UWCScholar :: Browsing by Author "Dykes, Glynnis"

Browsing by Author "Dykes, Glynnis"

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Adolescents and substance abuse: exploring the effects of substance abuse on care giving and family well-being in Mitchell’s Plain
(University of the Western Cape, 2019) Casker, Riefqah; Dykes, Glynnis
Substance abuse has become a serious global problem affecting individuals, families and communities. The effects of substance abuse devastate both the user and their families. This study aimed to describe the adverse effects that substance abuse has on the levels of care giving and well-being of families. The study explored family members perceptions of the ways in which an adolescent’s substance abuse affects family care giving and well-being. The study was conducted within a qualitative approach in order to gather an in depth understanding of the family’s experiences. Furthermore, the study was aligned with Family Systems and Bowens Family Theories, which served as reference points to allow the researcher to discern how substance abuse influences family roles, dynamics and functioning. The researcher used the case study design which focused on an issue of concern (such as adolescent substance abuse) and thus selected one case to elucidate the issue i.e. a single case study. The case would be the family members of substance abusing adolescents in Mitchells Plain. The population of interest were the parents and siblings of adolescents who abused substances. Purposive sampling was used to select families with participants who had the specific qualities and experiences needed for the study. The study sample consisted of 12 participants, seven parents (mothers) and five siblings. The participants were female which corresponds with literature, as females are perceived as more willing to share and speak about their experiences. Individual semi-structured interviews were used for data collection through the use of interview schedules. Data verification methods ensured credibility (member checking), transferability (using thick, rich descriptions), dependability (an inquiry audit), and confirmability (using researcher reflexivity). The data was analysed in the form of qualitative thematic analysis achieving data reduction by seeking themes, sub-themes and categories of data. Four themes emerged from the findings, namely, (1) parents/sibling reactions to discovering the substance abuse, (2) the effects of substance abuse on the parents/siblings living with a substance abuser, (3) effects on family communication, and (4) measures used to assist the substance abuser. Each theme was further delineated into 12 sub-themes and 23 categories which were based on both predefined and emergent codes. Permission to conduct this study was obtained from the university’s Faculty of Community and Health Sciences Ethics Committee by its Humanities and Social Sciences Research Ethics Committee (HSSREC); and by the Department of Social Development’s Research Ethics Committee. Ethics compliance was assured through confidentiality and privacy, securing and handling of confidential information, and debriefing opportunities to ensure that emotional harm is minimised together with sensitive interviewing techniques.
Adolescents and substance abuse: exploring the effects of substance abuse on care giving and family well-being in Mitchell’s Plain
(University of the Western Cape, 2019) Casker, Riefqah; Dykes, Glynnis
Substance abuse has become a serious global problem affecting individuals, families and communities. The effects of substance abuse devastate both the user and their families. This study aimed to describe the adverse effects that substance abuse has on the levels of care giving and well-being of families. The study explored family members perceptions of the ways in which an adolescent’s substance abuse affects family care giving and well-being. The study was conducted within a qualitative approach in order to gather an in depth understanding of the family’s experiences. Furthermore, the study was aligned with Family Systems and Bowens Family Theories, which served as reference points to allow the researcher to discern how substance abuse influences family roles, dynamics and functioning. The researcher used the case study design which focused on an issue of concern (such as adolescent substance abuse) and thus selected one case to elucidate the issue i.e. a single case study. The case would be the family members of substance abusing adolescents in Mitchells Plain. The population of interest were the parents and siblings of adolescents who abused substances. Purposive sampling was used to select families with participants who had the specific qualities and experiences needed for the study. The study sample consisted of 12 participants, seven parents (mothers) and five siblings. The participants were female which corresponds with literature, as females are perceived as more willing to share and speak about their experiences. Individual semi-structured interviews were used for data collection through the use of interview schedules. Data verification methods ensured credibility (member checking), transferability (using thick, rich descriptions), dependability (an inquiry audit), and confirmability (using researcher reflexivity). The data was analysed in the form of qualitative thematic analysis achieving data reduction by seeking themes, sub-themes and categories of data. Four themes emerged from the findings, namely, (1) parents/sibling reactions to discovering the substance abuse, (2) the effects of substance abuse on the parents/siblings living with a substance abuser, (3) effects on family communication, and (4) measures used to assist the substance abuser. Each theme was further delineated into 12 sub-themes and 23 categories which were based on both predefined and emergent codes. Permission to conduct this study was obtained from the university’s Faculty of Community and Health Sciences Ethics Committee by its Humanities and Social Sciences Research Ethics Committee (HSSREC); and by the Department of Social Development’s Research Ethics Committee. Ethics compliance was assured through confidentiality and privacy, securing and handling of confidential information, and debriefing opportunities to ensure that emotional harm is minimised together with sensitive interviewing techniques.
Adolescents and substance abuse: The effects of substance abuse on parents and siblings
(Taylor & Francis Open Access, 2021) Dykes, Glynnis; Casker, Riefqah
This study aimed to describe the adverse effects that adolescent substance abuse has on the levels of care giving and well-being of families. The researchers used a qualitative case study design which focused on an issue of concern (such as adolescent substance abuse) and thus selected one case to elucidate the issue, i.e., a single case study. The case would be the family members of substance abusing adolescents in Mitchells Plain, a township in Cape Town, as an exemplar for the study. Purposive sampling was used to select 12 participants, seven parents (mothers) and five siblings. Individual semi-structured interviews were utilized for data collection through the use of interview schedules. The data were analysed in the form of qualitative thematic analysis where four themes emerged, which focused on the various effects (for example, financial, physical, emotional, and distrust) on family well-being resulting from living with a substance-abusing adolescent.
Coping, resilience and posttraumatic growth: adverse childhood experiences and social work students
(UNISA Press, 2016) Dykes, Glynnis
This qualitative case study explored the perceptions of third-year social work students at a selected university in South Africa regarding the effects of having endured adverse childhood experiences. Findings showed the beginnings of positive life lessons that can emerge from having endured adverse experiences. Findings also confirmed the process of coping with these experiences that included outcomes of resilience and burgeoning posttraumatic growth. Implications are discussed especially regarding the place and development of coping, resilience and posttraumatic growth in social work education and social work practice. Recommendations include the professional use of self and self-awareness through mindfulness teaching practices.
The effects of adverse childhood experiences of social work students on notions of well-being: insights for education and practice
(UNISA PRess, 2016) Dykes, Glynnis; Green, Sulina
This case study focused on the effects of adverse childhood experiences on undergraduate social work students. The notion of subjective well-being (SWB) was used to frame the findings. The study used 20 reflexive assignments of third year social work students and 10 student interviews in a selected university in South Africa. Three themes centred on the effects of ACEs reflecting students’ inner turmoil and externalising behaviours. These effects contrasted with the components of SWB. The implication is that many social work students attend social work classes while still enduring the effects of ACEs. This would imply the possibility that social work students are being trained to intervene in issues evocative of personal experiences which may pose challenges for requisite objectivity. The findings show the need to explore the appropriate social work curriculum, to meet the learning needs of an emerging student profile.
The experiences of young women joining street gangs in a specific area in Cape Town
(University of the Western Cape, 2021) Francis, Nena Belinda; Dykes, Glynnis
The Western Cape province is known as the gang violence capital in South Africa with the highest murder rate, of which a significant number is gang related. Gangsterism is stereotypically male dominance; and many research studies having focused on males in gangs. International studies recognised the substantial numbers of female membership, that women in gangs are vulnerable and at risk of experiencing victimization and exploitation; a realm of gender-based violence (GBV) within a male nominated gang environment, overlooked by many. This domain of violence contributes to the much challenging high rate of GBV in South Africa. Hence, there is a need to create awareness and recommendations within a social work setting to determine gender-specific services for women in gangs.
The experiences of young women joining street gangs in a specific area in Cape Town
(University of the Western Cape, 2021) Francis, Nena Belinda; Dykes, Glynnis
The Western Cape province is known as the gang violence capital in South Africa with the highest murder rate, of which a significant number is gang related. Gangsterism is stereotypically male dominance; and many research studies having focused on males in gangs. International studies recognised the substantial numbers of female membership, that women in gangs are vulnerable and at risk of experiencing victimization and exploitation; a realm of gender-based violence (GBV) within a male nominated gang environment, overlooked by many. This domain of violence contributes to the much challenging high rate of GBV in South Africa. Hence, there is a need to create awareness and recommendations within a social work setting to determine gender-specific services for women in gangs.
Exploring participatory parity in higher education: experiences of social work students
(Department of Social Work, Stellenbosch University, 2018) Dykes, Glynnis
This study uses the principle of participatory parity (PP) espoused by Fraser (2008, 2009) for exploring social work students’ experiences of enabling and constraining factors in advancing their engagement with and involvement in a specific university. This study therefore explores factors related to this phenomenon using Fraser’s framework. Eight participants volunteered to form part of this qualitative study using three methods of participatory learning action (PLA) data collection, namely, the river of life, community maps and focus group discussions. Findings explore whether the economic, cultural and political dimensions of PP limit or facilitate student engagement and involvement.
Exploring resilience in institution-reared children: learning from success stories of post-institutionalized adults in Zambia
(University of Western Cape, 2020) Namagembe, Jackie; Dykes, Glynnis
The field, institutional care and transitioning out of care, has been well-researched in different countries around the world. Recent research has begun to look more closely on how some post-institutionalized individuals overcome these challenges associated with institutional care and be able to adapt and integrate well in society. In other words, how post-institutionalized adults build their resilience.
Exploring the effects of parental substance abuse on perceived family well-being in a selected rural area in the Western Cape province
(University of Western Cape, 2020) Frans, Zanelle; Dykes, Glynnis; Carelse, Shernaaz
Substance abuse is a global phenomenon and a leading social issue that affects the user and the well-being of the user’s family. Parental substance abuse in particular, has a negative impact on family well-being. South Africa is no exception and is rated by the United Nations as one of the countries in Southern Africa with the highest rate of substance abuse. The Western Cape has very high rates of substance abuse, and the effects on the abuser’s family and community is of great concern for social and health practitioners
Exploring the effects of parental substance abuse on perceived family well-being in a selected rural area in the Western Cape province
(University of Western Cape, 2020) Frans, Zanelle; Dykes, Glynnis; Carelse, Shernaaz
Substance abuse is a global phenomenon and a leading social issue that affects the user and the well-being of the user’s family. Parental substance abuse in particular, has a negative impact on family well-being. South Africa is no exception and is rated by the United Nations as one of the countries in Southern Africa with the highest rate of substance abuse. The Western Cape has very high rates of substance abuse, and the effects on the abuser’s family and community is of great concern for social and health practitioners
Exploring the experiences of social workers in private practice in care and contact disputes using the best interest of the child standard
(University of the Western Cape, 2021) Nell, Sussarah Maria Elizabeth; Dykes, Glynnis
The changing landscape of parental responsibilities and rights, and the protection of children’s rights create an ever-changing phenomenon in social science. Limited research has been conducted regarding social workers in private practice, and in particular, regarding their professional and personal experiences in dealing with care and contact matters, pertaining to the South African Children’s Act 38 of 2005. This study aimed to provide insight and knowledge regarding the roles and experiences of social workers in private practice, particularly of those rendering services in the greater Gauteng area, in family law matters related to care and contact disputes.
Exploring the health, well-being and support of social work students at a selected university
(University of the Western Cape, 2023) Brown, Adwina; Dykes, Glynnis
The purpose of this research study was to explore and describe the lived experiences of social work students at a selected university in three areas: health, well-being and support. The research approach used was qualitative and the research design was phenomenological, since it required the researcher to focus on participants’ lived experiences in three thematic areas. Three specific questions were asked of the participants of the study. These were: (i) Describe a particular situation in which you experienced an emotional event(s) while on campus that affected your studies thereafter; (ii) How did this event and experience affect your health and well-being (physical, spiritual, emotional, mental, intellectual, financial, social or in terms of occupational health)? (iii) What are the kinds of support you needed and used at the university
Exploring the health, well-being and support of social work students at a selected university
(University of the Western Cape, 2023) Brown, Adwina; Dykes, Glynnis
The purpose of this research study was to explore and describe the lived experiences of social work students at a selected university in three areas: health, well-being and support. The research approach used was qualitative and the research design was phenomenological, since it required the researcher to focus on participants’ lived experiences in three thematic areas. Three specific questions were asked of the participants of the study. These were: (i) Describe a particular situation in which you experienced an emotional event(s) while on campus that affected your studies thereafter; (ii) How did this event and experience affect your health and well-being (physical, spiritual, emotional, mental, intellectual, financial, social or in terms of occupational health)? (iii) What are the kinds of support you needed and used at the university
The implications of adverse childhood experiences for the professional requirements of social work
(University of Stellenbosch, 2011) Dykes, Glynnis
Introduction: Coombes and Anderson (2000:281) assert that the “extent and incidence” of adverse childhood experiences (ACEs) in families of origin of social workers have increasingly become the focus of research. Their research focused on six social workers who are adult children of alcoholic families. Olson’s (2006) research confirmed a high incidence of sexual and emotional abuse reported by the social work participants. This particular finding resonated with an earlier study by Black, Jeffreys and Hartley (1993), which had found that social work students report a high incidence of childhood trauma. Similarly, Earle (2008) studied early life experiences of social work students at the Universities of Limpopo and Stellenbosch. Although Schenck’s (2009) research focused on the socio-economic circumstances of fourth-year social work students at the University of South Africa (Unisa) that impacted on their throughput rate, it also revealed traumatic childhood experiences. Tshiwulla (2007) found that students at the University of the Western Cape felt poor in a self-damaging way. In all three South African studies a high proportion of students reported early traumatic experiences. In addition, in Earle’s (2008) study social work educators revealed their concern regarding the ethical behaviour of social work students, which appears to be affected by ACE.
Integration of theory and practice in Social Work: challenges and triumphs
(University of Stellenbosch, 2013) Carelse, Shernaaz; Dykes, Glynnis
Introduction: Teaching (in any discipline) is rewarding when students show the required growth and development in terms of their knowledge, skills and attitude (within the social work context) (Kadushin & Harkness, 2002). So it is disappointing when, in completing various assessment tasks, some students do not achieve the learning objectives set for a given task. The most troubling within the UWC context was the challenges students experienced on the third year level in integrating their theoretical knowledge with their practice learning.
Learning profiles of social work students: Who are you and how should this influence my teaching?
(Stellenbosch University, 2015) Dykes, Glynnis; Green, Sulina
This qualitative study explores the impact of adverse childhood experiences (ACEs) of social work students on notions of students’ learning profile. Data were obtained from both student and staff participants on third year level within the social work programme during the teaching of a particular module focusing on family wellbeing. The implications of strong reactions during teaching and learning are juxtaposed against the notions of students’ learning profile and participants’ teaching and learning suggestions. Several recommendations are made that have emerged from the study that attempt to relate to students’ learning profile in social work professional learning.
Parents and adolescents in the post-divorce period: The effects on adolescent psychosocial development
(Stellenbosch University, 2022) Dykes, Glynnis; Ward, Maxine
Although the effects of divorce on younger children have been researched, the same cannot be said for adolescents and their future development. This study focused on participants’ experiences of divorce and the effects on adolescent children during the post-divorce phase. Because this topic is relatively unexplored, a qualitative exploratory design was selected as few studies have investigated the post-divorce phase. Purposive and snowball sampling secured 12 adult and adolescent participants until data saturation was reached. Individual semi-structured interviews were conducted, and two main themes emerged from the thematic data analysis. The two main themes were the psychosocial effects of divorce on adolescents, and role confusion. Institutional permission was obtained before commencement of the study as well as the requisite informed consent from the participants.
Phronesis and adverse childhood experiences of social work students
(Unisa Press, 2012) Dykes, Glynnis
This article examines the relevance of (Aristotelian) phronesis (Breier, 2007), denoting practical wisdom, in an attempt to respond to the question: How can phronesis assist in understanding and teaching social work students with adverse childhood experiences (ACEs)? This article foregrounds family-of-origin experiences of a cohort of social work first year students published previously (Dykes, 2011) exploring identity formation in an assignment entitled: Who am I?” In Dykes (2011) students had been required to reflect family and social issues that had shaped their lives. Approximately 33 (34%) students had volunteered their assignments. The overall outcome had been to explore themes from the initial data emanating from students’ childhood experiences. The first objective explored the implications of ACEs for the professional requirements of social work practice (Dykes, 2011). In this article the researcher broadened the discussion to focus on a second objective which is to explore the ACEs of social work students and the significance of the concept of phronesis in the ACEs of students being trained as social workers.
Social workers’ perceptions and experiences of fieldwork supervision in the Bachelor of Social Work degree
(The University of the Western Cape, 2018) Poggenpoel, Leticia; Dykes, Glynnis
Generally, studies on social work supervision, in the university setting, has focused mainly on students’ experiences. Research on the experience of the supervisor, or agency, providing guidance is scant. This study argues that the narrow focus on students’ experiences is disproportionate, and marginalises all the other stakeholders involved in fieldwork education. In addition, the existing studies create blind spots for programme evaluation, as they are not holistic. This current study proposes a broader analysis. Global and national standards for social work training involve the theory and practice component of the Bachelor of Social Work (BSW) programme. The practice component requires students to conduct fieldwork training at social work organisations, under the supervision of a qualified and experienced social worker. International and local studies on the supervision of BSW students reveal that social workers often consider themselves to be underprepared to supervise students. In addition, social workers often lack post-qualifying training to undertake student supervision, specifically, which is further exacerbated by the dearth of policies, or legislation, stipulating post-qualifying training and experience for the supervision of BSW students. The purpose of this current study was to explore the perceptions and experiences of social workers, related to fieldwork supervision in the BSW degree, at a selected university in the Western Cape (WC), South Africa (SA). A qualitative research approach was used, as it is attentive to the personal experiences, from the insider’s perspective, and aims to understand multiple realities. This approach is relevant to the current study, as it focuses on exploring and describing the perceptions and experiences of the participants, which the qualitative method underscores. A case study design was utilised, as it is descriptive, and is an in-depth study of a single instance of a social phenomenon. The case, in this instance, is the BSW programme at a selected university. Purposive sampling was used, as the participants, who are most representative of the study, were selected in the sampling process. The sample for this study comprised of twenty four participants: 11 semi-structured interviews were conducted and 13 questionnaires were completed by registered social workers. The following data verification methods were used: http://etd.uwc.ac.za ii member checking (See Annexure J); triangulation; researcher reflexivity; peer debriefing and an on-going dialogue, regarding the researcher’s interpretations of the data, as this aided the accuracy of the findings. Coding was applied by the researcher to create categories within the data, and thematic analysis to further identify the emerging themes and sub-themes, which were subsequently funnelled. Typologies are interpreted and developed, and the data, finally presented. Four themes and sixteen sub-themes emerged from the data (See Chapter 4). The focus of theme four was on continuous professional development (CPD), which reiterates the importance of post-qualifying training of social workers who supervise BSW students, and the importance of this study. This study recommends CPD of all social workers who provide fieldwork supervision in the BSW programme. There is also a need for emotional support for students and essentially fieldwork supervision needs to be viewed as indispensable to academia. An implication of the lack of CPD could be detrimental to students and could lead to stagnation in the field of social work and ultimately affect the standard of the profession.

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