct various combinations of the above-mentioned phases programmes and to adequately control for the many confounding variables. Pre- and post intervention assessments were conducted by trained community research assistants. The dependent variable measures were the Culture Free Self Esteem Inventory (Battle, 1992), the Trauma Symptom Checklist for Children (Biere & Elliot, 1997), the Reynolds Depression Scale for Children (Reynolds, 1989), the Social Support Scale (Beale Spencer, Cole, Jones, and Phillips Swanson, 1997) and the Connor's Parent Questionnaire Connors, 1998). Multivariate analysis evaluated the effectiveness of the various experimental and control conditions. The results indicate that the SGTP, run in combination with the SP, is an effective intervention strategy in that it alleviates symptoms of self-reported depression and other psychosocial manifestations of distress as well as decreased the number and severity of symptoms reported by primary caregivers, and leads to increased access to perceived social support. The SP and the SGTP conducted independently of each other have limited benefits and as such can be considered to be partially effective. The children who had formed part of the non-vulnerable control group felt left out of the programme and report an increase in symptomatology and decreased access to social support. While this community-based programme can be considered to be an effective method of therapeutic intervention and of offering psychosocial support to vulnerable children, further research is needed to consider the cost-effectiveness, the sustainability and ways in which those children who do not participate can still can benefit.
The effectiveness of the N.P.A.T. KwaZulu-Natal Midlands ecotherapy programme.
(2003) Streatfield, Gregory William.; Killian, Beverley Janet.; Durrheim, Kevin Locksley.
There is much support for ecotherapy as a psychological intervention within the current literature. Research has indicated that ecotherapy does have a detectable therapeutic effect, particularly for programmes that run for more than 20 days. Furthermore, a number of studies have provided evidence ofthe effectiveness ofecotherapy in improving self-esteem and psychological health. However, research and evaluation ofecotherapy programmes have been plagued with poor quality studies with serious methodological problems. Many past evaluations ofecotherapy programmes have used anecdotal evidence and outcome-based interpretations. The current study evaluated the effectiveness ofthe N.P.A.T. KwaZulu Natal Midlands Ecotherapy Programme. The study focused on subjects' self-esteem and the manifestation ofpsychological symptoms as outcome measures. The experimental design employed three different experimental groups and a control group. All experimental and control groups were administered a pretest and posttest consisting ofthe Symptoms Checklist-90-Revised and the Culture-Free Self-Esteem Inventory-2. The pretest was administered before the ecotherapy programme. The experimental groups were administered the posttest one month after the ecotherapy programme. The control group were given no intervention, and were administered the posttest one month after the pretest. Pretest and posttest differences were tested for significance using repeated measures analysis ofvariance (ANOVA). No statistically significant difference was found between the experimental and control groups on the pretest and posttest. This suggests that the ecotherapy programme had no detectable effect on the experimental group subjects' self-esteem or the manifestation of psychological symptoms. The implications ofthese results and future considerations were discussed.
An evaluation of a group therapy programme for vulnerable children.
(2004) Spencer, Donna Nicole.; Killian, Beverley Janet.
HIV/AIDS is the biggest challenge facing humankind today and can no longer be compared to other health disasters. One of the greatest challenges it presents is that of nurturing healthy children to become competent, adaptive adults despite the numerous negative effects of the pandemic. Of concern is the lack of interventions that address the psychosocial needs of children affected by HIV/AIDS, poverty and violence. The present research study aims to evaluate a group therapy programme that has been developed to address this lack. The therapy programme used in this study is embedded in Bronfenbrenner's (1979) ecological model, which focuses on the interaction between person and environment. The model proposes that this interaction is two directional and reciprocal. It also draws on the literature concerning risk and resilience in children, which aims to understand personal, familial and social factors that create and sustain resilience in children. Thus, the programme aims to intervene on many levels and to give the children the opportunity to deal with and gain mastery over their past experiences and feelings. In addition, it aims to develop resilience, self-esteem and internal coping resources and enables them to access external support systems in the future. In order to evaluate the programme, a sample of 43 vulnerable children was drawn from a peri-urban community in Pietermaritzburg, KwaZulu-Natal. The sample was randomly divided into a control group and two experimental groups, that later merged into one experimental group. Pre-test data was collected from all the participants in the form of a questionnaire consisting of 4 quantitative tools: the Trauma Symptom Checklist for Children (TSCC), the Culture Free Self Esteem Inventory (CFSEI), the Reynolds Child Depression Scale (RCDS) and a Social Support Scale (SSS). The group therapy programme, consisting of 15 sessions was then run with the experimental group. The control group engaged in 15 sessions involving games, singing, III drawing and other activities. Post-test data using the same questionnaire was collected from all the participants. The data was analysed quantitatively. No statistically significant differences were noted between any of the overall pre- and post-test data, except that of the TSCC. The graphical representations of the results showed a reduction in trauma symptoms and depression, and a raise in self-esteem, however the p-values were not significant. This is thought to be the result of the small sample size. The result also indicated that the CFSEI cannot be considered a reliable tool in this study. This study emphasises the need for further research in the field of vulnerable children in South Africa and the development, implementation and evaluation of interventions for this subgroup.
Evaluation of the continuous stress intervention programme on trauma symptoms and coping responses.
(2004) Ebrahim, Tasmeen.; Killian, Beverley Janet.
The present study evaluated the effect of the Continuous Stress Intervention Programme (CSIP) on trauma symptoms and coping strategies. The programme was implemented with a group of police officers from a specialised unit who daily experience extremely difficult and at times traumatic work conditions. Data was gathered before and after the implementation of the CSIP. A quasi - experimental design approach was adopted with a control group who had no intervention and an intervention- experimental group, who participated in the programme. Data was gathered from questionnaires with instruments that measured trauma symptomatology and coping strategies, both in the pre- and post -intervention periods. The control group consisted of eight police officers, while the experimental group consisted of 24 police officers. Data was analysed using a frequency count of scores, and a mixed between-within analysis of variance, using the SPSS (Version 11) statistical computer package. The results of the study showed that the Continuous Stress Intervention programme did not have a significant effect between the experimental and control groups, on trauma symptoms, but the trauma symptoms of the experimental group decreased from the pre- assessment to the post -assessment at a greater rate. In addition, in terms of the coping responses, the results of the study were significant for only one of the sub - scales, between the experimental and control groups, while there was an increase in positive coping strategies for the experimental group. The results were discussed in terms of epidemiological studies conducted previously in the area of trauma research. Recommendations were made pertaining to the inclusion of support mechanisms for the spouses of police officers, as well as the inclusion of coping strategies to deal with specific organisational problems within the programme.
Evaluation of the psychomotor education programme of a community based early childhood programme at the Dalton Trust Education Centre (KwaZulu-Natal, South Africa) in support of school preparation.
(2010) Meusel, Rossella Rachele.; Killian, Beverley Janet.
The early years of a child's growth and development are crucial for health, wellbeing and success in later life. Adequate stimulation during the pre-school years is a critical factor that can be associated with higher levels of achievement and better adjustment in school (Arnold, Barlett., Gowani, & Merali, 2006). Some children, for example those growing in contexts of adversity, are in particular need of pre-school assistance. This research evaluates a one-year implementation of the Psychomotor Education Programme (PMEP) at the Dalton Trust Education Centre, KwaZulu-Natal, South Africa. PMEP is an educational programme that stimulates the child‟s psychomotor functions and supports the development of the whole child through play in the pre-school years. An evaluation of the programme was required to establish if the PMEP had achieved the envisaged objectives of improving preparedness of children for their entrance into the formal school system. This summative evaluation used focus group discussions to collect data on whether the outcomes had been achieved from the perspective of the trained and experienced family facilitators who had participated in the PMEP. The participants were asked about the strengths, weaknesses, opportunities and threats of the PMEP. The areas identified as being attributable to the PMEP include social-emotional competence, self-awareness, emotional regulation and autonomy. The participants reported that PMEP had enabled the children to achieve the learning outcomes described by the Revised National Curriculum Statement (South African Department of Education, 2005). However, further research is needed to overcome the difficulty of maintaining the achieved outcomes in a new environment, such as the formal school context, where methods of teaching and resources may differ substantially from those provided by the PMEP.
The expectations and experiences of volunteers offering psychosocial support to vulnerable children.
(2007) Simpson, Heather Gael.; Killian, Beverley Janet.
This qualitative study is an exploratory investigation aimed at understanding the expectations and experiences of volunteers offering psychosocial support to vulnerable children. It serves as an evaluation of one aspect of the Structured Group Therapy Programme (SGTP) implemented within peri-urban and rural communities in KwaZulu-Natal. Volunteers from within these communities are involved in facilitating this community-based programme, and in order to ensure the long-term sustainability of this project, it is important to understand what (i) motivates an individual to volunteer in the programme, and (ii) what keeps them involved. Two groups of research participants were selected to participate in this study. The first group comprised of five volunteers who were more experienced in their work with vulnerable children than the second group of participants. The first group of participants had been involved in the Vulnerable Children's Programme (VCP) for a longer duration, across all the communities in which the programme operates, and were involved in training new facilitators. The second group of participants consisted of eight community facilitators, who were involved in implementing the programme within their local community alone, and were less experienced than the first group. The nature of this study required careful consideration of ethical principles before, during, and even after the study was complete. A focus group was run with each of the groups with the aim of exploring the volunteers' expectations before entering the programme and their experiences within the programme. The focus groups were transcribed and analysed within an interpretive, phenomenological framework.
An exploration of adolescents' experiences of parental AIDS-related illness and bereavement.
(2009) Mbete, Unati.; Killian, Beverley Janet.
South Africa is one of the countries most affected by HIV/AIDS, and the impact on children living in affected households and communities is significant. The loss of a parent or caregiver due to an AIDS related illness has left many children orphaned. Understandings of bereavement particularly amongst African adolescents and adults’ responses to orphans’ psychological and emotional difficulties, remains underdeveloped. This paper explored adolescents’ experiences of parental AIDS related illness and bereavement. Ten adolescents participated in this study. Qualitative methods such as observation, individual interviews and a focus group were the means of data collection. Key findings of the study were that: adolescents were profoundly affected by the death of their parents with some showing signs of great anxiety in relation to their future; were in need of emotional and material support; and were affected by the intense stigma associated with HIV/AIDS which resulted in secrecy and shame. This study suggests that if we listen to the voices of children, we will learn about their emotional, psychological, developmental, and behavioural needs, which in turn will inform interventions working with vulnerable and orphaned children.
An exploration of factors that are perceived to create parenting stress among mothers for whom pregnancy was mistimed or unintended : an object relations perspective.
(2010) Coleman, Cindy.; Killian, Beverley Janet.
It is a novel experience for a woman to enter into motherhood. While she may have some familiarity with basic methods of childcare, the experience of caring for her own child is a new one. Becoming a mother elicits a transformation for a woman, from a „self as a self‟ to a „self as a mother‟. When the pregnancy is unplanned, this transformation may be particularly complicated. This study explored this transformation by focusing on the stressors and supports mothers reported during pregnancy and in early motherhood, for women whose pregnancies had been unintended. The study utilized a psychoanalytic perspective, particularly object relations theory (ORT), to understand how the mother‟s object relations have been influenced by her perceptions and her stress levels, in her transition into motherhood. A qualitative approach was adopted in this study, so that the researcher could gain a “rich” description of the participants‟ experiences of pregnancy and motherhood. Five mothers, whose eldest was four years or younger and who had not intended to conceive, participated in focus groups and individual interviews. The data gained was analysed by means of thematic analysis, which brought about a list of perceived stressors and support factors. These stressors were categorized and discussed in relation to child-specific factors, factors specific to parenthood, environmental factors, and factors specific to the unintended nature of the pregnancy. The perceived supports included psychosocial support, allomaternal support, financial support, and information.
An exploration of the concerns and motivations of community caregivers working with children in adversity.
(2010) Karim, Farina.; Killian, Beverley Janet.
The deadly HIV/AIDS pandemic is one of the major developmental challenges facing our nation. Community caregivers (CCGs) play a significant role in addressing the psychosocial needs of orphan and vulnerable children (OVC); however, little attention has been paid to the work and experiences of CCGs. In an endeavour to increase our understanding of their lived experiences, this research qualitatively explored the concerns and motivations experienced by CCGs who work on a daily basis with children in circumstances of extreme adversity, specifically those affected by HIV/AIDS in South Africa. This study draws on the ecological theory of Bronfrenbrenner (1979) to provide a conceptual framework in which to consider the working circumstances of CCGs. Methodologically, focus group discussions were used as the primary source of data collection. Focus groups were conducted with CCGs from three different non-governmental organisations (NGOs) who provide psychosocial support to children affected by HIV/AIDS. The research found that CCGs are passionate about providing holistic care to the children, families and communities in which they work and they experience a variety of concerns about the way in which services are provided and how funding agendas drive the nature of the work and the manner of monitoring and evaluation. They also experience joy and satisfaction in what they do. Limitations and suggestions for future studies are noted, with the aim being for NGOs to acknowledge the concerns and motives and to develop and implement programmes to support staff, and maintain the resilience needed for CCGs to be even more effective in contributing towards providing meaningful services in the difficult circumstance in which they work.
An exploration of the intrapsychic themes in the play of children affected by HIV/AIDS using the Sceno test.
(2001) Hough, Angela Mary.; Killian, Beverley Janet.
This study is an exploratory investigation aimed at understanding the intrapsychic themes of children affected by HIV/AIDS, using the medium of the Sceno test. The Sceno test is a play assessment technique. The aim of this research was to ascertain if the Sceno test would be a useful procedure to increase our understanding of children's intrapsychic experience of illness, impending death, and/or the death of their parents. Four children, between the ages of 7 - 11, who are affected by HIV/AIDS and are living in a children's home, were assessed three times. Two children not affected by HIV/AIDS but who had lost their parents were also included in the study. The assessment sessions were videotaped and then the action and dialogue transcribed. A hermeneutic phenomenological methodology was used within a narrative framework to interpret the 'text' of the children's play. Several important themes arose in analysis. Children were concerned with routines, particularly within the family. This is believed to be demonstration of a need for security and structure. The role of the Mother as caring and nurturing occurred often in the childrens' play. This demonstrates attachment or wish for attachment to this figure. Other important themes were those of organising the environment and having control over the context of the play, and the theme of the doctor and illness. The Sceno was found to be a valuable means of eliciting the intrapsychic themes of these children. Limitations and implications of the study are considered.
An exploratory study of violence and the development of self-concept in black children.
(1996) Pieterse, Andre.; Killian, Beverley Janet.; Lachenicht, Lance Gary.
South African black children have been exposed to extremely high levels of violence, especially in the townships. This study was initiated in ,order to explore the effects of violence on the self-concept of the black child in South Africa. In addition the applicability of current self-concept theories and psychometric measures to this population was investigated. This study is therefore mainly exploratory. Sixty individuals of both sexes between the ages of 8 and 10 years were sampled from two schools. Thirty from one in a high violence and the other thirty from one in a low violence area. However, after finding that the experimental and control groups did not differ signifficantly these groups were reassigned according to exposure to violence rather than geographically. Direct and indirect exposure to violence as well as family and other stressors were measured with the aid of the Life Events Questionnaire (Mason and Killian, 1993). In order to determine the effect of exposure to violence on selfconcept these two groups were compared using one quantitative and two qualitative selfconcept measures. The quantitative measure was the Piers-Harris Children's SelfConcept Scale and the qualitative measures were the Human Figure Drawing Test and an Incomplete Sentences Test. Results were analysed by multivariate statistical procedures. This study concluded that violence has no significant effect.on self-concept in black children (p,>O.05). The Piers-Harris Children's Self-Concept Scale was found to be a reliable measure of self-concept in black children. Recommendations include broadening self-concept theories for black children by incorporating theories from disciplines other than psychology. The power of the present study would have been increased by using larger samples.
Exploring autism spectrum disorder in African children using multiple case study methodology.
(2015) Dixon, Michelle Glenise.; Munro, Nicholas.; Killian, Beverley Janet.
Despite the sharp global increase in prevalence, there is a paucity of South African research into autism spectrum disorders (ASD), so little is known about how ASD manifests in African children. This qualitative multiple case study explores six family units with a boy child with ASD (ranging in age from six to eleven years). The sample was recruited from five public schools for learners with special education needs (LSEN) in KwaZulu-Natal. The methodology incorporated (i) in-depth individual interviews with the parents to obtain an understanding of their experiences of raising a child with ASD, and (ii) the administration of the Autism Diagnostic Observation Schedule (ADOS) to the children to confirm the diagnosis, contextualise parental accounts, and to observe the children’s responses to the ADOS activities. The findings indicate that the parents experienced a difficult help-seeking journey, which began when they first noticed signs of atypical development (most frequently related to delayed speech development and lack of social interaction), to the time when the diagnosis was made. Lack of awareness of ASD, at both the community and primary healthcare levels, made the journey unnecessarily prolonged. Most of the participants in this sample explored cultural factors that could account for their child’s difficulties and engaged in various rituals to appease ancestors. Initially, African cultural beliefs strongly influenced their views about the causes of ASD, but over time, they drifted towards a Western perspective. Since there are no physically detectable features associated with ASD, the parents experienced much criticism in response to the child’s challenging behaviours in various social and religious contexts. The ADOS observations provided insight into South African children’s responses to the tasks, suggesting more universality into the way in which ASD manifests than had been expected from an African worldview perspective. This small qualitative study is critiqued and suggestions made for future research focal areas.