A comparative study on the levels of anxiety and depression experienced by orphaned and non-orphaned children in Sowetan primary schools
- Authors: Singh, Jaiyendra
- Date: 2018
- Subjects: Orphans - Psychology , Orphans - South Africa - Soweto , Educational counseling - South Africa - Soweto , Anxiety in children - Risk factors , Depression in children - Risk factors
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/286314 , uj:30979
- Description: Ph.D. , Abstract: This research aimed to compare the levels of anxiety and depression in orphaned and non-orphaned children. The study was conducted employing a sequential explanatory mixed method approach including three phases. In phase 1 a quantitative design was employed using the Beck Youth Inventory (BYI-II) to measure and compare the levels of anxiety and depression in orphaned and non-orphaned children. The orphaned children were categorized as single and double orphans. The participants were randomly selected and included 150 learners in the foundation phase and their parents/guardians. Phase 2 was qualitative in nature. In this phase learners, parents/guardians and teachers were purposely selected to gather information that aimed to enquire and explore the risk factors related to anxiety and depression in the non-orphaned and orphaned children, including single and double orphaned children. The quantitative results indicated that in comparison to non-orphaned children, the orphaned children significantly experienced higher levels of anxiety and depression. Further investigations indicated that there was no significant difference in the levels of anxiety and depression experienced by single and double orphaned children. During the second phase of the study, the risk factors that emerged were categorized in the domains of physical, psychological, social, cognitive, behavioural, moral and spiritual development. In addition, a lack of resources and coping skills also emerged as risk factors for the presence of anxiety and depression in orphaned children. Phase 3 included an integrated discussion of the quantitative and qualitative findings. This phase contained the provision of guidelines and the development of worksheets that would assist the Educational Psychologist to provide support to orphaned children who are experiencing high levels of anxiety and depression. The study contributed towards a direct benefit for the participants in creating knowledge preventing the emergence of anxiety and depression in orphaned children.
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- Authors: Singh, Jaiyendra
- Date: 2018
- Subjects: Orphans - Psychology , Orphans - South Africa - Soweto , Educational counseling - South Africa - Soweto , Anxiety in children - Risk factors , Depression in children - Risk factors
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/286314 , uj:30979
- Description: Ph.D. , Abstract: This research aimed to compare the levels of anxiety and depression in orphaned and non-orphaned children. The study was conducted employing a sequential explanatory mixed method approach including three phases. In phase 1 a quantitative design was employed using the Beck Youth Inventory (BYI-II) to measure and compare the levels of anxiety and depression in orphaned and non-orphaned children. The orphaned children were categorized as single and double orphans. The participants were randomly selected and included 150 learners in the foundation phase and their parents/guardians. Phase 2 was qualitative in nature. In this phase learners, parents/guardians and teachers were purposely selected to gather information that aimed to enquire and explore the risk factors related to anxiety and depression in the non-orphaned and orphaned children, including single and double orphaned children. The quantitative results indicated that in comparison to non-orphaned children, the orphaned children significantly experienced higher levels of anxiety and depression. Further investigations indicated that there was no significant difference in the levels of anxiety and depression experienced by single and double orphaned children. During the second phase of the study, the risk factors that emerged were categorized in the domains of physical, psychological, social, cognitive, behavioural, moral and spiritual development. In addition, a lack of resources and coping skills also emerged as risk factors for the presence of anxiety and depression in orphaned children. Phase 3 included an integrated discussion of the quantitative and qualitative findings. This phase contained the provision of guidelines and the development of worksheets that would assist the Educational Psychologist to provide support to orphaned children who are experiencing high levels of anxiety and depression. The study contributed towards a direct benefit for the participants in creating knowledge preventing the emergence of anxiety and depression in orphaned children.
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The perception and experiences of educators on the implementation of whole school development in a disadvantaged school : guidelines for the educational psychologist
- Authors: Singh, Jaiyendra
- Date: 2012-08-15
- Subjects: School improvement programs - South Africa , Educational psychologists - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9333 , http://hdl.handle.net/10210/5773
- Description: M.Ed. , The emergence of South Africa into a democracy has resulted in the development of steps to transform the country's education system. The Department of Education radically shifted the education and vision of the education system after 1994 with a series of new legislation, policy initiatives and intervention strategies for school improvement. Schools have been encouraged to implement school improvement programs and are perceived as being capable of developing and designing their own improvement strategies. However, these strategies are failing in some schools. One of the main reasons for this failure is the misconception that "one size fits all". All schools employ the same intervention strategies. The specific needs of different schools are not considered. Educators are expected to contribute to school improvement through formulating strategic and development plans using programs that do not consider local needs. The Educational psychologist who has an important role to play in whole school development has been excluded from the process. This research focused on the perception of educators in respect of the implementation of whole school development in a disadvantaged school. The purpose of this study was to understand the educator's experience of the implementation of whole school development and the impact it had on the school. Furthermore, guidelines for the Educational psychologist in the implementation process were described. The methodological format used to achieve the research aim was a generic qualitative study. The qualitative design allowed for the process of describing teacher perceptions and experiences of the implementation of whole school development in a disadvantaged school. It accommodated the explorative nature of the research and allowed for rich interpretive descriptions of the process. The research was limited to a single school as the scope of the research allowed for only one school to be purposefully selected for the study. The researcher collected data using multiple means of data collection, namely, observation, documents and interviews. Data was coded into manageable units and into themes. The themes were then clustered into regularly occurring patterns for consolidation. Interpretations were then made which led to the research conclusions. The findings of the study described the educator's perceptions and experiences of whole school development as a process for school improvement. The perceptions and experiences of educators suggest that the participants had a limited understanding of the concept of whole school development. The educators experienced a fragmented implementation process. The facilitators and educators lacked qualities and skills as agents of change. The lack of support to educators resulted in emotional turmoil. The study concluded that many of the qualities and skills needed to facilitate the implementation of whole school development are within the scope of educational psychology. Thus, guidelines for the educational psychologist that would support educators in the implementation of whole school development were developed.
- Full Text:
- Authors: Singh, Jaiyendra
- Date: 2012-08-15
- Subjects: School improvement programs - South Africa , Educational psychologists - South Africa
- Type: Mini-Dissertation
- Identifier: uj:9333 , http://hdl.handle.net/10210/5773
- Description: M.Ed. , The emergence of South Africa into a democracy has resulted in the development of steps to transform the country's education system. The Department of Education radically shifted the education and vision of the education system after 1994 with a series of new legislation, policy initiatives and intervention strategies for school improvement. Schools have been encouraged to implement school improvement programs and are perceived as being capable of developing and designing their own improvement strategies. However, these strategies are failing in some schools. One of the main reasons for this failure is the misconception that "one size fits all". All schools employ the same intervention strategies. The specific needs of different schools are not considered. Educators are expected to contribute to school improvement through formulating strategic and development plans using programs that do not consider local needs. The Educational psychologist who has an important role to play in whole school development has been excluded from the process. This research focused on the perception of educators in respect of the implementation of whole school development in a disadvantaged school. The purpose of this study was to understand the educator's experience of the implementation of whole school development and the impact it had on the school. Furthermore, guidelines for the Educational psychologist in the implementation process were described. The methodological format used to achieve the research aim was a generic qualitative study. The qualitative design allowed for the process of describing teacher perceptions and experiences of the implementation of whole school development in a disadvantaged school. It accommodated the explorative nature of the research and allowed for rich interpretive descriptions of the process. The research was limited to a single school as the scope of the research allowed for only one school to be purposefully selected for the study. The researcher collected data using multiple means of data collection, namely, observation, documents and interviews. Data was coded into manageable units and into themes. The themes were then clustered into regularly occurring patterns for consolidation. Interpretations were then made which led to the research conclusions. The findings of the study described the educator's perceptions and experiences of whole school development as a process for school improvement. The perceptions and experiences of educators suggest that the participants had a limited understanding of the concept of whole school development. The educators experienced a fragmented implementation process. The facilitators and educators lacked qualities and skills as agents of change. The lack of support to educators resulted in emotional turmoil. The study concluded that many of the qualities and skills needed to facilitate the implementation of whole school development are within the scope of educational psychology. Thus, guidelines for the educational psychologist that would support educators in the implementation of whole school development were developed.
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