Browsing by Author "Benninger, Elizabeth"

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Children's construction of the 'self' within two urban impoverished communities in Cape Town
    (University of the Western Cape, 2016) Benninger, Elizabeth; Savahl, Shazly
    This study aimed to explore how children construct and assign meaning to the 'self' within two urban impoverished communities in the Western Cape, South Africa. Within this process the study aimed to explore how these constructions and meaning assignations were manifested within children's discourses. Additionally, the study aimed to explore the implications of the children's perspectives on developing intervention programmes for the promotion of a healthy self-concept. The study was conducted through three sequential phases; (1) systematic review, (2) child participation, and (3) intervention programme development. Phase one: the systematic review, aimed to systematically review academic literature focused on how children construct and assign meaning to the 'self.' An article search and appraisal yielded 38 articles that met the inclusion criteria. Meta-synthesis was used to analyse the findings. Six central thematic categories emerged as the key influences on children's constructions of the self. These include multidimensionality, discursive practices, socio-environmental conditions, oppression & marginalisation, culture, and social support. Phase two: child participation, consisted of two separate studies. The first study utilized a child participation framework to explore children's discursive constructions of and meanings assigned to the 'self' within two urban communities of the Western Cape, South Africa. Eight focus group discussions were conducted amongst fifty-four children between the ages of 9 to 12. Thematic and discourse analysis were used to analyse the findings. The themes of childhood, social connectedness, and children's spaces were identified to have a vital influence on children's self-concept. Four underlying discourses emerged within the themes as central to the participant's self-constructions. These included; (1) 'forfeited childhood,' (2) 'vulnerability and helplessness,' (3) 'preserving the integrity of the self,' and (4) 'opportunities for escape.' The sequential study aimed to explore how children construct and assign meaning to the 'self' within two urban communities of the Western Cape in South Africa through the use of visual methods. The data collection methods included Photovoice and community maps with 54 participants between the ages of 9 to 12. Feelings of safety, social connectedness, and children's spaces all played a central role in the way in which the participants constructed and assigned meaning to the 'self.' Phase three: Children's programme implications, consisted of a study which aimed to explore children's perceptions of the nature and content of intervention programmes aimed at improving children's self-concept within two impoverished communities of the Western Cape, South Africa. The Delphi technique was followed with a group of ten children between the ages of 10 and 12 years who were considered to be the experts on matters affecting their lives. The participants identified the factors which influence children's self-concept to include; childhood reality, feelings, and relationships. The participants' suggestions for intervention programmes included a focus on safety, social support, opportunities for learning and for play, and basic needs. The study elucidated the value in using participatory methods with children, especially the use of the Delphi method for eliciting children's perspectives for interventions aimed at improving matters related to their well-being.
  • Thumbnail Image
    Item
    Children's subjective well-being in Africa: A comparative analysis across three countries
    (Elsevier, 2017) Savahl, Shazly; Tiliouine, Habib; Casas, Ferran; Adams, Sabirah; Mekonen, Yehualashet; Dejene, Negussie; Benninger, Elizabeth; Witten, Heidi
    Recent trends in child well-being research have shown a substantial advancement in studies investigating children's subjective well-being (SWB). This advancement has raised questions concerning the measurement of SWB and the extent to which various measures can be compared across countries and diverse cultures. With a dearth of empirical data on cross-cultural comparisons, the validation of existing measures and cross-cultural comparisons and adaptations, have been identified as a critical course of action. The current study contributes to this process – it aims to report on children's SWB in three African countries (Algeria, Ethiopia, and South Africa), using two multiple item measures of SWB (the context-free Students' Life Satisfaction Scale and the domain- specific Personal Well-Being Index-School Children). Within this process the study further aims to test the structural validity of these measures and to ascertain its cross-country comparability. Data from the second wave of the Children's Worlds survey were used; and includes a randomly selected sample of 3394 children between the ages of 11–12 from Algeria (Provinces of El Bayedh, Oran, and Tlemcen), Ethiopia and South Africa (Western Cape Province). Located within the goodness of fit theoretical framework, confirmatory factor analysis and Structural Equation Modelling were used to test the overall fit structure, while multi-group confirmatory factor analysis was used to test measurement invariance. The results show appropriate fit structure for the individual models, with metric and scalar factor invariance tenable across the three countries for the Students' Life Satisfaction Scale and partial scalar invariance obtained for four items on the Personal Well-Being Index-School Children. The Algerian sample scored significantly higher than Ethiopia and South Africa on both SWB measures. Appropriate fit structure was obtained for the combined model and for the structural model, indicating adequate convergent validity with the single item Overall Life Satisfaction. Metric and partial scalar invariance was tenable for the structural model, suggesting cross-country comparability for correlations, regressions and means. The overall findings suggest that the two measures are appropriate for use with children from the three countries and that meaningful comparisons can be made between the three countries.
  • Thumbnail Image
    Item
    The Children’s Delphi: considerations for developing a programme for promoting children’s self-concept and well-being
    (Wiley, 2017) Benninger, Elizabeth; Savahl, Shazly
    This study is premised on the notion that intervention programmes aimed at improving children’s well-being should be inclusive of activities which promote children’s self-concept. Using a child participation framework, this study aimed to explore children’s perceptions of the nature and content of intervention programmes aimed at improving children’s self-concept within two impoverished communities of the Western Cape, South Africa. The Delphi technique was followed with a group of 10 children between the ages of 10 and 12 years who were considered to be knowledgeable experts and authorities on matters affecting their lives and well-being of children. They suggested that intervention programmes include a focus on safety, the provision of social support, the creation of opportunities for learning and for play and the provision of basic material needs.
  • Thumbnail Image
    Item
    Children’s discursive constructions of the ‘self’
    (Springer Verlag, 2017) Benninger, Elizabeth; Savahl, Shazly
    The ways in which children construct and assign meaning to the ‘self’ could have an impact on their social and emotional well-being, including their coping skills, relationship formation, and behaviour. Furthermore, a child’s understanding of the ‘self’ could influence the way in which they make meaning out of their experiences and internalize these experiences as a means of understanding one’s abilities and self-worth. Conditions of poverty and oppression could negatively impact the development of the self-concept and a child’s overall well-being. Such conditions exist in South Africa, where the aftermath of apartheid’s system of structural racism continues in the form of social inequity, poverty, and violence. This study utilized a child participation framework to explore children’s discursive constructions of and meanings assigned to the ‘self’ within two urban communities of the Western Cape, South Africa. Eight focus group discussions were conducted amongst fifty-four children between the ages of nine to twelve. Thematic and discourse analysis were used to analyse the findings. The themes of childhood, social connectedness, and children’s spaces were identified as key influences on a child’s self-concept. Four underlying discourses emerged within the themes as central to the participant’s self-constructions. These included; (1) ‘forfeited childhood,’ (2) ‘vulnerability and helplessness,’ (3) ‘preserving the integrity of the self,’ and (4) opportunitiwes for escape.’
  • Thumbnail Image
    Item
    A systematic review of children’s construction of the self: implications for children’s subjective well-being
    (Springer Verlag, 2017) Benninger, Elizabeth; Savahl, Shazly
    This research aimed to systematically review academic literature focused on how children construct and assign meaning to the ‘self.’ An article search and appraisal yielded 38 articles that met the inclusion criteria. Within these articles, six central thematic categories emerged as the key influences on children’s constructions of the self. These include multidimensionality, discursive practices, socio-environmental conditions, oppression & marginalisation, culture, and social support. The study highlights the multidimensional and fluid nature of the self and emphasises the self-concept to be mutually influenced and supported by an individual’s immediate social networks, socio-environmental resources, and internal processes. A child’s ability to meaningfully construct a sense of self was associated with higher levels of coping and resilience and improved well-being. The review provides considerations for increased interventions aimed at improving child well-being which must take into account the unique ways in which children construct and assign meaning to the self. Such interventions should be inclusive of the individual and contextual issues influencing a child’s self-constructions, including coping skills, structural challenges and proximal economic and social resources.