Black adolescents and domestic violence : an exploratory study using solution focused group therapy
- Authors: Diale, Boitumelo Molebogeng
- Date: 2012-02-27
- Subjects: Black youth mental health , Abused teenagers , Family violence , Victims of family violence , Abused teenagers treatment , Solution focused therapy , Group psychotherapy
- Type: Mini-Dissertation
- Identifier: uj:2074 , http://hdl.handle.net/10210/4421
- Description: M.Ed. , South Africa has been rated amongst the world's most violent societies. Most women and children of all races and income level are victims of violence from their partners or parents. There is a widespread recognition that domestic violence represents one of the major causes of stress in modem social experience. There is, however, a large gap in our knowledge about the adolescents' views and experiences of domestic violence in South Africa. The focus in many studies has been mainly on women's experiences of domestic violence. For this reason the focus of the present research is to explore a way in which these adolescents can be helped to deal with their experiences of domestic violence. An assumption is made that Solution Focused Group Therapy would go a long way to rectify some of the problems facing Black adolescents in our communities. This is evident in the fact that many Black people are not exposed to therapy, or if exposed never go for therapy on issues such as domestic violence and abuse due to cultural beliefs. The research explores Solution Focused Group Therapy as a therapeutic approach that is brief, cost effective and possibly relevant to Black adolescents as its focus is on solutions rather than on problems. This study utilized the generic qualitative methods based on the exploratory paradigm. A case study of three Black adolescents, one boy and two girls, who have experienced domestic violence was used. The research found three main themes namely 1) the adolescents' attitudes towards therapy; 2) the adolescents' experiences of domestic violence; and finally 3) how adolescents related to Solution Focused Group Therapy. Findings revealed Solution Focused Group Therapy as best suited for black adolescents. However, Solution Focused techniques had to be adjusted to fit with the African culture of collectivism. An important contribution of this study was the information obtained which provided a new perspective on domestic violence in Black communities and the value of group therapy for Black adolescents. The information, which has emerged from this study, may be useful for psychologists working with Black adolescents.
- Full Text:
- Authors: Diale, Boitumelo Molebogeng
- Date: 2012-02-27
- Subjects: Black youth mental health , Abused teenagers , Family violence , Victims of family violence , Abused teenagers treatment , Solution focused therapy , Group psychotherapy
- Type: Mini-Dissertation
- Identifier: uj:2074 , http://hdl.handle.net/10210/4421
- Description: M.Ed. , South Africa has been rated amongst the world's most violent societies. Most women and children of all races and income level are victims of violence from their partners or parents. There is a widespread recognition that domestic violence represents one of the major causes of stress in modem social experience. There is, however, a large gap in our knowledge about the adolescents' views and experiences of domestic violence in South Africa. The focus in many studies has been mainly on women's experiences of domestic violence. For this reason the focus of the present research is to explore a way in which these adolescents can be helped to deal with their experiences of domestic violence. An assumption is made that Solution Focused Group Therapy would go a long way to rectify some of the problems facing Black adolescents in our communities. This is evident in the fact that many Black people are not exposed to therapy, or if exposed never go for therapy on issues such as domestic violence and abuse due to cultural beliefs. The research explores Solution Focused Group Therapy as a therapeutic approach that is brief, cost effective and possibly relevant to Black adolescents as its focus is on solutions rather than on problems. This study utilized the generic qualitative methods based on the exploratory paradigm. A case study of three Black adolescents, one boy and two girls, who have experienced domestic violence was used. The research found three main themes namely 1) the adolescents' attitudes towards therapy; 2) the adolescents' experiences of domestic violence; and finally 3) how adolescents related to Solution Focused Group Therapy. Findings revealed Solution Focused Group Therapy as best suited for black adolescents. However, Solution Focused techniques had to be adjusted to fit with the African culture of collectivism. An important contribution of this study was the information obtained which provided a new perspective on domestic violence in Black communities and the value of group therapy for Black adolescents. The information, which has emerged from this study, may be useful for psychologists working with Black adolescents.
- Full Text:
Educational-psychological practice framework for the personal and professional development of life-orientation teachers in the Gauteng Province : a mixed method study
- Authors: Diale, Boitumelo Molebogeng
- Date: 2012-07-31
- Subjects: Educational psychology , Life orientation , Life orientation - Study and teaching , Career development , Curriculum change
- Type: Thesis
- Identifier: uj:8878 , http://hdl.handle.net/10210/5346
- Description: D.Phil. , Since the inception of democracy in 1994 the country’s educational system has radically changed as one reform rapidly succeeded another. The changing curriculum meant an end to the sole emphasis on academic achievement. Instead, the introduction of Life Orientation (LO) meant that schools had to be concerned with the development of the whole person, placing personal and individual needs in a social context to encourage acceptance of diversity and promote the quality of life for all. Whilst the transformation and curriculum changes have brought about a breakthrough in the education system, LO teachers in the Gauteng Province were presented with new challenges as they found themselves faced with multiple moral and emotional problems that learners brought to school and yet they were not professionally prepared for nor were they trained to deal with. Such problems brought about ambiguity and created confusion in their roles, raising personal and professional dilemmas such as their limited knowledge of the curriculum and specific tools and practice skills needed to teach Life Orientation meaningfully. It is in context of the above that I decided to conduct a study focusing on what should be entailed in the personal and professional development (PPD) of LO teachers in the Gauteng province. I also considered how their personal and professional experiences contributed to the meaningful teaching of LO. Furthermore, these experiences would be used to develop an Educational-Psychological Practice Framework for the PPD of LO teachers in the Gauteng Province. LO teachers and provincial coordinators in Gauteng were identified as study participants. A three-phased sequential explanatory mixed methods design was used in this study. Phase one of the study was quantitative in nature and data was collected using a questionnaire distributed to 154 LO teachers in the province. The main aim of this phase was to obtain descriptive data that would be used to enhance the qualitative data in phase two of the study. Of the total distribution, 130 questionnaires were returned and analysed using the SPSS software package. Synopsis vi In phase two of the study a qualitative approach was used with the aim of obtaining LO teachers’ experiences of their personal and professional development. Individual and focus group interviews were held with a total of 18 participants. In addition, two participants took part through creating collages. The study yielded eight themes namely: 1) LO teachers’ life experiences; 2) Attitudes towards LO; 3) LO curriculum delivery; 4) complex roles of LO teachers; 5) essential characteristics of LO teachers; 6) LO teachers’ needs; 7) dealing with challenging social issues; and finally, 8) support circle for LO teachers. In the third phase of the study an educational-psychological practice framework for the personal and professional development of LO teachers in the Gauteng Province was described. Empowerment and support were identified as key aspects of that should be used in the development of LO teachers in the Gauteng province. As such, the Life (L) Orientation (O) Teacher (T) Empowerment (E) and Support (S) practice framework was designed. Subsequently the framework was called the LOTES Practice Framework. The framework comprised of four interrelated systemic levels which relate to specific forms of empowerment and support for LO teachers at each level. Finally, to ensure successful implementation of this practice framework, key role-players for each level were identified and recommendations for the implementation were set out.
- Full Text:
- Authors: Diale, Boitumelo Molebogeng
- Date: 2012-07-31
- Subjects: Educational psychology , Life orientation , Life orientation - Study and teaching , Career development , Curriculum change
- Type: Thesis
- Identifier: uj:8878 , http://hdl.handle.net/10210/5346
- Description: D.Phil. , Since the inception of democracy in 1994 the country’s educational system has radically changed as one reform rapidly succeeded another. The changing curriculum meant an end to the sole emphasis on academic achievement. Instead, the introduction of Life Orientation (LO) meant that schools had to be concerned with the development of the whole person, placing personal and individual needs in a social context to encourage acceptance of diversity and promote the quality of life for all. Whilst the transformation and curriculum changes have brought about a breakthrough in the education system, LO teachers in the Gauteng Province were presented with new challenges as they found themselves faced with multiple moral and emotional problems that learners brought to school and yet they were not professionally prepared for nor were they trained to deal with. Such problems brought about ambiguity and created confusion in their roles, raising personal and professional dilemmas such as their limited knowledge of the curriculum and specific tools and practice skills needed to teach Life Orientation meaningfully. It is in context of the above that I decided to conduct a study focusing on what should be entailed in the personal and professional development (PPD) of LO teachers in the Gauteng province. I also considered how their personal and professional experiences contributed to the meaningful teaching of LO. Furthermore, these experiences would be used to develop an Educational-Psychological Practice Framework for the PPD of LO teachers in the Gauteng Province. LO teachers and provincial coordinators in Gauteng were identified as study participants. A three-phased sequential explanatory mixed methods design was used in this study. Phase one of the study was quantitative in nature and data was collected using a questionnaire distributed to 154 LO teachers in the province. The main aim of this phase was to obtain descriptive data that would be used to enhance the qualitative data in phase two of the study. Of the total distribution, 130 questionnaires were returned and analysed using the SPSS software package. Synopsis vi In phase two of the study a qualitative approach was used with the aim of obtaining LO teachers’ experiences of their personal and professional development. Individual and focus group interviews were held with a total of 18 participants. In addition, two participants took part through creating collages. The study yielded eight themes namely: 1) LO teachers’ life experiences; 2) Attitudes towards LO; 3) LO curriculum delivery; 4) complex roles of LO teachers; 5) essential characteristics of LO teachers; 6) LO teachers’ needs; 7) dealing with challenging social issues; and finally, 8) support circle for LO teachers. In the third phase of the study an educational-psychological practice framework for the personal and professional development of LO teachers in the Gauteng Province was described. Empowerment and support were identified as key aspects of that should be used in the development of LO teachers in the Gauteng province. As such, the Life (L) Orientation (O) Teacher (T) Empowerment (E) and Support (S) practice framework was designed. Subsequently the framework was called the LOTES Practice Framework. The framework comprised of four interrelated systemic levels which relate to specific forms of empowerment and support for LO teachers at each level. Finally, to ensure successful implementation of this practice framework, key role-players for each level were identified and recommendations for the implementation were set out.
- Full Text:
Black adolescents and domestic violence : an exploratory study using solution focused group therapy
- Authors: Diale, Boitumelo Molebogeng
- Date: 2012-09-04
- Subjects: Youth, Black - Mental health - South Africa , Abused teenagers - Mental health - South Africa , Family violence - Psychological aspects , Victims of family violence - South Africa , Abused teenagers - Treatment - South Africa , Solution focused therapy - South Africa , Group psychotherapy - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3504 , http://hdl.handle.net/10210/6893
- Description: M.Ed. , South Africa has been rated amongst the world's most violent societies. Most women and children of all races and income level are victims of violence from their partners or parents. There is a widespread recognition that domestic violence represents one of the major causes of stress in modem social experience. There is, however, a large gap in our knowledge about the adolescents' views and experiences of domestic violence in South Africa. The focus in many studies has been mainly on women's experiences of domestic violence. For this reason the focus of the present research is to explore a way in which these adolescents can be helped to deal with their experiences of domestic violence. An assumption is made that Solution Focused Group Therapy would go a long way to rectify some of the problems facing Black adolescents in our communities. This is evident in the fact that many Black people are not exposed to therapy, or if exposed never go for therapy on issues such as domestic violence and abuse due to cultural beliefs. The research explores Solution Focused Group Therapy as a therapeutic approach that is brief, cost effective and possibly relevant to Black adolescents as its focus is on solutions rather than on problems. This study utilized the generic qualitative methods based on the exploratory paradigm. A case study of three Black adolescents, one boy and two girls, who have experienced domestic violence was used. The research found three main themes namely 1) the adolescents' attitudes towards therapy; 2) the adolescents' experiences of domestic violence; and finally 3) how adolescents related to Solution Focused Group Therapy. Findings revealed Solution Focused Group Therapy as best suited for black adolescents. However, Solution Focused techniques had to be adjusted to fit with the African culture of collectivism. An important contribution of this study was the information obtained which provided a new perspective on domestic violence in Black communities and the value of group therapy for Black adolescents. The information, which has emerged from this study, may be useful for psychologists working with Black adolescents.
- Full Text:
- Authors: Diale, Boitumelo Molebogeng
- Date: 2012-09-04
- Subjects: Youth, Black - Mental health - South Africa , Abused teenagers - Mental health - South Africa , Family violence - Psychological aspects , Victims of family violence - South Africa , Abused teenagers - Treatment - South Africa , Solution focused therapy - South Africa , Group psychotherapy - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3504 , http://hdl.handle.net/10210/6893
- Description: M.Ed. , South Africa has been rated amongst the world's most violent societies. Most women and children of all races and income level are victims of violence from their partners or parents. There is a widespread recognition that domestic violence represents one of the major causes of stress in modem social experience. There is, however, a large gap in our knowledge about the adolescents' views and experiences of domestic violence in South Africa. The focus in many studies has been mainly on women's experiences of domestic violence. For this reason the focus of the present research is to explore a way in which these adolescents can be helped to deal with their experiences of domestic violence. An assumption is made that Solution Focused Group Therapy would go a long way to rectify some of the problems facing Black adolescents in our communities. This is evident in the fact that many Black people are not exposed to therapy, or if exposed never go for therapy on issues such as domestic violence and abuse due to cultural beliefs. The research explores Solution Focused Group Therapy as a therapeutic approach that is brief, cost effective and possibly relevant to Black adolescents as its focus is on solutions rather than on problems. This study utilized the generic qualitative methods based on the exploratory paradigm. A case study of three Black adolescents, one boy and two girls, who have experienced domestic violence was used. The research found three main themes namely 1) the adolescents' attitudes towards therapy; 2) the adolescents' experiences of domestic violence; and finally 3) how adolescents related to Solution Focused Group Therapy. Findings revealed Solution Focused Group Therapy as best suited for black adolescents. However, Solution Focused techniques had to be adjusted to fit with the African culture of collectivism. An important contribution of this study was the information obtained which provided a new perspective on domestic violence in Black communities and the value of group therapy for Black adolescents. The information, which has emerged from this study, may be useful for psychologists working with Black adolescents.
- Full Text:
Relationship of work irrational beliefs with burnout among Nigerian nurses
- Eseadi, Chiedu Eseadi, Diale, Boitumelo Molebogeng, Victor-Aigbodion, Vera, Folorunsho, Raphael Oluwasina Babalola, Uwakwe, Rowland C., Onwuasoanya, Paul N.
- Authors: Eseadi, Chiedu Eseadi , Diale, Boitumelo Molebogeng , Victor-Aigbodion, Vera , Folorunsho, Raphael Oluwasina Babalola , Uwakwe, Rowland C. , Onwuasoanya, Paul N.
- Date: 2020
- Subjects: Work Irrational Beliefs , Burnout , Nigerian Nurses
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/463953 , uj:41424 , Citation: Eseadi, C. et al. 2020. Relationship of work irrational beliefs with burnout among Nigerian nurses. , DOI: https://doi.org/10.37506/ijphrd.v12i1.13878
- Description: Abstract: The objective of this study was to examine the association between work irrational beliefs and each burnout dimension (physical fatigue, cognitive weariness and emotional exhaustion) by treating burnout as a construct that is multidimensional. This cross-sectional, correlational study was completed by a convenience sample of nine hundred and twenty-three Nigerian federal medical nurses. The study data were collected from participating nurses through a 15-item Nurses’ Work-related Irrational Beliefs Questionnaire (NWIBQ) and a 17-item Nurses’ Burnout Questionnaire (NBQ) with three subscales consisting of physical fatigue, cognitive weariness and emotional exhaustion. For analyses of data collected, bivariate correlation and linear regression analyses were conducted at .05 level of significance. The statistical analyses were performed using SPSS software, version 22. Results indicated that work irrational beliefs negatively correlated with physical fatigue (r=-.049, P=.136), cognitive weariness (r= -.025, P=.442) and emotional exhaustion (r=- .051, P=.123) among the nurses. The analyses also confirmed the extent of a direct association between work irrational beliefs and burnout symptoms among the nurses. Given the negative connection of work irrational beliefs with burnout among the nurses, the medical centres should ensure nurses benefit from psychological interventions to eliminate irrational beliefs and burnout issues linked to work.
- Full Text:
- Authors: Eseadi, Chiedu Eseadi , Diale, Boitumelo Molebogeng , Victor-Aigbodion, Vera , Folorunsho, Raphael Oluwasina Babalola , Uwakwe, Rowland C. , Onwuasoanya, Paul N.
- Date: 2020
- Subjects: Work Irrational Beliefs , Burnout , Nigerian Nurses
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/463953 , uj:41424 , Citation: Eseadi, C. et al. 2020. Relationship of work irrational beliefs with burnout among Nigerian nurses. , DOI: https://doi.org/10.37506/ijphrd.v12i1.13878
- Description: Abstract: The objective of this study was to examine the association between work irrational beliefs and each burnout dimension (physical fatigue, cognitive weariness and emotional exhaustion) by treating burnout as a construct that is multidimensional. This cross-sectional, correlational study was completed by a convenience sample of nine hundred and twenty-three Nigerian federal medical nurses. The study data were collected from participating nurses through a 15-item Nurses’ Work-related Irrational Beliefs Questionnaire (NWIBQ) and a 17-item Nurses’ Burnout Questionnaire (NBQ) with three subscales consisting of physical fatigue, cognitive weariness and emotional exhaustion. For analyses of data collected, bivariate correlation and linear regression analyses were conducted at .05 level of significance. The statistical analyses were performed using SPSS software, version 22. Results indicated that work irrational beliefs negatively correlated with physical fatigue (r=-.049, P=.136), cognitive weariness (r= -.025, P=.442) and emotional exhaustion (r=- .051, P=.123) among the nurses. The analyses also confirmed the extent of a direct association between work irrational beliefs and burnout symptoms among the nurses. Given the negative connection of work irrational beliefs with burnout among the nurses, the medical centres should ensure nurses benefit from psychological interventions to eliminate irrational beliefs and burnout issues linked to work.
- Full Text:
Predictive power of demographic factors over nurses' work stress and burnout
- Eseadi, Chiedu, Folorunsho, Raphael Oluwasina Babalola, Victor-Aigbodion, Vera, Diale, Boitumelo Molebogeng, Onwauasoanya, Paul N.
- Authors: Eseadi, Chiedu , Folorunsho, Raphael Oluwasina Babalola , Victor-Aigbodion, Vera , Diale, Boitumelo Molebogeng , Onwauasoanya, Paul N.
- Date: 2021
- Subjects: Age , Burnout Symptoms , Demographic Factors
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/483149 , uj:43839 , Citation: Eseadi, C., Folorunsho, R.O.B. et al. 2021. Predictive power of demographic factors over nurses' work stress and burnout.
- Description: Abstract: This survey research was conducted to examine the predictive power of some demographic factors over nurses’ work stress and burnout. Participants were a convenience sample of 923 nurses who provided informed consent prior to completing the survey instruments. We used regression statistics to analyze the research data collected. The results suggest that gender, age, marital status, educational qualification, and work experience had very low predictive power over burnout and work stress among the nurses. These demographic variables accounted for very little or no variance in work stress and burnout respectively among the nurses. Further research could make use of interview schedule to investigate the demographic predictors of work stress and burnout among nurses.
- Full Text:
- Authors: Eseadi, Chiedu , Folorunsho, Raphael Oluwasina Babalola , Victor-Aigbodion, Vera , Diale, Boitumelo Molebogeng , Onwauasoanya, Paul N.
- Date: 2021
- Subjects: Age , Burnout Symptoms , Demographic Factors
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/483149 , uj:43839 , Citation: Eseadi, C., Folorunsho, R.O.B. et al. 2021. Predictive power of demographic factors over nurses' work stress and burnout.
- Description: Abstract: This survey research was conducted to examine the predictive power of some demographic factors over nurses’ work stress and burnout. Participants were a convenience sample of 923 nurses who provided informed consent prior to completing the survey instruments. We used regression statistics to analyze the research data collected. The results suggest that gender, age, marital status, educational qualification, and work experience had very low predictive power over burnout and work stress among the nurses. These demographic variables accounted for very little or no variance in work stress and burnout respectively among the nurses. Further research could make use of interview schedule to investigate the demographic predictors of work stress and burnout among nurses.
- Full Text:
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