Browsing by Author "Daniels, Karin Elizabeth"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Health promotion : the design of a School Health Index Score Card to assess psychosocial health and well-being in early childhood development at primary schools
    (University of the Western Cape, 2016) Daniels, Karin Elizabeth; Roman, Nicolette; Waggie, F.
    Schools, world-wide, have been regarded as important settings for health promotion and health education. Research indicate that schools constitute a crucial setting for programmes that aim at promoting the health of children, young adults, their families and their community, and could make a positive contribution to the overall health of the society. The psychosocial theory of human development proposes to understand and describe the importance of psychosocial health and well-being of children, in their different stages of development, across the life span, as well as how the different environments of the child's rearing could either add, or hinder, optimal development. Healthy Early Childhood Development, which includes physical, social-emotional, as well as linguistic/cognitive development, is fundamental to success and happiness, not only during childhood, but throughout the course of life. This study, therefore, aimed to design a School Health Index Score Card that assesses psychosocial health and well-being in Early Childhood Development at primary schools in the rural Western Cape. The School Well-Being Model serves as a conceptual framework for this study and is based on Allardt's Sociological Welfare Theory,which assesses well-being as an entity in a school setting. This model takes into account the impact of family, social relationships, personal self-fulfilment and health aspects of children. This study used a mixed methodological sequential explanatory design that consisted of two distinct phases (with 2 stages in each phase) within a participatory action research framework. A needs assessment and a systematic review was conducted in phase 1 followed by phase 2, action planning-design of a school health index score card and a Delphi technique study. Quantitative, numeric, data were collected and analysed using the Statistical Package for Social Sciences V23 (SPSS) for descriptive and inferential statistics first, while the qualitative data were collected and analysed secondly in sequence for this design. The qualitative process helped to explain, or elaborate, on the quantitative results obtained from the respondents by means of a self-administered questionnaire that consisted of three sections; demographical information and the adaptation of the (i) Pediatric Quality of Life Inventory (PedsQL) and (ii) Strengths and Difficulties Questionnaire. The data were collected from teachers, principals, community leaders, parents/primary caregivers, members of school governing bodies, school nurses, social workers, health promotion officers, experts in early childhood development and school psychologists of learners in Grade R to Grade 3 at three primary schools in the rural Western Cape, South Africa. The systematic review of previous studies revealed that, (i) instruments are often designed to identify physical ailments, the individual’s ability to adjust to particular situations, psychiatric diagnosis, educational and intellectual abilities, as well as the personal characteristics of children over their entire lifespan, (ii) that promotion of psychosocial health and well-being challenges in early development does promote positive child development outcomes in later life, and (iii) the use of a valid and reliable instrument to assess psychosocial health and well-being in schools could have a number of advantages for children, their families, teachers and the community. The findings of the current study also indicated that, (i) parents/primary perceived their children to be experiencing challenges in school functioning, social functioning and physical functioning continually and, (ii) teachers perceived the learners to be experiencing social behavioural, hyperactive and behavioural challenges continually at school. Schools play an integral part in the lives of children and their families, by supporting children to form social and emotional relationships at school. Overall, this current study suggested that the School Health Index Score Card was considered to be user friendly, as well as a useful tool to assess the psychosocial health and well-being challenges of learners at primary schools in a South African context.
  • Thumbnail Image
    Item
    Health promotion : the design of a School Health Index Score Card to assess psychosocial health and well-being in early childhood development at primary schools
    (University of the Western Cape, 2016) Daniels, Karin Elizabeth; Roman, Nicolette; Waggie, F.
    Schools, world-wide, have been regarded as important settings for health promotion and health education. Research indicate that schools constitute a crucial setting for programmes that aim at promoting the health of children, young adults, their families and their community, and could make a positive contribution to the overall health of the society. The psychosocial theory of human development proposes to understand and describe the importance of psychosocial health and well-being of children, in their different stages of development, across the life span, as well as how the different environments of the child's rearing could either add, or hinder, optimal development. Healthy Early Childhood Development, which includes physical, social-emotional, as well as linguistic/cognitive development, is fundamental to success and happiness, not only during childhood, but throughout the course of life. This study, therefore, aimed to design a School Health Index Score Card that assesses psychosocial health and well-being in Early Childhood Development at primary schools in the rural Western Cape. The School Well-Being Model serves as a conceptual framework for this study and is based on Allardt's Sociological Welfare Theory,which assesses well-being as an entity in a school setting. This model takes into account the impact of family, social relationships, personal self-fulfilment and health aspects of children. This study used a mixed methodological sequential explanatory design that consisted of two distinct phases (with 2 stages in each phase) within a participatory action research framework. A needs assessment and a systematic review was conducted in phase 1 followed by phase 2, action planning-design of a school health index score card and a Delphi technique study. Quantitative, numeric, data were collected and analysed using the Statistical Package for Social Sciences V23 (SPSS) for descriptive and inferential statistics first, while the qualitative data were collected and analysed secondly in sequence for this design. The qualitative process helped to explain, or elaborate, on the quantitative results obtained from the respondents by means of a self-administered questionnaire that consisted of three sections; demographical information and the adaptation of the (i) Pediatric Quality of Life Inventory (PedsQL) and (ii) Strengths and Difficulties Questionnaire. The data were collected from teachers, principals, community leaders, parents/primary caregivers, members of school governing bodies, school nurses, social workers, health promotion officers, experts in early childhood development and school psychologists of learners in Grade R to Grade 3 at three primary schools in the rural Western Cape, South Africa. The systematic review of previous studies revealed that, (i) instruments are often designed to identify physical ailments, the individual’s ability to adjust to particular situations, psychiatric diagnosis, educational and intellectual abilities, as well as the personal characteristics of children over their entire lifespan, (ii) that promotion of psychosocial health and well-being challenges in early development does promote positive child development outcomes in later life, and (iii) the use of a valid and reliable instrument to assess psychosocial health and well-being in schools could have a number of advantages for children, their families, teachers and the community. The findings of the current study also indicated that, (i) parents/primary perceived their children to be experiencing challenges in school functioning, social functioning and physical functioning continually and, (ii) teachers perceived the learners to be experiencing social behavioural, hyperactive and behavioural challenges continually at school. Schools play an integral part in the lives of children and their families, by supporting children to form social and emotional relationships at school. Overall, this current study suggested that the School Health Index Score Card was considered to be user friendly, as well as a useful tool to assess the psychosocial health and well-being challenges of learners at primary schools in a South African context.
  • Thumbnail Image
    Item
    Hookah pipe use : comparing male and female university students' knowledge, risk perceptions and behaviours
    (University of the Western Cape, 2012) Daniels, Karin Elizabeth; Roman, Nicolette
    Hookah pipe use is widely viewed as a safe alternative to cigarette smoking rather than a potential health-risk. In fact, for young people hookah pipe use may represent an initial stage of later addiction and the transition to cigarette smoking. Furthermore, studies conducted abroad, suggest that the use of the hookah pipe firstly started as a cultural phenomenon, and secondly, as with cigarette smoking, the hookah pipe has become a social phenomenon. Despite these challenges, studies provide sufficient evidence that hookah pipe use is a potential health risk. The primary aim of the study was to compare male and female university students’ knowledge, risk perceptions and behaviours concerning hookah pipe smoking. A quantitative methodological approach, with a cross-sectional design, was used to conduct the research study. A final self-selected sample of 389 participants voluntarily participated in this study. The final sample included 64% females and 36% males with a mean age of 22.2 years; with the mean age for first-time hookah pipe smoking was 15.7 years. The instrument used was a self-administered questionnaire constructed from The College Health Behavior Survey (2010-2011) which was developed at the University of Missouri-Columbia. Descriptive quantitative results were conducted using Statistical Package for Social Sciences (SPSS version 20) and presented. The results suggest 70% of hookah pipe users daily smoke the hookah pipe with more than 20% smoking on campus. This was similar for males and females. Users perceived the hookah pipe to be less harmful and less addictive than cigarette smoking. Furthermore, smoking the hookah pipe is considered socially acceptable and is also smoked in the family home. Implications for policy are stated.
  • Thumbnail Image
    Item
    Hookah pipe use : comparing male and female university students' knowledge, risk perceptions and behaviours
    (University of the Western Cape, 2012) Daniels, Karin Elizabeth; Roman, Nicolette
    Hookah pipe use is widely viewed as a safe alternative to cigarette smoking rather than a potential health-risk. In fact, for young people hookah pipe use may represent an initial stage of later addiction and the transition to cigarette smoking. Furthermore, studies conducted abroad, suggest that the use of the hookah pipe firstly started as a cultural phenomenon, and secondly, as with cigarette smoking, the hookah pipe has become a social phenomenon. Despite these challenges, studies provide sufficient evidence that hookah pipe use is a potential health risk. The primary aim of the study was to compare male and female university students’ knowledge, risk perceptions and behaviours concerning hookah pipe smoking. A quantitative methodological approach, with a cross-sectional design, was used to conduct the research study. A final self-selected sample of 389 participants voluntarily participated in this study. The final sample included 64% females and 36% males with a mean age of 22.2 years; with the mean age for first-time hookah pipe smoking was 15.7 years. The instrument used was a self-administered questionnaire constructed from The College Health Behavior Survey (2010-2011) which was developed at the University of Missouri-Columbia. Descriptive quantitative results were conducted using Statistical Package for Social Sciences (SPSS version 20) and presented. The results suggest 70% of hookah pipe users daily smoke the hookah pipe with more than 20% smoking on campus. This was similar for males and females. Users perceived the hookah pipe to be less harmful and less addictive than cigarette smoking. Furthermore, smoking the hookah pipe is considered socially acceptable and is also smoked in the family home. Implications for policy are stated.