Browsing by Author "Shezi, Sindiswa Mbali."
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Item A case study of Animal Assisted Therapy (AAT): facilitating healing for learned helplessness.(2021) Hewitson, Genna Patricia.; Thani, Glodean Tintswalo Qondile.; Shezi, Sindiswa Mbali.This study attempts to provide insight into what Animal Assisted Therapy (AAT) entails and present evidence of how AAT can be used in various settings, such as an organisation called Top Dogs. The focus is on how the organisation (Top Dogs) uses AAT to establish and enhance the human-animal bond thus improving the mental well-being of individuals who experience learned helplessness. The study used a qualitative approach, and adopted a phenomenological case study design. Purposive sampling was used to select four participants as essential information could be gained only from the participants involved in the Top Dogs process. Those interviewed included the founder of the Top Dogs organisation, an animal behaviourist, a dog trainer, and the mother of a patient who experienced a traumatic life-changing accident. The mother’s testimonial was central to illustrating the effects of AAT on the healing process of her son and how AAT benefited him. Data analysis was undertaken using thematic analysis; the six stages of Braun and Clark (2013) were used. Five themes were identified, and related sub-themes classified. The findings of the study indicate that there is room for AAT to be introduced as a psychological modality and concluded that despite the challenges that South Africa faces, AAT has an evidential benefit in assisting mental well-being, not only related to learned helplessness but also within a variety of contexts.Item An exploration of black South African women’s negotiation of their racial and gender identities in predominantly white workspaces.(2022) Moyo, Andile Brenda.; Shezi, Sindiswa Mbali.South Africa has continued to be divided along racial, gender, and class lines, even since the introduction of democracy. This has resulted in many black African women being marginalised and oppressed at work and in society. A fundamental component of decent work is equal opportunity and treatment in the labour market. Sadly, additional barriers still prevent women from accessing the workforce in South Africa and elsewhere. Once employed, black women continue to face difficulties. This paper explores how black South African women negotiate their gender and racial identities while working in predominantly white work places. The Identity Negotiation Theory (INT) provides the theoretical basis for this study and allows the researcher to explore participants’ interactions with co-workers and their professional activities in white-dominated workplaces. The study uses an interpretive paradigm-based, qualitative study methodology. The participants in the study were seven black South African women with workplace experience ranging from one year to eight years. The findings of this investigation significantly show the negative experiences black women undergo in predominantly white work spaces. The findings of this study may be used to create intervention programmes that encourage black women who want to join the changing workforce to feel good about themselves and to succeed professionally and personally.Item An exploration of resilience to poverty among the UKZN students from disadvantaged backgrounds.(2019) Ngcobo, Sinethemba Nonkululeko.; Shezi, Sindiswa Mbali.This study explored the experiences of students who grew up facing poverty but through resilience achieved academic success. The purpose of this study was to obtain an in-depth understanding of students’ perceptions of growing up in socio-economically disadvantaged backgrounds and how their experiences shape their constructions of resilience to poverty. A qualitative research design was employed which included in-depth individual interviews, to obtain students’ perspectives. The study focused on resilience from the students’ perspective, by enabling them to share their experiences of their social context, including their schooling and university experiences. The findings of this study indicated various adaptive processes that these students use to overcome life challenges and demands in order to be academically successful. The study further revealed that students from impoverished backgrounds have strong motivation, determination and are goal oriented. Socio-emotional support from family, friends, teachers, school and community contexts promote resilience in the individuals. Each of these components was viewed as protective factors that contribute to the students’ psychological wellbeing. Keywords: resilience, poverty, disadvantaged backgrounds, protective factors, risks factors.Item Exploring the redress of reading difficulties in South African schools.(2022) Mashamba, Sithembokuhle Minenhle Sinothando.; Shezi, Sindiswa Mbali.The Progress in International Reading Literacy Study (2016) results indicated that South Africa displayed a poor scholastic performance in terms of learners’ reading ability. These results may be viewed as a demonstration that the Department of Basic Education (DBE) faces limitations in its efforts to redress the factors that contribute to poor scholastic performance. Consequently, the DBE has a responsibility to strive towards eradicating the reading difficulties experienced by learners in public schools. This qualitative study utilised secondary data sources to identify factors that exacerbate reading difficulties in public schools in South Africa and to explore the strategies adopted by the DBE to redress reading difficulties. Through thematic analysis, the findings show that although the DBE has developed and implemented strategies and policies to promote reading, there are constraints to the implementation of these policies. The limitations are exacerbated by a lack of parental support, confusion about the curriculum changes, and failure by educators to teach reading skills, particularly in overcrowded classrooms where there are few opportunities for individual attention.Item Exploring the strategies used by educators to teach learners presenting with reading difficulties.(2022) Mkhize, Andile Angelique.; Shezi, Sindiswa Mbali.Growing concern is expressed in the literature regarding the rise in learners with reading difficulties (Bantwini & Diko, 2011; Manyike & Lemmer, 2010; & Wamala & Seruwagi, 2013). Many South African youth are failed by the present education system as they are functionally illiterate and innumerate and cannot read at grade-level proficiency (Spaull, 2013). The focus of the present study was to identify the concepts used to describe reading difficulties, and to explore the strategies educators employ to help learners who struggle with reading. Peerreviewed papers, journals, Department of Basic Education records, and videos from the internet providing information on reading difficulties were used to gather the data. This study adopted a qualitative methodology since the researcher investigated, interpreted, and categorised the data from secondary data sources, making it appropriate for the study. The study is located in the interpretive paradigm, as the researcher sought understanding, insights, and experiences that may be presented by the sources to reveal reality as suggested by the sources (Thanh & Thanh, 2015). The use of thematic analysis allowed for identifying and reporting any themes or patterns present in the data.Item An investigation of educators' constructions of their pastoral role in an under-resourced school.(2014) Shezi, Sindiswa Mbali.; Jairam, Visvaranie.Pastoral care is rather a difficult construct to define and the actions that bring this construct to life are no less difficult to identify. This study therefore sought to explore educators’ constructions of their pastoral role in an under-resourced school and also sought to identify the ways in which educators navigate this role. Since the focus was on the constructs offered by educators, this study adopted a single case study design embedded in the interpretive approach. A total of 6 educators were selected using non-probability sampling method and one to one interviews were conducted to investigate their constructions of pastoral care. The participants also engaged in a focus group discussion with the use of images pertaining to the implementation of pastoral care. Once the data was gathered, it was thematically analysed and the social constructionist theory was the lens through which the data was viewed. The findings revealed that educators made reference to constructs such as counseling, guidance and moral development in their overall construction of pastoral care with minimal distinction between these constructs. Furthermore, altruism and compassion appeared to be the main constructs attached to pastoral care which were evidenced in the form of educators giving uniforms and lunch to learners, listening to learners presenting with different problems and empathising with them. Overall, each educator had their own construction of pastoral care and concluding on one construct as the definition of such a broad term appeared limited as pastoral care is an umbrella for all humanitarian actions.Item Off-campus study due [to] the Coronavirus pandemic and access to psychological services: challenges faced by the students from the School of Applied Human Sciences at the University of KwaZulu-Natal.(2023) Chanderpaul, Shaneece.; Shezi, Sindiswa Mbali.This research study examined students’ off-campus study due to the Coronavirus pandemic and their access to psychological services. The aim was to explore the challenges faced by students from the School of Applied Human Sciences at the University of KwaZulu-Natal (UKZN). Nine students from the School of Applied Human Sciences and one member from Student Support Services fromUKZN participated in this study. The study sample was selected using two non-probability sampling methods: purposive sampling and snowball sampling. The instrument utilised in the study consisted of a photo elicitation interview which was conducted via the Zoom communications platform. The data obtained from the study was qualitative in nature; hence the data was analysed using Braun and Clark’ssix phases of thematic analysis. The findings revealed that there were student challenges in terms of intersectionality of household responsibilities, isolation and studying. Students held positive attitudes towards reaching out for online psychological services offered by theuniversity despite the public stigma arising from friends and family. Student counsellors also faced difficulties in rendering their services during the COVID-19 pandemic, including being fully booked, excessive workload coupled with home life demands and poor technology, and no private spaces to render their online psychological services. Being based off campus, students suggested that to promote their mental health meant prioritizing their physical, mental, and emotional well-being and creating support groups via Zoom or WhatsApp. Student counsellors could also play a role in promoting students’ mental health when they are based off campus during the COVID-19 pandemic by raising awareness of online psychological services and assisting with time management and coping mechanisms.Item Overcoming academic literacy difficulties through the Humanities Access Programme: students' and staff perspectives at the University of Kwa-Zulu Natal.(2022) Nqana, Nozuko Zandisiwe.; Shezi, Sindiswa Mbali.No abstract available.Item Teaching Grade 7 Life Orientation in South African schools through the story reading technique: an African centred perspective.(2022) Shezi, Sindiswa Mbali.; Jairam, Visvaranie.; Nwoye, Augustine.The emergence of post-Apartheid South Africa in the year 1994 called for an urgent shift in the national education provision that would help to give birth to a new generation of South Africans who could see themselves as members of one nation. The Department of Basic Education (DBE) took this matter seriously and responded by introducing the Life Skills curriculum that was intended to guide and prepare learners for life challenges and possibilities to become independent individuals who can play an active role in the Rainbow Nation. This process required that in grade 7, learners should transition from Life Skills to Life Orientation (LO), where they are expected to engage with more complex value-based content (DBE, 2011). Unfortunately, despite the effort of the DBE to promote a viable LO curriculum, it has been discovered that the LO curriculum has, since inception, never fared well in its implementation stage. The challenge was the lack of appropriate resources for its effective implementation. The need for a new teaching approach that can make the delivery of the LO curriculum to inspire, motivate and encourage active participation from learners is germane. Hence, the need for this study. The study derives its importance from the story reading technique, for delivering the topics pertaining to social issues in the LO curriculum that is needed to inspire the educators’ confidence towards its successful implementation. To achieve this aim, the researcher developed an educator’s guide consisting of didactic stories to accompany the social issues component of the LO curriculum. Using a qualitative research approach, the study involved subjecting the proposed educator’s guide and the teaching stories it encompassed to a critical review and evaluation by five LO facilitators consisting of two educators, a subject advisor, and two lecturers. The participants were purposively drawn into the study sample. The phenomenographic method was used to analyze the data generated from in-depth interviews with the participants. The findings show that the proposed educator's guide was unanimously endorsed by all five participants as an effective additional teaching tool. Implications of these findings were drawn, and recommendations for relevant policy and practice shifts were made.