Philosophiae Doctor - PhD (Psychology)

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Adolescent substance use: The development and validation of a measure of perceived individual and contextual factors
(2014) Florence, Maria Ann; Mwaba, K; Koch, S.E
The purpose of the study was to gather validity evidence for a South African developed instrument designed to measure individual and contextual factors associated with adolescent substance use in low socio-economic status communities in the Western Cape, South Africa. Studies report high rates of substance use in these communities. This possibly points towards the impact of typical post-apartheid contextual factors on the development of adolescent substance use. The South African Substance Use Contextual Risk Questionnaire (SASUCRQ) measures adolescents’ subjective experiences of their own psycho-social and their communities’ functioning.
Black, South African, lesbian: Discourses of invisible lives
(University of the Western Cape, 1997) Potgieter, Cheryl-Ann; Strebel, Ann Marie; Dept. of Psychology; Faculty of Community Health and Sciences
The main aim of the present study is to undertake an examination of the discourses regarding lesbianism as produced by a group of black South African lesbians.
Bridging the divide: An exploration of Jungian psychoanalysis and African healing practices and implications for a south African psychology
(2005) Marks, Lynne; Naidoo, Pamela
There has recently been a lot of interest in the role of traditional healers in various cultures. This study explores the merit of an integrative approach between western based psychological practices in South Africa and what is known as traditional African healing. In order to do so, this study aims to present the epistemological views of Jungian analytical theory and African healing practices. The purpose is to ascertain whether or not there are sufficient commonalities to allow for relatedness between these two worlds. Jungian analytical thought and practice is reviewed with particular reference to the collective unconscious, archetypes, complexes and dream interpretation as a pathway to individuation. The traditional healer's pervasive role within the context of the African cosmology is explored with particular reference to the understanding of the role of the ancestors, the causes of illnesses and the use of dreams, symbols and rituals in the healing process. The importance of the sacred in both healing modalities is presented. The study employs a qualitative research design with the phenomenological approach as an example of one of the traditions of this design. Interviews with five traditional healers comprise the data for the study. The data is analyzed according to the procedure recommended by Moustakas (1994). The interviews focused specifically on eliciting information regarding the calling and the training process of the traditional healer. It is proposed that the two approaches to healing investigated in this study present possible mechanisms to bridge the divide between the westernized approaches to healing and that of the non-technical practitioner. It is further proposed that this will have implications for the broadening of the training and implementation of psychology in South Africa today.
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.
Developing predictive models for depression and risktaking behavior among people living with HIV and AIDS (PLWHA): A focus on the construction of the Self and Implicative Dilemmas
(University of the Western Cape, 2016) Hoosain, Naeema Yusuf; Naidoo, Pamela
Due to the chronicity of the HIV infection, substantial changes may occur in the life of people living with HIV and AIDS (PLWHAs), emerging new needs must be understood and dealt with, enhancing the already existing ones. Understanding the self-concept of PLWHAS is essential and was situated within Kellys Personal Construct Theory. Increased self-concept makes the individual living with HIV perceive him/herself in a positive way; on the other hand, those with affected self-concept and implicative dilemmas may see themselves as more limited and discouraged, with great implications for mental health. Given the circumstances, the present study aims were to evaluate the sociodemographic, disease, psychosocial factors, as well as cognitive factors such as self-concept and implicative dilemmas and to relate it to depression and risk-taking behaviours in PLWHAs. This quantitative study administered a battery of questionnaires namely, the 1.) Personal and Demographic Questionnaire, 2.) Beck's Depression Inventory (BDI-II), 3.) Hospital Anxiety and Depression Scale (HADS), and the Repertory Grid to 142 adults living with HIV and AIDS who were attending a public health clinic in a resource-constrained area in the Cape Metropole Region.
The development of a university-based sex counselling programme in the age of AIDS.
(University of the Western Cape, 1993) Nicholas, Lionel John; Cooper, Sathasivan
The sexual behaviours, attitudes, beliefs and communication of 1896 black first-year university students were examined by means of a structured questionnaire for their contribution to the development of a university-based sex counselling programme. The areas of sexuality investigated included intra-familial communication about contraception and sexuality, belief in sex myths, knowledge of and myths about AIDS and the manner of acquisition of sex knowledge. The results of this study are consistent in reflecting much greater deficits in the knowledge of respondents about sexuality than encountered in the literature. Statistically significant gender differences were found for intra-familial communication about contraception, prejudice towards AIDS victims, knowledge of the modes of HIV infection, prejudice towards homosexuals, belief in myths about sexuality, age at which sex information was acquired, the preferred source of information about sexuality, attitude towards pre-marital intercourse, experience of pre-marital intercourse, belief about the acceptability of abortion, experience of pre-marital intercourse and worry about masturbation. No gender differences were found for belief in myths about high-risk AIDS infection, exposure to sex information within educational institutions and approval of sex education. The statistically significant gender differences which were found for most of the questionnaire items reflect the different sexual socialization experiences of respondents. Male and female students may therefore require counselling interventions geared to their respective needs Concern about AIDS has become central to university student sexual behaviour as well as protection against rape and sexual harassment and male responsibility for contraception. All campus counsellors will eventually experience the impact of AIDS and other sexually·transmitted diseases in their sessions with clients. Sexual harassment, rape, contraceptive failure and abortion will also increasingly impact on counselling sessions and require the university-based counsellor's involvement in broader university-wide prevention programmes as well as group based interventions. The development of a university-based sex counselling programme requires comprehensive interventions ranging from individual counselling to human sexuality courses. An awareness of the high profile sexuality problems as perceived by students, is essential for the development of preventive programmes at the group and academic class level as well as at the level of inf luencing uni versi ty policy. Knowledge of the merits of different theoretical positions and interventions for particular sexual problems is crucial for counselling intervention or referral. A systemic model of intervention for sexuality problems is proposed. The task of university-based sex counselling programmes is made more onerous by the paucity and ineffectiveness of sex information students are exposed to, the lack of sex education in the schools and the inadequate quality and degree of intrafamilial communication about sexuality. A significant proportion of respondents engage in pre-marital sexual intercourse without the benefit of adequate sex knowledge. The results of this study emphasize the need for research on the sexuality of, black South Africans, the particular vulnerabilities of first-year university students to sexuality problems and the dire need for structured sex education programmes at school as well as university.
Discourses of heterosexual subjectivity and negotiation
(University of the Western Cape, 1999) Shefer, Tamara; Strebel, Ann-Marie
It is widely acknowledged that there are problems with the way in which heterosexual relationships are negotiated. A critical focus on heterosexuality has been particularly stimulated by feminist discourse on gender power relations and the global imperative to challenge HIV infection. In the South African context there has been a growing emphasis on researching and educating about (hetero)sexuality, particularly in the wake of the continued increase in HIV prevalence rates which are highest among young, black South Africans. A handful of South African studies point to the widespread nature of coercive sexuality characterised by male dominance and female submission and a lack of negotiation in respect of safe sex and sexual pleasure. This study addresses the realm of the negotiation of heterosexuality among black South African students at the University of the Western Cape (UWC), Cape Town. In the study, negotiation refers to two interrelated aspects: the negotiation of heterosexual subjectivity; and the negotiation of heterosexual sexuality (heterosex). The study is underpinned by a feminist poststructuralist conceptual framework and discourse analytic methodology which draws on qualitative methodologies, feminist approaches to research and discourse analysis. Three different methods were utilised to gather data: focus groups, a free-association questionnaire and written autobiographical essays. Participants of the study included psychology second and third year students at the UWC who were predominantly young (mean age of 23.3 years), black, of Christianity-related religious affiliation and non-English first language speakers. A discourse analysis together with an ethnographic analysis was carried out on the data which yielded a wide range of discursive themes on gender and heterosex. In looking at the negotiation of heterosexual subjectivities, there are vast differences in the experiences of'becoming' women and men: notably, puberty and menstruation are central in the construction of femininity and female sexuality, which are interwoven with each other in the construction of women as vulnerable, passive and restrained; on the other hand, boy's/men's subjectivities are centred about sexual agency and activity, competition and physical and mental 'hardness'. Nonetheless these rigidly divergent experiences of gendered heterosexualisation are also punctuated by resistance, ambivalence and contradiction, particularly in women's accounts. It is suggested that the difficulties involved in 'achieving' femininity for women may be implicated in their continued investment in these subjectivities in their contemporary contexts. In talk on negotiating heterosex, two central clusters of discourse emerge: discourses of difference, in which inevitable, essential (either biological or cultural) and incommensurable differences are assumed, Jr rationalised and reproduced by participants; discourses of power, resistance and change which draw on alternative discourses such as the feminist critique of male power, and also speak of and call for change. Central within all of these discourses is the virtual invisibility of a positive language to speak of women's sexuality and desires, which has as its underside a lack of alternative discourses on masculinity and male sexuality, in particular the absence of a positive discourse on men's vulnerability, non-sexual intimate desires, lack of sexual desire and resisting of power. The thesis suggests, on the basis of poststructuralist theories of change, that given the presence of challenging and contradictory discourses, subversive subjectivities and silences, there is potential for change. It is argued that educational and political interventions need to acknowledge and work with these spaces for change within the broader framework of challenging the underlying hierarchical binarism of sexual difference, upon which the problematic and unequal negotiation of heterosex is founded.
Discourses of heterosexual subjectivity and negotiation
(University of the Western Cape, 1999) Shefer, Tamara; Strebel, Ann Marie; Foster, Don; Dept. of Psychology; Faculty of Community and Health Sciences
It is widely acknowledged that there are problems with the way in which heterosexual relationships are negotiated. A critical focus on heterosexuality has been particularly stimulated by feminist discourse on gender power relations and the global imperative to challenge HIV infection. In the South African contextthere has been a growing on researching and education about (hetero)sexuality, particularly in the wake of the continued increase in HIV prevalence rates which are highest among young black, South Africans.
Discourses on Racism
(University of the Western Cape, 1993) Duncan, Norman. T.F; Cooper, Saths
A central aim of this study is to examine the meanings which (i) a group of South African psychologists and (ii) a group of Black parents give to racism in their discourses and how these meanings are linked to existing relations of domination. To this end the discourses on racism produced by the former in various journal articles and the latter in various group discussions are submitted to analysis. The study basically utilizes the following working hypotheses as its point of departure: (i) that the discourses produced by the group of psychologists - in so far as they could broadly be seen as being representative of prevailing dominant discourses - would, to varying degrees, reflect attempts to legitimate and reinforce the relations of domination which the ideology of racism entails; and (ii) that despite certain similarities between . dominant group discourses and dominant group discourses on racism, the latter's discourses would, to varying degrees, be the site of resistance against dominant group discourses as well as against their domination. The findings of the study seem to support the basic postulates contained in the two working hypotheses presented above. More specifically, the analysis of the discourses collected reveals (i) that, though ostensibly very disparate, the discourses produced by the group of psychologists, by and large, appear to justify and dissimulate the asymmetric relations of power which the ideology of racism maintains; and (ii) that despite the similarities between dominant group and dominated group discourses the latter, in a variety of ways, undermine the ideology of racism as well as dominant group discourses on the ideology. The study concludes with an examination of the suggestions emerging from the discourses analyzed ,regarding how racism as it manifests itself in South Africa can be combatted and eliminated.
The effect of the circle of security parenting programme on parental self-efficacy and internalising behaviours in children
(University of Western Cape, 2019) Rose, Jenny Lee; Roman, Nicolette V.; Mwaba, Kelvin
Early Childhood development is an important phase of development, wherein the trajectory of the child’s life can potentially be determined. However, not all children experience positive outcomes, and many present with psychopathology. In particular, psychopathology in children will manifest as either externalizing behaviours or internalising behaviours. The treatment of internalising disorders becomes increasingly complex, as there isn’t always outward behaviour to give evidence to the inward difficulties. Literature amplifies the importance of the role of the parent in ensuring the well-being of the child and in working towards healthy developmental outcomes.
Establishing a psychosocial and needs profile of first generation undergraduate students at an identified historically disadvantaged institution
(University of the Western Cape, 2022) Pienaar, Mariska; Padmanabhanunni, Anita
Following the dismantlement of the racial segregationist apartheid system and the establishment of a democratic republic, South Africa embarked on education policy reform that established a mandate to increase access to higher education for previously disadvantaged groups. This has led to an increase in first-generation students at South African higher education institutions. Despite suggestions from the international literature of associations between first-generation status, attrition, and poorer academic performance among first-generation students compared to their continuing-generation peers, there is a paucity of South African literature on this student population.
Evaluation of a bullying prevention programme at selected schools in the Western Cape Province – the Olweus approach
(University of the Western Cape, 2015) Matthews, Brenda Marian Frederica; Naidoo, Pamela; Mwaba, Kelvin
The study aimed to pilot-test the effectiveness of the Olweus Bullying Prevention Intervention Programme (OBPP) at two selected primary schools in the Western Cape; and to compare the differences in reported incidents of bullying between the control schools (CSs) and intervention schools (ISs), after the OBPP intervention. On the basis of these aims, the stated objectives were to measure bullying behaviour for pre-test and post-test comparisons with the CSs after the implementation of the OBPP at the ISs; and to investigate the effectiveness of the OBPP by comparing the ISs and CSs for programme targets. Three main hypotheses were formulated and tested, including: (1) There is no statistically significant difference in the mean rank of learners’ exposure to various types of bullying, characteristics (grade level and gender) of the perpetrator, locations of where the bullying occurred, disclosure of the bullying incident, participants’ and peers’ feelings of support, reactions and attitudes when experiencing or witnessing a bullying incident, parents’ and teachers’ reactions and efforts to support and protect victims and participants’ reports of satisfactory schooling environments at the ISs and CSs before and after intervention; (2) There is no statistically significant difference in mean rank of learners’ exposure to various types of bullying, characteristics (grade level and gender) of the perpetrator, locations of where the bullying occurred , disclosure of the bullying incident, participants’ and peers’ feelings of support, reactions and attitudes when experiencing or witnessing a bullying incident, parents’ and teachers’ reactions and efforts to support and protect victims and participants’ reports of satisfactory schooling environments between females’ and males’ reports before and after intervention; (3)There is no statistically significant difference in mean rank of learners’ exposure to various types of bullying, characteristics (grade level and gender) of the perpetrator, locations of where the bullying occurred , disclosure of the bullying incident, participants’ and peers’ feelings of support, reactions and attitudes when experiencing or witnessing a bullying incident, parents’ and teachers’ reactions and efforts to support and protect victims and participants’ reports of satisfactory schooling environments between females’ and males’ at the ISs and CSs before and after intervention. In order to provide the relevant theoretical orientations to the study, the Olweus Approach, served as a framework for investigating the prevalence and extent of bullying in the selected schools, while Bronfenbrenner’s Ecological theoretical framework was used to inform the study. In order to reach these objectives, a quantitative method using a questionnaire to collect data and a quasi-experimental design with intervention (ISs) and control (CSs) groups was used. The following are the main findings in terms of tested hypotheses: Firstly, there is a positive statistically significant difference concerning the CSs variables that include peer support toward bullying (school 2 and 4) where females represented higher mean ranks than males at school 2 and males were represented by higher mean ranks compared to females for school 4. Furthermore, for the variables peer attitudes toward bullying (school 4) and reported satisfactory schooling environments (school 4), more females than males attested for both. This suggests a favourable effect without the intervention. Furthermore, there is a statistically significant difference concerning the ISs variables that include characteristics (grade level and gender) of the perpetrator (school 1), disclosure of the bullying incident (school 1), peer reaction and attitudes toward bullying (school 1), parents’ and teachers’ reactions and efforts to support and protect victims against bullying (school 1 & 3), class teacher efforts to support and protect victims of bullying (school 1) as well as reported satisfactory schooling environments ( school 1). Secondly, it is noteworthy that for all the variables that presented statistically significant differences between females and males at baseline and follow up for the ISs – on average more females compared to males attested to this. Finally, statistically significant differences in terms of overall positive improvements i.e. N=200 that reported been bullied at baseline, was highlighted at only one of the ISs (school 1). Variables in this regard, included exposure to various types of bullying, characteristics (grade and level) of the perpetrator, disclosure of the bullying and reports of having a satisfactory schooling environment and noteworthy is that more males than females attested to be exposed to various types of bullying. These findings confirmed that the implementation of the OBPP has shown to be an effective programme at instilling an anti-bullying culture in terms of the named variables. The study therefore recommends, among others, that schools address existing bullying behaviour and prevent further bullying by building and enhancing existing connections between itself and the community which it serves; that the staff as a whole sets the standards of advocating an anti-bullying culture; and that teacher training colleges and universities offer the guidelines of the OBPP as a part of the students’ curriculum requirements.
Experiences of interpersonal relationships, stress and coping amongst adolescents who report substance use
(University of Western Cape, 2021) Gadija, Khan; Naidoo, Pamela
Adolescence, a critical developmental period, requires a certain level of adjustment and may negatively impact youth psychosocial development. Unsurprisingly, adolescent substance use continues to be a major public global health concern. Additionally, some adolescents are immersed in various interpersonal relationships and exposed to various stressors daily, which may affect their psychological well-being and developmental trajectories. This research aimed to explore the experiences of interpersonal relationships, stress and coping, and determine substance use patterns, symptoms of two common mental disorders (depression and generalized anxiety) amongst adolescents who report using substances (legal and illegal) in low-income communities in South Africa by employing Bronfenbrenner’s bio-ecological theory and the person-process-context-time model as a theoretical lens.
Exploring a bio-psychological intervention for painful diabetic neuropathy
(University of Western Cape, 2021) Adzika, Vincent Agbemenya; Pedro, Athena
Painful diabetic neuropathy (PDN) is a major clinical manifestation of diabetes associated with damage to the nerves. The etiology and prognosis of PDN is multi-dimensional, needing a multi-faceted approach for management. The chronic pain associated with PDN is considered a painful crises that involves psychological complications in addition to the mere sensations. A repeated attempt to solve the problem of pain from a biomedical perspective has resulted in a cycle of low health quality of life, sleep disturbance, depression, anxiety and pain catastrophizing. An effective treatment of PDN would require pharmacotherapies supplemented by non-pharmacological approaches like cognitive behavioural therapy (CBT) and hypnosis (HYP).
Exploring intrinsic religiosity as a means to militate against risky sexual behaviour in adolescents from Christian faith-based schools
(University of Western Cape, 2021) Bomester, Olivia; Pedro, Athena
Adolescent sexual development forms a crucial role in the process of identity formation and the establishment of healthy romantic and social relationships. However, some adults are uncomfortable with the notion of adolescent sexuality, and would choose to remain in a state of denial or ignorance. It is pivotal that adults address the topic of adolescent sexuality. Numerous adolescents are not adequately guided by parents, educators, and church leaders. Hence, their lack of basic sexual knowledge or simply having erroneous ideas appertaining to sexuality may cause them to make very unwise sexual decisions. A number of adolescents routinely engage in behaviours that unknowingly put their health at risk. Amongst South African adolescents, sexual risk-taking behaviours including early coitarche, unprotected sex, multiple sex-partners and low contraceptive use are quite common.
A history of the organizational development of the Seventh-Day Adventist Church amongst the Coloured community in South Africa 1887-1997
(University of the Western Cape, 2010) du Preez, Gerald T.; Lawrie, Douglas; Dept. of Religion and Theology; Faculty of Arts
The Seventh-day Adventist Church in South Africa was planted towards the end of the 19th century. Within less than forty years after its inception, a separate Coloured department developed. This was not to be the last organizational development impacting upon the Coloured community within the Church. The problem that this study will seek to address is: "What factors contributed to the different organizational phases that the predominantly 'coloured' section of the Seventh-day Adventist Church in South Africa underwent between 1887 and 1997?" It will examine particularly the role and impact of racism on the various organizational phases.
How the experiences of Infertility and In Vitro Fertilization and Embryo Transfer (IVF -ET) are understood by South African women attending fertility clinics
(University of the Western Cape, 2008) Pedro, Athena; Mwaba, Kelvin
Infertility is currently a serious problem that is escalating, not only in South Africa, but also worldwide. In Cape Town, a culturally diverse, urban community of approximately 1000 couples are referred to the Groote Schuur Hospital Infertility Clinic annually. Although infertility is primarily regarded as a medical condition, the treatments have emotional effects on infertile couples due to the recurring highs and lows that often accompany treatments. This study aimed to qualitatively explore and understand the emotional and psychological experiences of infertility and its treatments (specifically In Vitro Fertilisation and Embryo Transfer). Social constructionism is based on the premise that realities are not constructed in a vacuum but rather undergo a process whereby the subjective and inter-subjective experiences over time and through cultural processes come to be regarded as truths. These truths become internalised and function as lenses through which we see ourselves, compose and invent ourselves accordingly, making sense of what would otherwise have been chaotic and meaningless experiences. Additional aims were to examine women's experiences of infertility care whilst undergoing treatment and describe their experiences of coping with infertility and In Vitro Fertilisation and Embryo Transfer (IVF-ET). Semi-structured, in-depth individual interviews were conducted with 21 women presenting with primary infertility at a fertility clinic. This study utilised an ethnographic case study design. The results of the study suggested that women perceived themselves as not conforming to a dominant belief system that promotes motherhood as the most important role for women. The women described their 'failure' to fulfill socio-cultural expectations as emotionally turbulent. Some of the psychological responses to infertility included feelings of disappointment, shock, denial, devastation, anger, frustration, sadness, inadequacy, poor self-image and self-esteem. The women's personal accounts of their experiences of In Vitro Fertilisation and Embryo Transfer (IVF-ET) revealed that they found the treatment to be highly stressful, with emotional bouts of anxiety, nervousness, excitement and optimism. A psychological synopsis of infertility and IVF-ET is presented. This diagrammatic representation shows the intensity of the emotional rollercoaster that infertility and IVF-ET presents. The findings in this study suggest the need for the incorporation of presented. This diagrammatic representation shows the intensity of the emotional rollercoaster that psychosocial intervention into infertility management. Greater attention to the psychological and emotional repercussions of infertility treatment could lead to a more personalised approach which, in turn, would optimise patient satisfaction and also prepare couples for the demands of the program by informing them about better ways of coping.
How the experiences of Infertility and In Vitro Fertilization and Embryo Transfer (IVF -ET) are understood by South African women attending fertility clinics.
(University of the Western Cape, 2008) Pedro, Athena; Mwaba, K
Infertility is currently a serious problem that is escalating, not only in South Africa, but also worldwide. In Cape Town, a culturally diverse, urban community of approximately 1000 couples are referred to the Groote Schuur Hospital Infertility Clinic annually. Although infertility is primarily regarded as a medical condition, the treatments have emotional effects on infertile couples due to the recurring highs and lows that often accompany treatments. This study aimed to qualitatively explore and understand the emotional and psychological experiences of infertility and its treatments (specifically In Vitro Fertilisation and Embryo Transfer). Social constructionism is based on the premise that realities are not constructed in a vacuum but rather undergo a process whereby the subjective and inter-subjective experiences over time and through cultural processes come to be regarded as truths. These truths become internalised and function as lenses through which we see ourselves, compose and invent ourselves accordingly, making sense of what would otherwise have been chaotic and meaningless experiences. Additional aims were to examine women's experiences of infertility care whilst undergoing treatment and describe their experiences of coping with infertility and In Vitro Fertilisation and Embryo Transfer (IVF-ET). Semi-structured, in-depth individual interviews were conducted with 21 women presenting with primary infertility at a fertility clinic. This study utilised an ethnographic case study design. The results of the study suggested that women perceived themselves as not conforming to a dominant belief system that promotes motherhood as the most important role for women. The women described their 'failure' to fulfill socio-cultural expectations as emotionally turbulent. Some of the psychological responses to infertility included feelings of disappointment, shock, denial, devastation, anger, frustration, sadness, inadequacy, poor self-image and self-esteem. The women's personal accounts of their experiences of In Vitro Fertilisation and Embryo Transfer (IVF-ET) revealed that they found the treatment to be highly stressful, with emotional bouts of anxiety, nervousness, excitement and optimism. A psychological synopsis of infertility and IVF-ET is infertility and IVF-ET presents. The fmdings in this study suggest the need for the incorporation of presented. This diagrammatic representation shows the intensity of the emotional rollercoaster that psychosocial intervention into infertility management. Greater attention to the psychological and emotional repercussions of infertility treatment could lead to a more personalised approach which, in turn, would optimise patient satisfaction and also prepare couples for the demands of the program by informing them about better ways of coping.
Ideological Constructions of Childhood
(University of the Western Cape, 2010) Savahl, Shazly; Malcolm, Charles; Slembrouk, Stef; September, Rose; Dept. of Psychology; Faculty of Arts
The theoretical conceptualisation of children and childhood in the social sciences has traditionally been aligned to developmentalism and Socialisation theory. It is essentially this theoretical orientation that has spawned contemporary social discourses on children and childhood. Within this framework, children are typically perceived as immature, irrational, incompetent, asocial and acultural and have consequently contributed to the social and political marginalisation of children. Recent theorists have shown, through a process of deconstructing dominant scientific discourses on childhood, how the concept functions ideologically to establish taken-for-granted meanings about children. The present study is attempting to explore the ways in which children themselves construct and mobilise meanings of childhood. Using the social constructionist theoretical framework as a point of departure, the primary aim of the study is to explore the extent to which the meanings that children assign to ‘childhood’ are ideologically configured. More specifically, using the concept of well-being as a hermeneutic key, the study examines how children use specific discursive resources and repertoires to assign meaning to ‘childhood’. It is essentially offering an ideological analysis through an elucidation of the existing power relations between children and society and how these relations are perpetuated and manifested in children’s discourses. At the methodological level, the study is premised on working from the perspectives of children, thereby advancing a child participation framework. Key epistemological and methodological questions are explored with specific reference to the role of the child participation model as the methodological point of departure. A qualitative methodological approach is followed using focus groups as the data collection method. A series of focus groups was conducted with 56 thirteen year old children, from urban and rural geographical locations in the Western Cape. Thompson’s (1990) depth hermeneutics, which provides a critical and systematic interpretive framework for the analysis of ideological constructions, was utilised within a discourse analysis framework to analyze and interpret the findings. The key finding of the study was that the meanings that children assign to childhood are ideologically configured. The essence of this configuration is adult society’s mobilization and control of the meanings of childhood, which functions to maintain relations of domination. The outcome of this on children’s meaning assignation and constructions of childhood is characterized by a consensus/contestation dichotomy as children appear to both accept and resist the ideology. This emerges at the intrapersona level (within the consciousness of children), the interpersonal level (between children) and societal level (between children and adult society). The study concludes by advancing the notion that childhood should be conceived of as an ideological configured construction, and not merely as a discursive construction, functioning within various social contexts. Thus, the meanings of childhood, whether constructed by, or present in discourses, cannot be independent from the ideologically configured social, historical and material structures. It is believed that this theoretical maneuver will bring theories of childhood into better alignment with practical actions resulting in opportunities for intervention, services, monitoring and research initiatives, as well as policy development and implementation, aimed at improving child and youth wellness.
The impact of repeated mild traumatic brain injuries (concussions) on the cognitive and academic functioning of early adolescent rugby union players: A controlled, longitudinal, prospective study
(University of the Western Cape, 2007) Alexander, Debbie; Malcolm, Charles; Dept. of Psychology; Faculty of Community and Health Sciences
This study investigated, within the context of Brain Reserve Capacity (BRC) theory, whether repeated concussions resulted in residual deficits in cognitive and academic functioning of early adolescent rugby players relative to non-contact sports controls.

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