Browsing by Author "Mayaba, Phindile Lungile."

Now showing 1 - 18 of 18

Addiction and recovery from whoonga : an interpretative phenomenological analysis of the lifeworld of youth from INK townships "in recovery” = Ukubhenywa noku simama ekubhemeni iwunga : kuhlungwa ngokuhlolisisa nge-phenomenology ehumushayo umhlaba wezimpilo zentsha yasemalokishini ase-INK “esimamayo”.
(2020) Khumalo, Richard Thabane.; Mkhize, Nhlanhla Jerome.; Mayaba, Phindile Lungile.
In dealing with a rampant increase in addiction to whoonga or nyaope, a heroin variant drug that has taken hold amongst Black youth in South African townships, the employment of addiction treatment that includes harm reduction measures is advanced. Complementary to these approaches, this study speaks to addictions to whoonga from an ecological perspective, a macro level approach concerned with eliminating addictions by identifying their root causes. In seeking solutions and intervention from the environment that begets addictions, recovery draws empirical evidence from overcoming addiction, a science of factors prompting, sustaining, and supporting abstinence and long-term recovery. This is a person-centred approach that begins with an understanding of recovery from experiences of those “in recovery”, people who are in the process of resolving their addiction issues, to advance interventions that people would identify and be familiar with. To make sense of addiction and recovery from whoonga from the perspective of those who were involved, six young Black African males between the ages of 20 and 33, who had desisted from whoonga use for an average of 3.3 years, were recruited from the communities of Inanda, Ntuzuma, and KwaMashu (INK) townships, north-west of Durban. Participants were recruited through snowballing, and by using advertisements. Participants were interviewed indepth, and one-on-one at their original homes, using semi-structured interviews. These interviews were guided by an interview schedule derived from literature on addiction treatment, self-change models, as well as recovery frameworks. Interviews were recorded and transcribed. Transcripts were subjected to interpretative phenomenological analysis (IPA), a qualitative methodology derived from hermeneutic phenomenology that was developed within psychology to add an idiographic component. To understand what addiction and recovery from whoonga meant for participants, four superordinate themes: becoming iphara, being iphara, curative confrontations (becoming human) and nurturing potentials (approximating citizenship), guided discussions. Results show that addiction to whoonga transformed participants in profound and deleterious ways. Addiction was characterised by a state of being iphara, a term that describes the embodiment of dedicated whoonga use. While whoonga addiction was initiated in pursuit of pleasure, escaping difficult life situations, and boredom, and where the influence of friends and peers dominated, it soon became a burden that began with the body becoming the site for pain. The state of being a whoonga addict is described as a preoccupation with the drug and the now, in which there is a deficiency of care for oneself, others, and other life concerns. Largely because of crime committed in the pursuit of the next fix, whoonga addicts are marginalized and ostracised by the community and family members. Other than isolation, to be an iphara is a perilous and precarious lifestyle, in which vigilante attacks from the community retaliating would put addicts’ lives and the lives of those close to them in danger. Arrests presented criminal records with huge implications for future employability. Recovery from whoonga was founded on survival instincts and a sense of self-preservation when difficult conditions as an addict were presented to participants’ lives. The crossroads within whoonga addiction lives jolted participants to the correct orientation to the truth, demanding reorientation to the present, that involved the evaluation of the past and concerns with the future. Although desistance can be coerced, an inner resolve to end addiction lives was deemed necessary; and such bolstered courage to attempt desistance. Desistance involved the use of Methadone: this was difficult particularly for participants who desisted from whoonga use without recourse to medication and professional help. Recovery marks a sense of growing and maturing; taking responsibility for oneself and others, which are efforts of becoming umuntu/human; making amends with peers, family members, and the community. Participants in this study present evidence of overcoming whoonga addiction. They offer an opportunity for the emergence of recovery support in the creation of peer recovery-support groups. Participants would model recovery, presenting hope to those addicted and the community, that overcoming whoonga addiction is a reality. Such should alleviate stigma and create pressure on the unwilling. Peer-recovery groups provide communities of former whoonga addicts with a place to go to. Such communities are best positioned to support early recovery experiments in empathic and non-judgemental ways. To filter preventative measures, reorientation of youth to traditional African ways that support and bolster a sense of pride in who they are, is necessary. Instilling mechanisms of earning membership to the community, and guidance on navigating transition to adulthood, for example, rites of passage amongst youth, would be necessary. The message is that actions and behaviours reverberate, affecting their communities. For youth to understand the plight of own communities, teaching individual responsibility to the health and welfare of communities, is important for prevention. Iqoqa locwaningo Ekuhlahleni indlela iNingizimu Afrika ezobhekana ngayo nokubhebhetheka kokusetshenziswa kwesidakamizwa esibizwa ngewunga noma i-nyaope, nokuyisidakwamizwa se-heroin exutshiwe esesithathe isizinda kwintsha eMnyama ehlala emalokishini, kuhlongozwa ukulandelwa kwezinhlelo eziphakamisa ukusetshenziswa kokulashwa kwezidakamizwa umhlabawonke nezifaka izinhlelo ezehlisa umonakalo odalwa izidakamizwa. Ekuhlangabezeni ngokulekelela lezizindlela, lolucwaningo lubheka ukubhenywa kwalesisidakamizwa ngokusibheka ngokwesimo semvelo, nokuyindlela ebanzana efaka ukuqedwa kokubhenywa kwezidakamizwa ngokuthola izimbangela eziyizinzika edala ukubhenywa kwezidakamizwa. Ukuthola izixazululo nendlela okungangenelelwa ngayo ngokwezendawo edala ukuhuqwa kwalezizidakamizwa, ukusimama ezidakamizweni kuhlongoza ukuqhakambiswa kwezindlela abantu abasimama ngayo ekubhemeni izidakamizwa, nokuyisayensi yokusimama efaka ukuthi yini eyenza abantu baqalise ukusimama, bakulondoloze futhi balekeleleke ukuthi baziyeke futhi baqhubeke bengazibhemi izidakamizwa. Lokhu kubeka phambili umuntu ombandakenyayo, okuqala ngokuthi siqondisise kahle ukuthi abantu abasimamayo, nabaziyekile izidakamizwa benzenjani, ukuze sikwazi ukuthola izisombululo ezizojwayeleka kubantu ngoba zisuselwa kulokho abakwaziyo nokwenzekayo ezimpilweni zabo. Ukuqondisisa kahle ukubhuqabhuqwa nokusimama ekubhuqwabhuqweni ukubhema iwunga kususelwa kwizindlela abayibona ngayo labo abambandakanyekileyo, izinsizwa eziMnyama eziyisithupha ebezineminyaka esukela kwamashumi amababili kuya kumashumi amathathu nantathu, nababesebeyiyekile ukuyibhema iwunga isikhathi esingangeminyaka emithathu nezinyanga ezintathu sebebonke, batholakale kumphakathi wamalokishi aseNanda, eNtuzuma naKwaMashu, kwinyakatho ntshonalanga yeTheku. Ababambe iqhaza kulolucwaningo batholakala ngokuthi bamemane, kwasetshenziswa nezikhangiso. Kwaxoxwa nabo kabanzi kwizinkulumo ubuso nobuso besemakubo. Lezizingxoxo zazingakhululekile ngokuphelele ngoba zazilandela imibuzo eyayihleliwe. Lemibuzo ehleliwe yasuselwa kwimibhalo nezingcwaningo ezidlule kwizifundo zokulashwa kokubhuqabhuqwa izidakamizwa, ukuziguqula kwabantu ngokwabo kanye nakwizinhlaka zokusimama ezidakamizweni. Lezizingxoxo zaqoshwa zabhalwa phansi umcwaningi. Lemibhalo yabe isihunyushwa kusetshenziswa i-interpretative phenomenological analysis (IPA), nokuyindlela yokucwaninga e-qualitative, esuselwa kuhlobo lwe-phenomenology ehumushayo eyabe isifakwa ukuhluza iidiography ngaphansi kwazo izimfundiso zoMoya. Ukuthi ingenziwa njani lendaba yewunga izosuselwa kwizinhlaka zokusimama. Ukuqondisisa ukubhenywa nokusimama ekubhemeni ADDICTION AND RECOVERY FROM WHOONGA: AN IPA vi iwunga, kuzosetshenziwa lezizingqikithi ezikhuluma ngo: Ukuqala ube iphara; Uma usuyiphara, Ukunqwamana nezimo ezinzima kodwa ezilulamisayo (Usuqala uba umuntu), bese kuba ukwenza izinto eziqhubekisela phambili impilo uzokwazi ukubuyela usebenze njengomuntu ojwayelekile (okungukwenza izinto ezisimamisayo neziwubuntu). Imiphumela yalolucwaningo itshengisa ukuthi ukubhuqwabhuqwa iwunga kwabashintsha ngendlela egxilayo nenemiphumela emibi kubona siqu sabo, nokuchazwa njengokuba iphara nokungukuba isimo sobuhambuma. Nakuba ukuqala ukubhema iwunga kwakungukuhubha intokozo nokuthanda izinto, kubalekelwa izimo ezinzima emakhaya nesimo sokungenzi lutho, lapho kudlange ukushomana nokuthokozisa abangani, iwunga yabe isisuka iba umthwalo, okwaqala ngomzimba usugqamisa ukuba sezinhlungwini. Ukuba iphara kuchazwa njengokunaka iwunga kuphela nentokozo yamanje, lapho umuntu akasenandaba naye, abanye abantu kanye nokwenza ezinye izinto ezibalulekile empilweni. Ngenxa yobugebengu, ukuba iphara kusho ukunyongozwa umphakathi nemindeni, bakukhiphela ngaphandle. Ngaphandle kokunyongozeka, ukuba iphara impilo enobungozi lapho intukuthelo yomphakathi ongahlasela ubeke impilo yakho kanye neyomndeni wakho encupheni kungenzeka. Uma beboshwa babuya benamarekhodi obugebengu okwenza kubenzima ukuqasheka. Ukusimama ukubhema iwunga kutholakala lapho impilo isikubhincisela nxanye sekusele ukuzisindisa wena sekufike izimo ezinzima ezihambisana nokuphila impilo yokubhema iwunga. Lesisimo sokukhetha sihlokolozwa ukuzibuzisisa nokubheka impilo ngendlela eyiqiniso ephoqa ukuthi umuntu abuke isimo lapho ekhona, abuke emuva bese ecabanga ngekusasa. Nakuba ukushiya iwunga kungaphoqwa, uma kusuka ngaphakathi kuyaye kumthwale umuntu ukuthi amelane nezinhlungu zokuyeka. Kwasetshenziswa i-Methadone ukuyeka iwunga, kunzima kakhulu ukuyiyeka, ikakhulukazi kulabo abavele bayeka bengasebenzisanga muthi bangaya nakwabezempilo. Ukusimama kunokufana nokukhula, uyimele impilo ubenendaba nokuzinakekela unakekele nalabo abaseduze kwakho, okuyimizamo yokuba umuntu, uphinde uzwane nabantu, imindeni, abangani kanye nomphakathi Ababambiqhaza basivezela ubufakazi bokuyekeka kwewunga. Basinika ithuba lokuqala izindlela zokulekelela labo abafuna ukuyiyeka, kanye nalabo esebeyiyekile, bengabuyeli. Bangahlahla indlela etshengisa abanye ukuthi iwunga iyayekeka. Bangahlanganyela ndawonye basize laba abasandakuyiyeka ngendlela engezobanyongoza bezozwelana nabo ngosizi abalwaziyo bonke. Ukubhenywa kwewunga emalokishini kuqeda isithunzi, lapho uma ubuntu bufundiswa kwintsha kungaveza izindlela zokuziphatha, nokubaluleke ekuqhubekezeleni umphakathi phambili. Lokhu kungasiza ukuthi balulame nokuthi bengayiqali nokuyiqala iwunga.
An analysis of demographic differences in student’s perceptions of intelligence at the University of KwaZulu-Natal, Pietermaritzburg campus.
(2021) Khumalo, Sinenhlanhla.; Mayaba, Phindile Lungile.
The concept of intelligence has been one of the most studied phenomena over many centuries and its definition remains a mystery and continues to be surrounded by controversy. There are different ways in which intelligence is conceptualized all over the world, however the most dominant is the Western conceptualization and consequently, all the IQ tests that are currently being utilized to measure intelligence are derived/based on this Western conceptualization of intelligence. This is problematic in the South African context where almost all the tests used to measure intelligence are based on Western standards and interpretations of intelligence but applied in South African populations. The purpose of this study was to explore and establish the perceptions of intelligence and whether age differences exist in these perceptions amongst the University of KwaZulu Natal student population. The findings of this study have the potential to contribute to the body of knowledge that exists in the field of psychometrics, particularly cognitive assessments in South Africa, and can provide valuable insight for theorists and academics in the field who may want to develop a contextually relevant theory of intelligence. A semi structured focus group interview schedule was conducted with 11 participants. The findings of the study established perceptions of intelligence, revealed that demographic differences in students’ perceptions of intelligence do exist, and there are various reasons as to why these exist which are also ultimately the factors that shape the student’s perception of intelligence. Moreover, younger students at the undergraduate level of study generally perceive intelligence using the lenses of the multiple intelligences’ theory while older students at the postgraduate level of study perceive intelligence in both cognitive and social constructionism lenses. The study has revealed that there is a need for additional research to build a solid body of knowledge and create a clear understanding of how students in the larger South African community perceive and construct the concept of intelligence.
The capacity needs of extended family and community members in the care and support of orphans and vulnerable children in uMgungundlovu and uThukela districts.
(2015) Penyane, Vusumuzi M.; Mayaba, Phindile Lungile.
The aim of this study was to explore and describe experiences and capacity needs of extended family and community members that care for and support orphans and vulnerable children (OVC) in UMgungundlovu and uThukela districts. This study was qualitative in nature and was guided by bio-ecological theoretical framework. Purposeful sampling was used to recruit 45 participants. Semi-structured interviews were conducted with four focus group discussions. Data was analysed using Interpretative Phenomenology Analysis. The results indicate that the capacity needs of extended family and community members to care for OVC was remarkably weak; OVC caregivers face numerous challenges such as providing basic material needs, educational needs and emotional needs albeit with limited financial and emotional support. Government social grants were identified as the main source of income although they were regarded as grossly insufficient. The study found that motivation to care for OVC for extended family was based on responsibility embedded in traditional childcare arrangement, while for community members emanated from love and compassion. The study further highlighted ways in which extended family and community members would like to be assisted in order to strengthen their capacity to care for and support OVC. This study provide firstly a new perspective on what it means to be an OVC caregiver and secondly a baseline for further studies to be pursued on a larger scale in the majority, if not all provinces of South Africa.
The cultural and linguistic appropriateness of the individual scale for Zulu-speaking pupils : a Bakhtinian analysis.
(2016) Mayaba, Phindile Lungile.; Mkhize, Nhlanhla Jerome.
The context of psychological practices in South Africa is changing, particularly the assessment practices. A change in ways of understanding intellectual functioning has transpired within culturally and linguistically diverse contexts, initiating an evaluation of intelligence measures. South African policies and laws relevant to the practice of psychologists have been passed with an aim to ensure equitable and fair assessment practices for all children. Evaluating psychological tests is of significant importance as psychologists are ethically bound to periodically examine the contextual relevance of the assessment tools they use. This study was undertaken to qualitatively evaluate the cultural and linguistic appropriateness of the Individual Scale for Zulu-Speaking Pupils (ISZSP). The study adopted a triangulated descriptive-interpretive qualitative research design within a social constructionist paradigm. Bakhtinian dialogism was employed as a theoretical and methodological framework for this study, focusing on the relational and dialogic nature of human existence. Twenty-two isiZulu-speaking participants were recruited within the province of KwaZulu-Natal. Ten participants were practicing psychologists who have used the ISZSP in their practice; and 12 participants were isiZulu-speaking learners within the age range of 9 years to 19 years, 11 months. The data were collected in the form of expert review reports written by psychologists and in the form of audio-visual recordings of learners being assessed using the ISZSP. Contextualized content analysis and conversation analysis were employed to analyse data, applying the principles of Bakhtinian dialogism. The findings reveal that psychological assessment is dialogic in nature, however, the conventional static approach to assessment prevents the process to take this form. The study argues the ISZSP needs to be revised in a manner that permits the social negotiation and co-construction of knowledge during the assessment process, as human existence and all human functioning is dialogical. The findings indicate that the ISZSP presents with numerous challenges because it does not accommodate social and regional variations of isiZulu. These challenges seem to stem mainly from the archaic nature of the language of the ISZSP. To remedy this, psychologists have resorted to dynamic assessment and bilingual administration of the ISZSP. The psychologists seem to shy away from their ethical obligation to evaluate the ISZSP and to document mechanisms that have been instrumental in addressing these challenges. These findings have implications for theory, policy and practice that call for a large-scale revision of the ISZSP, constructing it as a tool that would be culturally and linguistically appropriate for the population it was intended for.
Educational psychologists' experiences in the assessment of culturally and linguistically diverse (CLD) leaners in KwaZulu Natal region.
(2013) Munyai, Claudie.; Mayaba, Phindile Lungile.
Educational psychologists encounter great controversies with regard to the use of traditional clinical and psycho-educational assessment tools to evaluate individuals from diverse communities. In order to gain a meaningful perspective of the matter it is important to gain an understanding of how educational psychologists experience the current available assessment tools and their usefulness in the diverse South African context. The study was therefore aimed at identifying educational psychologist’s perception and attitude towards the use of current available assessment tools with culturally and linguistically diverse (CLD) learners. The study also aimed at exploring possible challenges educational psychologists may encounter during the assessment process as well as towards identifying ways that they use to cope with these challenges should they arise. The theoretical framework of the study is informed by a hermeneutic phenomenological approach with emphasis on subjectivity, description, interpretation and agency. The qualitative design was used and data was collected using semi structured individual interviews. The study involved nine educational psychologists, who have been practicing for at least three years including an educational psychology intern – post-registration with the Health Professions Council of South Africa, in the area of KwaZulu-Natal. The data analysis of this study was informed by an interpretive phenomenological analysis (IPA) in providing a detailed exploration of how the participants were making sense of their professional world and the meanings they attach their experience of assessing CLD learners. Working with diverse communities was found to be a strenuous task for educational psychologists in ensuring that the level and quality of intervention is relevant to the context. Educational psychologists remain challenged in addressing the education, research and treatment obstacles associated with a diverse society. Although developments towards minimising these challenges have been implemented, it is evident that in order to address the diverse nature of our nation, objective and dependable assessments tools are still in need.
The educators' perceptions and experiences of inclusive education in selected Pietermaritzburg schools.
(2008) Mayaba, Phindile Lungile.; Mkhize, Nhlanhla Jerome.
After the first democratic elections in 1994 the South African government was faced with the enormous challenge of blending a sophisticated First World education system for the minority with an underdeveloped Third World education system for the majority. The government committed itself to the principles of an inclusive education approach in order to provide equal quality education for all learners. The focus of the inclusive education will be to provide education for all learners (not only for the disabled) who for one or more reasons were discriminated against under the previous education policy. The aim of this study was to investigate the educators’ perceptions and experiences of inclusive education in schools where it is being implemented in Pietermaritzburg. The study also looked at the nature of concerns and attitudes held by these educators. Both a literature and empirical study were executed. The quantitative and qualitative approaches were used and data were collected by semi-structures questionnaires administered to thirty educators from schools where inclusive education is being implemented. Quantitative data was analysed using the descriptive statistics. A thematic analysis technique was used to analyse qualitative data. The results were presented against the central themes that emerged and include: inclusive education is challenging by its very nature; negative attitude towards inclusive education and learners with barriers to learning; negative perception towards adapting the curriculum to learners with barriers to learning; availability / lack of resources and support needed in inclusive classrooms; areas of needs in working with learners with barriers to learning; and many learners’ needs are not being met, while educators’ workload and stress have increased. A general sense of negativity was found with regard to the educators’ perceptions and attitudes towards inclusive education. They indicated that they were not well prepared for inclusive education. Recommendations were made to facilitate improving the preparedness or readiness of the educators, for inclusive education in inclusive schools in the Pietermaritzburg area.
Experiences of parents with children who have been diagnosed with dyslexia in secondary schools of Msunduzi Municipality, Pietermaritzburg.
(2018) Mkhwanazi, Nosipho Phumzile.; Mayaba, Phindile Lungile.
Reading is one of the essential and fundamental academic skills that every learner needs to acquire in order to successfully accomplish subsequent academic tasks. The achievement of academic tasks such as reading often requires the collective effort of all parties involved, including learners, teachers, parents and other community members concerned. The significance of parental involvement in children’s academic development has been emphasized by the worldwide and national policies of the education system. Thus it is imperative to explore parents’ experiences of parenting children with reading impairment. This study is about exploring experiences of parents with children who have been diagnosed with dyslexia in the secondary schools of uMsunduzi municipality, Pietermaritzburg. This is a qualitative study which adopted an explorative qualitative research design with interpretivist paradigm. Epstein’s theory of multiple spheres was used as the theoretical framework of this study. In-depth semi-structured interviews were used as a data collection technique and thematic analysis employed as a data analysis method. The targeted population was the parents of secondary school learners who have been diagnosed with dyslexia. The sample size consisted of five parents whose children were diagnosed with dyslexia. The study found that parents do not have a clear understanding of dyslexia and its underlying causes. The study established that parents often experience emotional and financial difficulties, parenting challenges, and they lack support from significant others. With regards to the parents’ interaction with schools, it was found that there is insufficient communication between teachers and parents of learners with dyslexia. Hence parents find themselves uninformed and excluded from the education system. The study also found that the studied community is believed to lack resources that are required to assist learners with dyslexia and their parents. On the basis of the findings of the current study, it was recommended that the Department of Education (DoE) needs to take essential measures in enforcing policies that are pertinent to parental involvement in the education system. DoE was also recommended to also provide relevant personnel and essential resources in order to assist learners with dyslexia and the parents concerned.
Exploring educators’ perceptions of the challenges facing second-language learners within the Foundation Phase at ex-Model C schools in Pietermaritzburg.
(2016) Padayachee, Mayure.; Mayaba, Phindile Lungile.
The South African inclusive education system seems to present with significant challenges. More specifically it appears to require interventions that are often beyond the speciality of educators and the capacity of schools. This study investigated educators’ perceptions of the challenges facing second-language learners in the Foundation Phase of ex-Model C schools. Moreover it employed a qualitative research design, using a semi-structured interview schedule, to explore this topic. Six Foundation Phase educators, who were female and of varied age and race, were recruited from selected ex-Model C schools in the Pietermaritzburg area. The findings of their individual interviews were analysed using thematic analysis and were presented alongside six central themes that emerged. The research findings highlighted concepts such as the post-apartheid development of ex-Model C schools, the significance of multiculturalism in English medium schools, language as a barrier to teaching and learning, teaching and assessment amongst linguistically diverse learners and the commonly implemented learner support strategies in ex-Model C schools in Pietermaritzburg. This study promotes the need to develop a multicultural model of education within ex-Model C schools. More specifically it recommends that future policy development and practice must provide educators with the appropriate training for the multicultural context, to ensure that they are adequately equipped to address issues of diversity; particularly in relation to culture and language. In addition, this study encourages the implementation of onsite learner support services and the development of an inter-disciplinary approach to education, particularly in ex-Model C schools. Lastly this study emphasises the need for schools to provide the opportunity for early intervention and appropriate support for all learners, including second-language learners who may experience language barriers to learning.
Exploring the conceptualisations of intelligence among black South African students at the University of KwaZulu-Natal, Pietermaritzburg campus.
(2021) Mdakane, Yvonne.; Mayaba, Phindile Lungile.
The concept of intelligence remains one of the most widely researched and controversial topics within the discipline of psychology since its introduction in the 1916’s. One of the main debates surrounding this concept is that it is a social construct, which means that what is considered an intelligent behaviour in one culture might not be viewed so in another. Thus, there is a need to understand the concept of intelligence from a cultural standpoint. Although studies focusing on the conceptualisation of intelligence among people of African descent have been conducted in some parts of Africa. However, within the South African context there have been very few studies that have focused on this area of research. Accordingly, Black South African conceptions of intelligence remain unexplored, and therefore unknown. This study is thus aimed at understanding how Black South African students conceptualise intelligence within their culture. A qualitative research design was adopted for this study. The study sample consisted of 4 males and 8 female Black South African students from the University of KwaZulu-Natal, Pietermaritzburg Campus. The students were 21 years of age and above, and there were selected using a purposive sampling strategy. A thematic analysis was conducted to analyse data from the in-depth research interviews. Four themes relating to how the students conceptualise intelligence were identified, namely: conceptualizing intelligence, factors influencing conceptions of intelligence, determining intelligence and lastly the nature of intelligence. A close analysis of the research findings indicated that the student’s culture, family upbringing and educational background had influence on how they conceptualised intelligence. The overall findings of the study is that within Black South African cultures, intelligence is believed to be made up of several aspects. These aspects include knowledge about oneself and one’s culture, being a positive influence in society, being respectful to one’s elders, academic excellence and most importantly the ability to financially support one’s family. Factors such as Respect, family responsibility and academic excellence were identified as the main factors used to determine intelligence.
Exploring the diverse perspectives of the disciplinary methods aimed at modifying problem behaviours in young children in selected areas in Pietermaritzburg.
(2017) Singh, Ashika.; Mayaba, Phindile Lungile.
Racial diversity shapes the way individuals perceive the concept of discipline, from the meaning they attach to it, to the different disciplinary methods they apply, to the role they assume in the disciplinary process. Described as a form of love, respect and guidance, discipline encompasses the teaching of values and behaviours. Young children are encouraged to know the rules and boundaries within the home and schooling facilities, making them mindful of the behaviours that are expected of them. In South Africa, the modern child is labelled as technologically more advanced, eager to do more, see more and learn more, and therefore needs constant stimulation. Notwithstanding the impact of race and culture in nurturing a child, technology currently also plays a role, with the study results revealing that the majority of participants denied children luxuries as a method of modifying problem behaviours. Parents and educators approached discipline in various ways, implementing methods familiar to them. The research results revealed that several participants supported the occasional smack on the bottom, arguing that the intent and attitude of a light smack or tap is very different from physical abuse, and demonstrates love and guidance. Many of the participants interviewed were in favour of maintaining corporal punishment within the home environment. Further positive disciplinary methods used included time-out, rewards and praise, a change in tone of voice, and the denying of luxuries. The participants held very negative views on the use of demerits, with a number of participants choosing not to do so. Participants described demerits as demoralising and de-motivating, and claimed that it created a sense of unfairness on the part of learners. The parents, crèche facilitators and Grade R educators interviewed highlighted problems that included a lack of parental involvement in homework, recreational activities, and most importantly, discipline. Emphasis was also placed on establishing a more positive, healthy educator-learner relationship. The recommendations of the study included creating greater awareness through the means of support networks and workshops for parents and educators. These could establish a forum to share information and provide support when dealing with problem behaviours, language barriers and discipline.
Exploring the importance of early childhood stimulation in rural Howick West in Pietermaritzburg, Kwazulu-Natal, South Africa.
(2016) Xulu, Palese Tracy.; Mayaba, Phindile Lungile.
This study used qualitative research to investigate crèche educators’ beliefs of the role of early childhood stimulation in rural areas in Pietermaritzburg; taking into cognizance educators’ views on the role of play using toys as a form of stimulation. Considered in this study are the challenges and benefits experienced by educators participating in the Singakwenza early childhood intervention programme. Singakwenza early childhood intervention facilitator training challenges were also explored. The sample comprised of six rural educators and two facilitators that were all part of the Singakwenza early childhood intervention programme. Purposive sampling was used to recruit research participants whose ages ranged from 23 to 60 years. This study was aligned with the holistic approach and a social constructionist view of early childhood development. The findings showed that the educators’ beliefs about the role of stimulation is directly related to their personal childhood backgrounds having experienced stimulating activities growing up and later engaging in the Singakwenza intervention training programme. This highlighted educators’ beliefs that stimulation is important as it encourages development and growth in early childhood. Educators expressed feeling fulfilled in their professional role, as activities children engage in were applied at home and in the community. Educators also acknowledged the Department of Social Developments’ assistance with food grants, which they found to be very helpful as most children attending the crèches were from disadvantaged backgrounds. Some of the challenges educators faced ranged from parents’ lack of consideration for their children’s educational needs, to lack of educational space as classrooms were considered small due to the large volume of children in attendance. Singakwenza facilitators articulated facing challenges from educators who required ECD education for the Singakwenza intervention to be successful. It is recommended that ECD educators and facilitators collaborate with parents to establish a sharing of ideas on how to establish effective ECD outcomes. Facilitators need to acknowledge and embrace at the onset and throughout the intervention process that educators possess some level of ECD knowledge and work towards assisting educators to excel in their profession. This study recommends that DSD and other governmental departments provide training to officials from DSD, local government, DBE and other organisations interested in ECD to accurately and meaningfully assess and monitor ECD services.
The influence of culture and language in cognitive assessment: implications for learner placement and schooling.
(2019) Zulu, Phindile Eunice.; Mayaba, Phindile Lungile.
The implementation of inclusive education in South Africa has led to an increased number of learners that are alternatively placed in special schools. The purpose of this study was to explore the influence of culture and language in cognitive assessment of learners; and how assessment practitioners accommodate such influence when making learner placement recommendations. The results of this study should contribute to the research in the area of cognitive assessment of learners in South Africa; and assist assessment practitioners when making educational decisions about learner placement. A semi-structured individual interview was conducted with six black psychologists in Pietermaritzburg. The results of this study show that culture and language influence the test performance of learners whose mother tongue is not the language of the assessment instrument. Although assessment practitioners put effort in accommodating such influence by sing cognitive assessment results with other sources of evidence, some learners are incorrectly placed in special schools. This study reveals a need for locally created new cognitive assessments.
The influence of IsiZulu indigenous language and culture on intellectual assessment : the psychologists’ perspective.
(2017) Gumbi, Mbalenhle.; Mayaba, Phindile Lungile.
The population of South Africa is diverse, comprising individuals from different ethnic and cultural backgrounds, who speak a variety of languages, practice various religions and have different political orientations. Such diversity poses challenges within the field of psychological assessment. This includes the appropriate use and interpretation of intellectual assessment measures. These challenges also emanate from the history of apartheid where there was an unequal distribution of resources, including psychological assessment measures. As such, the linguistically and culturally appropriate use and interpretation of intellectual assessment has been compromised. This study investigated the influence of the isiZulu language and cultural background on intellectual assessment. The research was conducted obtaining psychologists’ perspectives on using intellectual assessment measures on the isiZulu linguistic and cultural group. A sample of six psychologists was considered for this study, and interviews were conducted with each participant. Thematic analysis was used to analyse the psychologists’ responses. The themes that emerged from the interview data were namely; a) the use of assessment measures b) language and culture as a barrier and, c) interpretation of the assessment measures. The above issues seemed to concern most psychologists, as they evidently influenced the intellectual assessment process with individuals who are from diverse language and cultural backgrounds. Even though the focus of the study was on the isiZulu indigenous language and cultural group, the findings from the data were based on all the South African linguistic and cultural groups. The study concluded that the limited availability of linguistically and culturally appropriate intellectual assessment measures is a challenge for both the client and psychologists in South Africa. Furthermore, concerns were raised about the need for psychologists to play a role in appropriate administration through obtaining contextual knowledge. Consequently, both the assessment measure and the administrators can negatively influence the effectiveness of the assessment procedure. Nonetheless, psychologists believe that intellectual assessment still have their place, however, they equally have their challenges that psychologists have individually tried to overcome.
Practitioners’ experiences of cross-cultural issues in the assessment of cognitive functioning in culturally and linguistically diverse learners for whom English is a second language (CLD l2) : theoretical, ethical and practical implications.
(2014) Zuma, Annastasia Zandile.; Mayaba, Phindile Lungile.
This study sought to explore practising psychologists‟ experiences of cross-cultural issues in the assessment of cognitive functioning of culturally and linguistically diverse learners for whom English is a second language (CLD L2). The study focused on theoretical, practical and ethical implications of such an assessment. This was a qualitative study. The population of the study was practising psychologists in the Pietermaritzburg region of KwaZulu-Natal. The sampling method used was convenience sampling. The study was conducted on six selected psychologists that fell within three practicing categories: clinical, educational and counselling psychology, who were currently in practice, administering psychometric tests and assessment measures and registered with the Health Professions Council of South Africa (HPCSA). An interview schedule was used as a data gathering instrument. The participants were asked their views about the assessment measures that they commonly use, challenges they encounter in their day-to-day practice and how they deal with these challenges. In analysing data, the method of thematic analysis was used. The findings indicated that practising psychologists see clients from diverse cultural and linguistic groups and use a variety of assessment measures, mostly internationally developed with only a few developed locally. The nature of assessment tools used pose a number of challenges and the majority of these tools are perceived to be inappropriate for use in a multicultural South African context. The findings highlighted the dire need for assessment measures that will cater for culturally and linguistically diverse South African community. It is recommended that there should be adaptation and review of assessment tools and development of new local assessment tools appropriate for the South African context. Ongoing training as well as the review and evaluation of the academic training of psychologists is highly recommended in order to prepare psychologists for cross-cultural testing.
Purely policy? Educators’ experiences and observations of inclusive education in Pietermaritzburg schools.
(2021) Joubert, Catherine.; Mayaba, Phindile Lungile.
The present study seeks to understand how policy development and implementation takes place in South Africa, the evolution of education policy internationally and how this sets the benchmark for national policy formulation. It looks at the direct role all stakeholders play in the education system and most critically to explore educators’ experiences and observations in implementing the inclusive education policy in the past five years by ascertaining what inclusive teaching means to them within their vocational context. The study follows an interpretivist paradigm to explore and understand inclusive education as educators experience it. Data was collected through semi-structured interviews with educators in all phases of teaching from three different school contexts. Two theoretical approaches are used in the present study. The first is adapted from Bronfenbrenner’s bio-ecological model in order to contextualise the multiple environments of learners, educators and the education system. The second is Lev Vygotsky’s perspective known as sociocultural theory which offers new perspectives on teaching and learning – one that emphasises the importance of social context and collaboration. The main findings indicate that there are various challenges when inclusive education policy is implemented. These stem from the labour intensive process working with inclusive education, the lack of adequate training, and support for educators, parents’ lack of interest and commitment to child’s learning process and barriers to inclusive education in South African schools. The study recommends a review of inclusive education policy in South Africa be undertaken that includes collaboration at all levels of the system: the Department of Education, district and school is needed, as sharing expertise and resources is one of the ways to sustain a transition to inclusion.
A qualitative study of psychotherapists' approaches to cross-cultural assessment, diagnosis and treatment of posttraumatic stress disorder and major depressive disorder in KwaZulu-Natal, South Africa.
Slabbert, Meggan.; Mayaba, Phindile Lungile.
Psychiatric illnesses are a reason for major concern for the health and welfare of people internationally and within the South Africa context (Slone et al., 2006; Stein et al). The rates of specific disorders such as Major Depressive Disorder (MDD) and Posttraumatic Stress Disorder (PTSD) are high within the South African context. This may be attributed to past human rights abuses, and current high rates of poverty, violence and trauma (Edwards, 2005). In South Africa, the process of psychological assessment, diagnosis and interventions can be challenging for psychologists specifically (Knight, 2004), due to the multicultural and multi-lingual contextual nature of the country. In this study, the relevant approaches used by psychotherapists, when assessing, diagnosing and intervening with clients from different ethno-cultural orientations were investigated from an interpretive paradigm in which a qualitative approach was used. Specific reference was given to the assessment, diagnosis and treatment of Major Depressive Disorder (MDD) and Posttraumatic Stress Disorder (PTSD) across cultures. Psychotherapists whom assess, diagnose and treat within private practice from various areas were selected to represent the broader KwaZulu-Natal area. Contextual factors are influential in determining multicultural assessment processes and the cultural competency of a clinician. Clinicians maintain that there is a need for different approaches to assessing, diagnosing and treating clients from different ethno-cultural orientations but also highlight that this is not sufficient in determining the approaches that may suit the needs of clients. The findings of this study highlight that the assessment, diagnosis and treatment of MDD and PTSD across cultures within the South African context is dependent on the clinician‟s perception and awareness of the relationship between culture and pathology. This will ultimately inform the clinician‟s understanding of the client‟s problems; the practical work done in relation to these problems; as well as how clients may respond to interventions used. The transition from the use of standard assessment and perception of cultural sensitivity to the use of multicultural assessment and development of cultural competency was prominent in this study. The need for attention to be given to the notion of clinician bias in developing and maintaining cultural competency in assessing, diagnosing and treating client‟s from multiple ethno-cultural orientations was highlighted in this study.
Resiliency in the context of HIV/AIDS : a study of community caregivers' perceptions of orphans and vulnerable children in two KwaZulu-Natal districts.
(2015) Warrasally, Nabeela.; Mayaba, Phindile Lungile.
In the context of HIV/AIDS, being orphaned is a reality for 3.8 million of South Africa’s children. The Department of Social Development (DSD) has found that OVC in South Africa do not display the same resilience as OVC in other parts of the world. The current study sought to investigate the factors that impact on OVC resilience through the perceptions of community care givers (CCGs) –including an evaluation of existing interventions by the DSD. The study was conducted in a semi-urban area in eThekwini district and in an urban area in uMgungundlovu district in the KwaZulu-Natal province of South Africa. Participants included twenty-four CCG, four of which were male. A qualitative research design was implemented. Data was collected through focus groups which took place in the relevant districts and was analysed thematically, employing Bronfenbrenner’s ecological systems theory. The study found that resilience of OVC was significantly impacted on by factors that exist within OVCs macrosystem and chronosystems. Participants reported that delayed service delivery within governmental departments including the DSD prevent OVC “bouncing back” from adversities. The process of red tape and procedures, after a child has been orphaned, is lengthy and the time in which documents are being processed OVC are left with no food, shelter or money. This has the consequence of OVC residing in situations of dire poverty for long durations of time including OVCs basic needs not being met. The study concludes that the role of CCG in facilitating resilience is imperative to OVC development. However, procedures of red tape and delays of service delivery are the contributing factors to OVC lack of resilience in this context.
A systematic study on fatherhood identity and the impact of unemployment in South Africa and other African countries.
(2020) Gumede, S’thombe Nokulunga.; Mayaba, Phindile Lungile.
Fatherhood identity has been associated with their ability to fulfil societal gender role expectations. Historically, the role of fathers consisted of the caregiving role. However, due to the post-industrial revolution, fathers were forced to leave their families for work purposes. The separation between mothers and fathers resulted to the separation of work and family life which led to fathers identifying with the provider role. Black South African fathers in particular, were then socially constructed to be breadwinners who stayed in the city, leaving their partners and family to take care of the children (Lesenjane, 2006). This systematic review showed that the available literature on this topic has focused mostly on Black fathers and the reasons for this are not clear at this point. Other parts of Africa have not focused on this topic, which limited the number of studies representing Africa as a whole. This systematic review focused on a social constructionist framework which looked at fatherhood identity and the impact of unemployment in South Africa and other African countries. The review intended to contribute to the gap in literature regarding fatherhood. Previous studies have based their research on motherhood and the challenges in which mothers have encountered, however, the struggles encountered by fathers have not been fully addressed. A total number of 55 studies were extracted and the findings offer insight pertaining to fatherhood identity and the impact of unemployment.