Browsing by Author "Swartbooi, Cindy"

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    Adolescents’ perceptions of health and well-being: Influences of urban contemporary music
    (National Inquiry Services Centre, 2016) Swartbooi, Cindy; Savahl, Shazly; Isobell, Deborah; Khan, Gadija; Wagenaa, Cassandra
    The study aimed to explore adolescents’ perceptions of how urban contemporary music influences health and well-being among them. Data on health and well-being effects of music consumption were gathered from a convenience sample of 16 participants (male = 50%, females = 50%) between the ages of 15 and 17 in a series of two focus group interviews. The data were analysed using thematic analysis. Findings suggest the adolescents to perceive both positive and negative influences of contemporary music on their health and well-being. Positive influences included emotional well-being and sense of social belongingness. Negative influences included promotion of risky behaviours, including substance use, misogyny, sexual behaviour and violence. The findings suggest that urban contemporary music serves as a tool of normalisation as well as a catalyst for encouraging risky behaviour in adolescence.
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    “I just kept quiet”: Exploring equity in a service-learning programme
    (International Association for Research on Service-Learning and Community Engagement (IARSLCE), 2016) Bheekie, Angeni; Van Huyssteen, Mea; Rae, Nicolette; Swartbooi, Cindy
    Social justice underpins the sustainable development goal of health for all. In developing countries, social injustices are particularly severe and widespread, demanding critical and immediate attention. This article describes a qualitative, descriptive study that investigated pharmacy students’ responses to incidents of social injustice following their service-learning experiences in public-sector primary healthcare facilities in Cape Town, South Africa. Data were gathered from written reflection reports and then thematically analyzed using the pedagogy of discomfort as an interpretive framework. Themes were categorised according to students’ habitual responses to incidents of social injustice, how they interpreted their responses, and how they could promote social justice in the workplace as future healthcare professionals. Findings demonstrated students’ inability to take action and revealed that silence was the most common response to incidents of discrimination. These results highlight the ways in which the structural constraints of the societal status quo can perpetuate inequity. Study limitations include bias from students self-reports and their narrow understanding of structural barriers in the work-place. Intergenerational dialogue and advocacy is crucial across South African higher education to understand widespread social injustices. Embedding a critical approach to service-learning in the African context needs exploration.