UWCScholar :: Browsing by Author "Smith, Mario"

Browsing by Author "Smith, Mario"

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The adaptation of the model of occupational self-efficacy for returning individuals living with tuberculosis to work
(University of the Western Cape, 2018) Jainodien, Ayesha; Soeker, Shaheed; Smith, Mario
Tuberculosis (TB) and multi-drug resistant (MDR) TB have been identified as one of the largest health problems in the world, and notably recognized as a big issue in democratic South Africa. Socio-demographic factors such as poverty and unemployment were identified to be major contributing factors to the epidemic. Individuals with TB reportedly have poor levels of occupational self-efficacy and found it challenging to return to work after prolonged hospitalization. The Model of Occupational Self-Efficacy (MOOSE) has been used effectively to assist individuals with traumatic Brain Injury (TBI) to return to work. Adaptation of the MOOSE was recommended for application with other syndromes associated with long hospitalization and absence from work. The aim of the study was to adapt the MOOSE for clients living with tuberculosis and to aid them in returning to work. The study was conducted through exploratory research. Semi-structured interviews were conducted with ten purposively selected key informants from private and public health facilities in the Western Cape. The data was analysed through thematic analysis from which six themes emerged. Themes One, Two and Six describe the barriers experienced by the participants when returning to work following their diagnosis of PTB or MDR-TB. Theme Three, Four and Five discussed the factors that facilitate the resumption of the worker role for the PTB and MDR-TB survivors. The findings of this study were used to inform the adaptation of the MOOSE for use with patients living with TB. Ethics clearance was obtained from the Biomedical Research Ethics Committee (BMREC) of UWC. Permission was given by the Department of Health to conduct the study on the clinical platform. All ethics principles were upheld.
Concept mapping: Stakeholders perceptions of what should be included in interventions programmes aimed at reducing engagement in health risk behaviour amongst youth
(African Association for Health, Physical Education, Recreation, Sport and Dance (AFAHPER-SD), 2014) Pharaoh, Hamilton; Frantz, Jose M.; Smith, Mario
Engagement in health risk behaviours (HRBs) amongst young people is increasing despite numerous programmes to address such behaviours. The active engagement of multiple stakeholder groups, including youth, in articulating the content of youth development programmes, is thought to significantly increase buy-in, participation and success of intervention programmes. This article reports on a modified concept mapping study that used seven interviews with five teachers and two community leaders, as well as three focus groups with 32 learners with three stakeholder groups (youth, youth community programme leaders, and teachers). The stakeholders were asked to identify the content that they believe should be included in youth development programmes in order to succeed in reducing, delaying or preventing engagement in HRBs in the South African context. The findings of a thematic content analysis indicated that programmes aimed at effectively combating HRBs amongst youth should include content on four major aspects or themes: 1) HRBs that the learners engage in; 2) perceived reasons why youth engage in HRBs; 3) places of exposure to health risk behaviour; and 4) specific content or focuses. A concept map with four subsidiary quadrants was distilled and illustrated in a visual-special network representative of concepts and relations between the concepts that create propositions of stakeholders’ perceptions of what should be included in the content of proposed programmes.
Contextualising school readiness in South Africa: Stakeholders’ perspectives
(AOSIS, 2019) Munnik, Erica; Smith, Mario
Preparing children for mainstream school occurs in systems that act as an overarching context. The perspectives of stakeholders influence how they prepare children for mainstream education.The aim of this study was to develop an understanding of the contextual factors that affect school readiness as identified by stakeholders. School readiness was conceptualised as a function of contextual influences and connections between individual and systemic factors enabling the child to benefit from the curriculum.
Development, implementation and evaluation of youth development programmes to address health risk behaviour among grade 8 to grade 10 learners in selected schools in the Paarl area.
(University of the Western Cape, 2014) Pharaoh, Hamilton; Jose Frantz; Smith, Mario
Background: There is consensus internationally and among South African researchers that engagement in health risk behaviours amongst the youth is a concern from a public health perspective. It is evident that much health risk behaviours are established during adolescence, and may continue into adulthood, affecting health and wellbeing in later life, and some preventable health behaviours may be contributory causes of morbidity and mortality. Research into the development t of programmes can play a major role in reducing health risk behaviour amongst the youth and also provide a key learning opportunity should this be driven with bigger impetus by the building of research knowledge. Research knowledge needs to inform all stakeholders as to the best evidence-based possibilities that can assist in creating the behavioural change that is envisaged. This study therefore aimed to design, evaluate the feasibility of, and implement, a comprehensive youth development programme that will help to equip learners with the skills to change health risk behaviour in selected schools in the Paarl area, through input from all the stakeholders. The objectives of the study were to 1) obtain baseline information of grade 8 –10 learners about the health risk behaviours they engage in, and the extent to which learners manage personal situations; 2) explore the views of stakeholders regarding the type of health risk behaviours learners engage in, and reasons for engaging; 3) To determine the content of school-based interventions reported in literature, and its effectiveness in reducing or delaying these behaviours amongst the youth; 4) To design a youth development programme based on the views of the stakeholders and literature; 5) To evaluate the feasibility of the youth development programme designed in objective 4; 6) To implement a youth development programme. Method: This study adopted Intervention Mapping as a framework that translated into a five phase study. Each phase informed the next and the findings culminated in the proposed youth development programme for grade 8-10 learners in the Paarl area. Phase 1 used a survey to obtain baseline information about the health risk behaviours that youth engage in and the extent to which learners manage personal situations. The survey was administered using the face-face method and included a demographic questionnaire, the Youth Risk Behaviour Surveillance Survey and the Life Effectiveness Questionnaire. Descriptive statistics such as Frequencies and cross tabulations were performed, as well as inferential statistics including Multiple Regression analysis and Chi-square tests. Phase 2 entailed concept mapping using focus groups and individual interviews with stakeholders to determine their perceptions of the health risks learners engage in and the reasons for their behaviours. The sample included learners, teachers, and community representatives. Thematic analysis was conducted with transcriptions of the focus groups. Phase 3 entailed a systematic review of the literature reporting on interventions aimed at delaying and or preventing engagement in health risk behaviours amongst youth. Phase 4 entailed the triangulation of the findings from the first three phases into a draft programme. Phase 5 included a Delphi study with life skill trainers and experts in the field of health risk programming for adolescents. The Delphi survey was conducted in two rounds. After the feedback in round one, revisions were made to the draft programme to develop the final programme. Results: The results in phase 1 resonated with the findings in the existing body of literature with regards to the health risk behaviours that learners engaged in. Smoking, drinking, sexual activity, drug use, physical inactivity, crime and violence were the most prominent HRBs reported by learners in this sample. Regression analyses indicated that the combination of the LEQ`s life skill domains (Time management, Achievement, Emotional control, Social competence, Active initiative, Self-confidence, Intellectual flexibility and Task leadership) significantly explained between 25% and 56% of the variance in the health risk behaviours (smoking, drinking, drug use, sexual activity). Gendered patterns in engagement with drinking, drug use and risky sexual behaviour was empirically supported by the results of Chi square tests. Drinking and drug use was significantly more prevalent with male learners whilst risky sexual behaviour was significantly more prevalent amongst female learners. Results from phase 2, represented by a concept map suggested that the development of programme content should start with contextual relevance achieved by understanding the range of HRBs youth engage in. This in turn allows for an exploration of the pathways in which engagement has come about. The second and third quadrants illustrate this through their focus on the reasons why youth engage in HRBs and the places where they are exposed to HRBs respectively Once the content has addressed what they do and why they do it, the process of skills development can commence to combat engagement in HRBs. The resultant concept map has four quadrants where each quadrant represents a concept map that corresponded to the themes identified was conceptualized as interacting with one another. During the systematic review process it was identified that effective interventions included the following elements: multi-theoretical approaches, multiple HRBs as targets, gender differentiation, and life skills. In phase 4 a concept map was created that assisted with the design of the programme. The findings from the Delphi study ratified the components included and determined that it was feasible. The recommendations included independent facilitators who have been trained in a specific skill set, avoiding the blurring of the boundary between teachers and facilitators, and a distinction between grades for the purposes of conceptualizing and presenting the programme. This resulted in the researcher augmenting the proposed programme to include independent facilitators; peer mentors; a staggered or tiered programme. These augmentations were substantial and made an immediate implementation not feasible. The scope of the revisions for developing a tiered or staggered programme was adopted as a recommendation, but was outside the scope of the present study in fulfilment of the requirements for a doctoral degree. Thus the final or revised programme only represents the initial level for grade 8 learners and the development process will continue using the same methodology in post-doctoral research. These include the development and accreditation of the training resources, selection and training of faciltators, and the clarification of the relative standing of facilitators in the school environment. Discussion: Health risk behaviour engagement, the factors influencing that engagement and the development of a diverse youth development programme to delay, reduce or prevent it is in itself very complex. Add to it the fact that the youth live in an ever-changing environment where negative role modelling and exposure to health risk behaviour is an everyday occurrence. Structures have been identified in this study that can play a vital role in designing a youth development programme, as well as build on existing programmes. This study incorporated intervention mapping as a participatory design using both quantitative and qualitative methodologies that speak to a high level of rigour and methodological coherence. The study yielded a rich data base with clear directives for future research that will make a significant contribution to the attempts to impact youth development programming and health risk behaviour amongst adolescents. Conclusion: The findings of this study suggest that a multi-theoretical approach to programming that includes gender differentiation and the targeting of multiple HRBs is likely to be more effective in the reduction, delay and prevention of health risk behaviour amongst learners in grade 8-10. The resultant programme is tiered or staggered and differentiates between grades in conceptualization and implementation of the programme. The study presented the programme for the first tier with grade 8 learners and made clear recommendations for the way forward. The study makes an important contribution in its use of participatory methodology that includes stakeholder participation to create a more robust and comprehensive programme.
Employment and employability profiles of postgraduate psychology alumni from a historically disadvantaged university
(University of the Western Cape, 2018) Senekal, Janine; Smith, Mario
The present study aimed to determine the employment and employability profiles of alumni from structured professional Masters programmes in psychology. Issues of low enrolment rates and high attrition rates are at the fore of transformation efforts in the South African higher education sector. The concern of graduate employability and the relevance of skills training received to the labour market are of international concern. Graduate tracer studies have been successfully implemented internationally to attempt to understand these issues. Training relevance is of particular concern for the field of psychology in South Africa, as there is a significant shortage of mental health professionals. Understanding where graduates from professional Masters degrees in psychology find employment, as well as understanding their employability, may lead to greater absorption of graduates from these programmes into the workforce. Permission to conduct the present study and ethics clearance was obtained from the Senate Research Committee of the University of the Western Cape, and all relevant ethics principles were adhered to. An incentivised, online survey was conducted with a sample of 29 Masters-level graduates from two professional psychology programmes at a historically disadvantaged university. The study used a modified version of the Standard Instrument for Graduates. The survey had a 50% response rate (29 of 58) after at least four electronic reminders. Respondents graduated between 2008 and 2013, 13 from the clinical Masters programme and 16 from the research Masters programme. Descriptive statistics were used to depict the employment and employability profiles of the alumni.
Employment and employability profiles of postgraduate psychology alumni from a historically disadvantaged university
(University of the Western Cape, 2018) Senekal, Janine; Smith, Mario
The present study aimed to determine the employment and employability profiles of alumni from structured professional Masters programmes in psychology. Issues of low enrolment rates and high attrition rates are at the fore of transformation efforts in the South African higher education sector. The concern of graduate employability and the relevance of skills training received to the labour market are of international concern. Graduate tracer studies have been successfully implemented internationally to attempt to understand these issues. Training relevance is of particular concern for the field of psychology in South Africa, as there is a significant shortage of mental health professionals. Understanding where graduates from professional Masters degrees in psychology find employment, as well as understanding their employability, may lead to greater absorption of graduates from these programmes into the workforce. Permission to conduct the present study and ethics clearance was obtained from the Senate Research Committee of the University of the Western Cape, and all relevant ethics principles were adhered to. An incentivised, online survey was conducted with a sample of 29 Masters-level graduates from two professional psychology programmes at a historically disadvantaged university. The study used a modified version of the Standard Instrument for Graduates. The survey had a 50% response rate (29 of 58) after at least four electronic reminders. Respondents graduated between 2008 and 2013, 13 from the clinical Masters programme and 16 from the research Masters programme. Descriptive statistics were used to depict the employment and employability profiles of the alumni. Most of the respondents were female (n=21), and about a third were first generation students (n=11). Most of the respondents were currently employed (n=25). They were employed in a variety of fields, predominantly health (n=10) and higher education (n=7), and largely clustered in the public sector (n=17). This suggested a transferability of skills. The training received was perceived to be relevant, in terms of accessing employment and conducting current work. Most of the clinical graduates were registered as clinical psychologists (n=12) with the Health Professionals Council of South Africa. There were varied registrations held by graduates from the research programme and some were not registered. The respondents held generally positive attitudes towards their alma mater. These descriptive results were interpreted through the use of McQuaid and Lindsay's (2005) framework of employability, based on the interaction between their individual factors, personal circumstances and external factors. Through this frame, the results highlighted the complex nature of the employability of these graduates.
Evaluation of a new clinical performance assessment tool: a reliability study
(AOSIS publishing, 2012) Joseph, Conran; Frantz, Jose M.; Hendricks, Candice; Smith, Mario
Clinical practice is an essential requirement of any graduate physiotherapy programme. For this purpose, valid and reliable assessment tools are paramount for the measurement of key competencies in the real-world setting. This study aims to determine the internal consistency and inter-rater reliability of a newly developed and validated clinical performance assessment form. A cross-sectional quantitative research design was used, which included paired evaluations of 32 (17 treatment and 15 assessment) student examinations performed by two independent clinical educators. Chronbachs alpha was computed to assess internal consistency and intraclass correlation coefficient (ICC’s) with confidence intervals of 95% were computed to determine the percentage agreement between paired examiners. The degree of internal consistency was substantial for all key performance areas of both examinations, except for time and organisational management (0.21) and professionalism (0.42) in the treatment and evaluation examinations respectively. The overall internal consistency was 0.89 and 0.73 for both treatment and assessment examinations, indicating substantial agreement. With regard to agreement between raters, the ICC’s for the overall marks were 0.90 and 0.97 for both treatment and assessment examinations. Clinical educators demonstrated a high level of reliability in the assessment of students’ competence using the newly developed clinical performance assessment form. These findings greatly underscore the reliability of results obtained through observation of student examinations, and add another tool to the basket of ensuring quality assurance in physiotherapy clinical practice assessment.
Exploration of Psychology Masters students' subjective experiences of establishing a working alliance with their research supervisor
(University of the Western Cape, 2017) Mullins, Tarryn B.; Smith, Mario
The state of postgraduate studies in South Africa has come under renewed enquiry in recent years as concern is placed on the inconsistency between postgraduate enrolment and graduation rates. The discrepancy between the enrolment and completion rates is attributable to a range of factors. Literature identified the supervisory relationship as an important and significant factor in predicting completion. The establishment of a good working alliance in the beginning of the thesis process has been identified as a crucial task. As a result, it is useful to gain insight into how students set about establishing working relationships with new supervisors and how they rate the quality thereof. The present study was conducted with Psychology Masters students who were in their first semester of the first enrolment in the Community and Health Sciences faculty at the University of the Western Cape. Attachment theory provided the theoretical framework for the study as it posits that the quality of current relationships are a function of early relationship experiences. Thus students were thought to draw on earlier experiences when setting about establishing new relationships such as the supervisory relationship. The study was exploratory and descriptive in nature. Semi-structured interviews were conducted with eleven eligible participants who have been selected purposively. Transcriptions have been subjected to a Thematic Analysis. Ethics clearance has been requested from and granted by the Senate Research Committee and all relevant ethics principles such as, confidentiality, anonymity, voluntary participation and informed consent, have been adhered to. Findings indicated that supervision was a central component for graduate completion, underscoring the importance of early supervisory sessions to form a strong working alliance. Furthermore, the findings indicated that the supervisor's role in providing the expertise and support largely contributed to the success of establishing strong and productive supervisory relationships. Participants perceived strong supervisory relationships as necessary to foster completion of higher degree requirements. The development of a new supervisory relationship activated relational patterns for students that underscored the importance of recognizing the supervisory relationship as a relationship.
Exploring the subjective experiences of allied health professionals in their transition from clinical educators to academia: barriers and facilitators to successful transition
(Health and Medical Publishing Group, 2013) Frantz, Jose M.; Smith, Mario
Background: Currently, clinicians who move into academia may not have the necessary skills for this transition. Given that most health professionals are socialised into their professional roles as clinicians, the shift to academia requires a second socialisation into the academic role. There is a body of existing research that suggests that the transition for clinicians as they become lecturers in higher education is challenging. Aim; This study aimed to determine the subjective experiences of young academics in their transition from clinicians to clinical educators/academics. In particular, participants were asked to identify the factors that acted as facilitators or barriers to their transition from clinician to academic. Methods: The study employed a phenomenological framework. Participants (N=7) were a group of clinical educators/lecturers involved with undergraduate students at an identified institution. Unstructured interviews were conducted. Following each interview, audio-recordings were transcribed verbatim and all data were anonymised. Data were analysed manually by each author and consensus was reached on the identified themes. Results: The mean age of participants was 31 years, with an average of 8.4 years of clinical experience and 3.4 years of academic/clinical education experience. The transition experience from clinician to academic is discussed according to two themes, i.e. intrinsic factors (confidence, competence, personality, and ability to draw on personal experience) and extrinsic factors (supportive environment, peer relationships, mentoring, understanding institutional rules and regulations). Conclusion: The findings identified both intrinsic and extrinsic factors that may facilitate or hinder the transition process. Intrinsic factors such as uncertainty and personality influences or extrinsic factors such as supportive environments can interact to thwart the adjustment or transition of new staff. Despite individual differences, there is an essence to the experience of the adjustment to academic, as evidenced by the reaching of saturation in a relatively small sample. Based on the results, it is evident that there is a clear need for staff development initiatives related to internal motivation of the individual and supportive extrinsic factors to successfully make the transition to clinical education.
Life skills as predictors of engagement in health risk behaviours: a survey of secondary school learners
(LAM Publications Limited, 2011) Pharaoh, Hamilton; Frantz, Jose M.; Smith, Mario
There is consensus that education on the prevention of health risk behaviour and an increased repertoire of life skills could facilitate a reduction in health risk behaviours. This article reports on the results of a survey among 1027 grades 8-10 learners aged 13-18 years and profiles their engagement in smoking, drug use, drinking and sexual activity. It reports on the hypothesis testing for the relationship between life skills, as measured by the Life Effectiveness Questionnaire (LEQ), and engagement in the above mentioned health risk behaviours, as measured by the Youth Risk Behaviour Surveillance Survey (YRBSS). The results concur with South African national surveys of youth risk behaviour regarding the nature and extent of engagement in health risk behaviours. Regression analyses indicated that the combination of the LEQ`s life skill domains (Time management, Achievement, Emotional control, Social competence, Active initiative, Self confidence, Intellectual flexibility and Task leadership) significantly explained between 25% and 56% of the variance in the health risk behaviours (smoking, drinking, drug use, sexual activity). Similarly, this combination of LEQ`s life skill domains significantly explained 4.1% of the variance in physical activity. Time management significantly predicted sexual activity and drug use. Achievement and emotional control significantly predicted drinking, emotional control, time management, social competence, and initiative significantly predicted smoking. Thus, it is recommended that the abovementioned life skill domains be incorporated into intervention programmes or life orientation curricula in order to reduce the incidence of health risk behaviours among South African youth.
Psychology Masters students’ experiences of conducting supervised research in their non-mother-tongue
(University of the Western Cape, 2018) Sobotker, Nicolette Leigh-Ann; Smith, Mario
Completion rates of postgraduate students are relatively low worldwide. Completion rates in South Africa are currently 20% for Masters students and 13% for Doctoral students. Differences between South African universities that are attributed to the political history and racially patterned ways of allocating resources and facilitating development have been identified by the literature. Recent student protests identified issues of access, representivity and language amongst others, as important concerns requiring redress. Research has shown that postgraduate graduation rates are higher among first language English speaking students than non-mother-tongue English speakers. This study utilized a collective case study design to explore the experiences of Psychology Masters students doing thesis work in their non-mother-tongue. The study was underpinned by a Social Constructionist framework. Participants were selected using purposive sampling. Semi-structured interviews were used to collect data and the transcribed interviews were analysed using thematic analysis. Measures such as, member-checking, inquiry audit, providing thick descriptions, and reflexivity were employed to ensure all four aspects of trustworthiness. Ethics clearance was obtained from the Human and Social Science Research Ethics Committee of the University of the Western Cape. Permission to conduct the study at the identified institution was obtained from the Registrar. The Ethics Rules of Conduct under the Health Professions Act were fully adhered to. Results indicated that participants struggled with conceptual thinking, reading, writing and speaking. Findings also illustrated that emotional support from family and friends is vital and highlighted characteristics of helpful supervisory relationships. On a latent level, three underlying forms of rhetoric were identified from participants’ descriptions of their experience. These are skill, power, and identity. These are discussed as products of the social structures and institutional practices that undergird them.
Psychology masters students’ perceptions of developing identities as researchers
(University of Western Cape, 2021) Sobotker, Grant; Smith, Mario
Research training is attracting more inspection as research itself is viewed as having greater importance in the global knowledge economy. Students in the social sciences particularly struggle with the research component of their degrees. The development of an identity as a researcher has been under-researched whilst the development of other professional identities and competencies, e.g. as clinical practitioners, was prioritized. Research looked at students’ understanding of and attitudes towards research however, the extent to which students in professional programmes identify as researchers has not been explored. The extent to which students and graduates develop an identity as researchers that enables them to engage in psychological research and to become productive in a knowledge economy has not been examined systematically.
Special needs adapted programme (snap): an evaluation study of the tutor training programme for early intervention facilitators with autistic children
(University of the Western Cape, 2011) Elkington, Emily; Smith, Mario
The research conducted was an evaluation study of a training programme for early intervention facilitators with autistic children. Autistic Disorder is a developmental disorder affecting sufferers in three primary areas: Communication, social interaction and behaviour (often characterised by restriction and repetition). Children on the spectrum often experiences diffrculties with learning and cognition. There are, however, a limited number of special needs schools available in South Africa. There is a discrepancy between the number of schools available and the growing number of children diagnosed with ASD each year.
Staff development strategies for publication in Faculty of Community and Health Science at UWC: a short report
(University of the Western Cape, 2010) Frantz, Jose M.; Smith, Mario
INTRODUCTION: Strategies for improving the publication output of academics are an essential component of research directives at tertiary institutions. The aim of this report was to highlight the effects of a writing retreat as an intervention strategy used by a university faculty to improve academic publication output. The strategy used included a structured programme over a period of three days guided by a facilitator. METHODS: The report uses a qualitative design to report the effects of the writing retreat on the participants. Results: The major themes that emerged were reviewing and critical reading, writing for publication, personal growth and confidence, dedicated time, peer mentoring, programme structure and facilitation, and future directives. CONCLUSION: From the feedback obtained, it is evident that strategies such as a writing retreat, provide academics with an opportunity to produce articles that are a benefit to the authors’ career trajectories as well as the institutional publication profile of their university.
Staff development strategies for publication in the Faculty of Community and Health Science at UWC: A short report
(Faculty of Community and Health Sciences, University of the Western Cape, 2010-01-31) Frantz, Jose M.; Smith, Mario
INTRODUCTION: Strategies for improving the publication output of academics are an essential component of research directives at tertiary institutions. The aim of this report was to highlight the effects of a writing retreat as an intervention strategy used by a university faculty to improve academic publication output. The strategy used included a structured programme over a period of three days guided by a facilitator. METHODS: The report uses a qualitative design to report the effects of the writing retreat on the participants. RESULTS: The major themes that emerged were reviewing and critical reading, writing for publication, personal growth and confidence, dedicated time, peer mentoring, programme structure and facilitation, and future directives. CONCLUSION: From the feedback obtained, it is evident that strategies such as a writing retreat provide academics with an opportunity to produce articles that are a benefit to the authors’ career trajectories as well as the institutional publication profile of their university.
Strengthening families programme (sfp) 10 -14: developing a guideline of actionable steps to follow in cultural adaptation for use in South Africa
(University of the Western Cape, 2022) Jacobs, Warren R; Smith, Mario
The age of first-time engagement in Health Risk Behaviours (HRBs) among adolescents in South Africa is reportedly younger. The identification and adaptation of empirically proven effective prevention programme is needed. The Strengthening Families Programme 10-14 (SFP:10-14) is a school-based, family intervention programme designed by the Iowa State University (ISU). Extension Programme team to reduce engagement in HRBs and promote positive functioning for parents and pre-and early adolescents. The SFP: 10-14 has been successfully implemented in the United States of America, and implemented in numerous countries. The adaptation of the SFP programme is guided by the cultural adaptation process for international dissemination. The dissemination process comprises of broad recommended steps
The subjective experiences of Psychology Honours students enrolled at a faith-based institution
(University of the Western Cape, 2018) Paris, Natasha Lynn; Smith, Mario
The demand for study places in Honours courses in Psychology far exceeds the available places in courses at government-funded universities. Private institutions are increasingly offering such courses to address the need for enrolment and to capitalize on a market niche. Students who are unsuccessful at mainstream universities might apply for courses at private institutions, even those offered at faith-based universities regardless of their personal spiritual beliefs and values. There is a clear gap in the literature exploring the experiences of students enrolled at faith-based private institutions. The study attempted to gain insight into the subjective experiences of students enrolled in a Psychology Honours programme at a faith-based institution in the Western Cape. The proposed study incorporated an exploratory research design and employed qualitative methods of data collection and analysis. Semi-structured individual interviews were used to collect data from a purposively selected sample and transcripts were subjected to a content analysis. Data collection and analysis occurred in parallel until reaching the threshold number. Ethics clearance and project registration was obtained from the UWC Senate Research committee and all relevant ethics principles were upheld. The findings indicated that faith based institutions are not homogenous and that students enrolled at faith based institutions are respectively not homogenous. Findings further indicate that alignment does exist between the core values of participants and their discipline choice, and not that participants‘ faith beliefs were necessarily aligned with that of the institution.
A systematic review conducted on studies reporting on the instruments used in the assessment of adult ADHD
(University of the Western Cape, 2018) Robertson, Gerschwin Carl; Smith, Mario; Willemse, Michéle
The diagnosis of adult ADHD is a complex process that requires information from different sources. Instruments are used to screen or diagnose adult ADHD. The aim of the study was to identify instruments measuring adult ADHD from good quality research. This systematic review was executed following the recommended PRISMA steps. A comprehensive search was conducted across identified databases. The SFS scoring system was used to critically appraise for methodological rigour and coherence. Meta-synthesis was used to summarize extracted data from 26 articles included in the final summation. Ethics clearance was issued by the UWC Senate Research Committee. Sixteen instruments measuring adult ADHD were identified. Screening instruments measure core symptoms whereas diagnostic instruments assess all criteria. Fourteen instruments were based on DSM-IV criteria and four were based on DSM-V criteria for adult ADHD including rival explanations for the symptoms. The lack of adoption of DSM-V criteria remains a concern given criticism against DSV-IV criteria for adult ADHD. Overall instruments presented acceptable psychometric properties. However, the performance of the instruments was study dependent. A cautionary note is that these indices must be interpreted carefully. Further research must explore the reasons underlying the lack of adoption of DSM-V criteria in research, and the lack of revision of instruments measuring adult ADHD.
A systematic review of the relationship between family structure and health risk behaviours amongst young people: An African perspective
(Bentham Science Publishers, 2015) Sixaba, Zinzi; Smith, Mario; Frantz, Jose M.
OBJECTIVE: The aim of this study was to review the published literature on the relationship between family structure and engagement in health risk behaviour amongst youth in African countries. METHODS: A systematic review was conducted between 2000 and 2014. Suitable titles were identified from database searches. Thereafter, abstracts were evaluated along specific inclusion criteria. Eleven full text articles were evaluated for methodological quality using a modified critical appraisal tool and six studies were included in the final review that satisfied the threshold criterion of 70%. A narrative synthesis was completed for all included records to provide a textual answer to the research question. RESULTS: Findings indicated that there was a relationship between family structure and engagement in health risk behaviour, specifically risky sexual behaviour. The importance of family structure was evident, and the active involvement of parents in the activities of youth is cardinal. The review further underscores that there is lack of methodologically rigorous research that can provide empirical support for and insight into the relationship between family structure and engagement in health risk behaviour. DISCUSSION: Risky sexual behaviour was the most prevalent outcome assessed across studies. Family structure impacted positively on delaying or reducing engagement in risky sexual behaviour. Diverse family structures were identified and orphans living with caregivers were identified as a particular structure that might be more prevalent in the African context. Parental involvement and investment in adolescent activities were more strongly identified as an important factor. There is a lack of and need for more methodologically rigorous research to gain empirical support for and insight into the relationship between family structure and health risk behaviours.
Systematic review: Burnout and occupational stress in higher education employees
(University of the Western Cape, 2022) Samuels, Taahirah; Smith, Mario
Research findings indicated that the higher education sector is progressively experiencing occupational stress and burnout. There are many factors that contribute to the increase in stress and burnout, such as transformational policies, student protests, issues of retention and throughput, internalisation and student mobility, funding challenges, massification, curricular changes informed by decolonisation, providing epistemological access, and contextual relevance. Continuous changes in the academic landscape and student protests have become a reality of the past two decades. As a result, higher education is considered more stressful as functions are performed in a Volatile, Uncertain, Complex and Ambiguous (VUCA) environment.

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