A model for psychiatric nurses to facilitate the mental health of adolescents abusing substances
- Authors: Rikhotso, Tinyiko Nelly
- Date: 2019
- Subjects: Psychiatric nurses - In-service training , Teenagers - Mental health , Teenagers - Substance abuse , Adolescent psychiatry
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/457359 , uj:40580
- Description: Abstract: 1.1 INTRODUCTION The use and abuse of substances, especially among the youth, continues to be a serious concern within the international community. Not only does this affect them as individuals, but also their families, the community in which they live and the society at large. This is evident when such practices cause social and family disorganisation, economic instability, social insecurity, and curb progress for individuals, families and the state. Some effort towards intervening on this challenge has and still continues to exist, yet it appears it is not enough. There are some shortfalls in terms of interventions as there is no satisfying improvement; instead, the prevalence of substance abuse is becoming worse each day (Chakravarthy, Shah & Lotfipour, 2013:1022). Findings from a study conducted by the researcher for a minor dissertation (Rikhotso, 2008:41-64) indicate that adolescents who abuse substances experience a range of emotional, physical, academic and social setbacks and challenges. Adolescents engage in substance abuse activities in response to internal and external drives. At this developmental stage, an individual has to make life choices, including the choice of friends and lifestyle. In the process of doing this, people may find themselves engaging with bad company that tunes them into taking substances which later cause addiction. This goes as far as wanting to belong to a particular group steered by peer pressure. Parental modelling and values are other contributory causes leading to adolescents abusing substances. For example, parents who practice Rastafarian religion (Rikhotso, 2008:42) smoke marijuana as a religious activity and expect their children to do the same. Some adolescents are driven by their own curiosity to explore and know things around them. They want to taste and feel what others are feeling when they use different types of substances which are portrayed to them as good feelings. They also initiate their own means to obtain these substances like stealing money 2 from their parents, accumulating pocket money until they can afford to buy substances of their choice, and sometimes getting those substances through friends (sharing) (Rikhotso, 2008:41). Other adolescents reach a stage where they realise that what they are doing is not good and detrimental to their future. They then consider quitting the use of substances, but fail. Reasons for their failure include fear of rejection by their peers, fear of victimisation and failure to obtain alternative means to address their emotional and social challenges (Rikhotso, 2008:49). Little do they know that the more they abuse substances, the more these challenges build up and become more intense and uncontrollable. The effects of substance abuse include effects on volition where adolescents lacked the willpower to decide what action to take in a given situation. On the other hand, they were also affected psychologically as evidenced by feelings of guilt, worthlessness, hopelessness, alienation and many more. Their relationships were at stake as they were rejected by their friends, siblings feared them and they were deserted by their parents (Rikhotso, 2008:50). However, these adolescents’ experiences of substance abuse kept them motivated and burning to discontinue abusing substances; most even made plans on how they would do it. It is based on these findings that the researcher identified a gap and a need to assist these adolescents, hence the idea of developing a model in this study. Some interventions which the focused on promotive and preventive health were cited in another study (Salam, Das, Lassi & Bhutta, 2016:06) and these included the promotion of sexual and reproductive health, nutrition interventions, immunisation, mental health promotion, substance abuse prevention and prevention of unintended injuries. Giovazolias and Themeli (2014:72-73) conducted a case study on a 17-year old boy who was abusing substances which led to altered behaviour and unhealthy relationships. Their findings included enhancement of communication skills, pointing out the consequences of untoward behaviour, minimising associations with substances, using a stimulating environment, training to improve resistance skills, and controlling procedures to assist in reducing the desire to engage in substance use. Progressively, there was a marked improvement as far as behaviour, relating to others and reduction in the level of substance use... , D.Cur. (Psychiatric and Mental Health Nursing)
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- Authors: Rikhotso, Tinyiko Nelly
- Date: 2019
- Subjects: Psychiatric nurses - In-service training , Teenagers - Mental health , Teenagers - Substance abuse , Adolescent psychiatry
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/457359 , uj:40580
- Description: Abstract: 1.1 INTRODUCTION The use and abuse of substances, especially among the youth, continues to be a serious concern within the international community. Not only does this affect them as individuals, but also their families, the community in which they live and the society at large. This is evident when such practices cause social and family disorganisation, economic instability, social insecurity, and curb progress for individuals, families and the state. Some effort towards intervening on this challenge has and still continues to exist, yet it appears it is not enough. There are some shortfalls in terms of interventions as there is no satisfying improvement; instead, the prevalence of substance abuse is becoming worse each day (Chakravarthy, Shah & Lotfipour, 2013:1022). Findings from a study conducted by the researcher for a minor dissertation (Rikhotso, 2008:41-64) indicate that adolescents who abuse substances experience a range of emotional, physical, academic and social setbacks and challenges. Adolescents engage in substance abuse activities in response to internal and external drives. At this developmental stage, an individual has to make life choices, including the choice of friends and lifestyle. In the process of doing this, people may find themselves engaging with bad company that tunes them into taking substances which later cause addiction. This goes as far as wanting to belong to a particular group steered by peer pressure. Parental modelling and values are other contributory causes leading to adolescents abusing substances. For example, parents who practice Rastafarian religion (Rikhotso, 2008:42) smoke marijuana as a religious activity and expect their children to do the same. Some adolescents are driven by their own curiosity to explore and know things around them. They want to taste and feel what others are feeling when they use different types of substances which are portrayed to them as good feelings. They also initiate their own means to obtain these substances like stealing money 2 from their parents, accumulating pocket money until they can afford to buy substances of their choice, and sometimes getting those substances through friends (sharing) (Rikhotso, 2008:41). Other adolescents reach a stage where they realise that what they are doing is not good and detrimental to their future. They then consider quitting the use of substances, but fail. Reasons for their failure include fear of rejection by their peers, fear of victimisation and failure to obtain alternative means to address their emotional and social challenges (Rikhotso, 2008:49). Little do they know that the more they abuse substances, the more these challenges build up and become more intense and uncontrollable. The effects of substance abuse include effects on volition where adolescents lacked the willpower to decide what action to take in a given situation. On the other hand, they were also affected psychologically as evidenced by feelings of guilt, worthlessness, hopelessness, alienation and many more. Their relationships were at stake as they were rejected by their friends, siblings feared them and they were deserted by their parents (Rikhotso, 2008:50). However, these adolescents’ experiences of substance abuse kept them motivated and burning to discontinue abusing substances; most even made plans on how they would do it. It is based on these findings that the researcher identified a gap and a need to assist these adolescents, hence the idea of developing a model in this study. Some interventions which the focused on promotive and preventive health were cited in another study (Salam, Das, Lassi & Bhutta, 2016:06) and these included the promotion of sexual and reproductive health, nutrition interventions, immunisation, mental health promotion, substance abuse prevention and prevention of unintended injuries. Giovazolias and Themeli (2014:72-73) conducted a case study on a 17-year old boy who was abusing substances which led to altered behaviour and unhealthy relationships. Their findings included enhancement of communication skills, pointing out the consequences of untoward behaviour, minimising associations with substances, using a stimulating environment, training to improve resistance skills, and controlling procedures to assist in reducing the desire to engage in substance use. Progressively, there was a marked improvement as far as behaviour, relating to others and reduction in the level of substance use... , D.Cur. (Psychiatric and Mental Health Nursing)
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A psycho-educational model to facilitate selfawareness of young adults as an integral part of mental health
- Authors: Human, Werner Jacobus
- Date: 2019
- Subjects: Teenagers - Mental health , Self-perception
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/411981 , uj:34645
- Description: Abstract: Developmentally the young adult is between the age of 18 and 21 years. In this phase of life, the young adult needs to make choices and decisions that have lifelong consequences. The societal expectation is that the young adult should know him or herself well enough to make choices at this age, yet very little is done intentionally to develop knowledge of self from an intuitional stance and from the young adults’ perspective. In general, the education system focuses on academics, sport and cultural activities and it is thus hoped that through these activities, the child and adolescent will reach young adulthood knowing who he or she is. With this knowledge of the self it is then expected that the young adult will make career and relationship choices. Very little is done to facilitate and reflect on these leanings, and even less to promote and facilitate self-awareness intentionally. It is for this reason that the researcher in this study asked the questions: How do young adults experience self-awareness? and, what can be done to facilitate young adults to develop self-awareness as an integral part of mental health? A theory generative, qualitative, exploratory, descriptive and contextual research design was used to guide the study. The four steps of a model development method were followed. In step one concept analysis was done in two phases. In phase one, the central concepts were identified and in phase two the central concepts were defined and classified. In step two the concepts were placed into relationships and in step three the model was described. Lastly in step four guidelines to implement the model were described. The results were as follow. In Step One, Phase One fieldwork was conducted using phenomenological interviews with young adults. The findings were analysed and categorised, and then contextualised when a literature control was done. In this way, the findings were validated... , D.Phil. (Education)
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- Authors: Human, Werner Jacobus
- Date: 2019
- Subjects: Teenagers - Mental health , Self-perception
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/411981 , uj:34645
- Description: Abstract: Developmentally the young adult is between the age of 18 and 21 years. In this phase of life, the young adult needs to make choices and decisions that have lifelong consequences. The societal expectation is that the young adult should know him or herself well enough to make choices at this age, yet very little is done intentionally to develop knowledge of self from an intuitional stance and from the young adults’ perspective. In general, the education system focuses on academics, sport and cultural activities and it is thus hoped that through these activities, the child and adolescent will reach young adulthood knowing who he or she is. With this knowledge of the self it is then expected that the young adult will make career and relationship choices. Very little is done to facilitate and reflect on these leanings, and even less to promote and facilitate self-awareness intentionally. It is for this reason that the researcher in this study asked the questions: How do young adults experience self-awareness? and, what can be done to facilitate young adults to develop self-awareness as an integral part of mental health? A theory generative, qualitative, exploratory, descriptive and contextual research design was used to guide the study. The four steps of a model development method were followed. In step one concept analysis was done in two phases. In phase one, the central concepts were identified and in phase two the central concepts were defined and classified. In step two the concepts were placed into relationships and in step three the model was described. Lastly in step four guidelines to implement the model were described. The results were as follow. In Step One, Phase One fieldwork was conducted using phenomenological interviews with young adults. The findings were analysed and categorised, and then contextualised when a literature control was done. In this way, the findings were validated... , D.Phil. (Education)
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How do black South African youth understand and cope with depression?
- Authors: Kgatla, Brightness Lesedi
- Date: 2019
- Subjects: Teenagers - Mental health , Depression in adolescence
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/421238 , uj:35897
- Description: Abstract: Depression is conceptualised differently across cultural groups and contexts. How people understand depression influences the treatment sought and the response to it. This study explored the understandings and perceptions of black South African youth who experience depression. Eight participants were interviewed; some were diagnosed by a psychologist with depression while others were not officially diagnosed. Semi-structured interviews were conducted in an environment conducive and convenient for participants; therefore the interviews took place in different places. The findings of the study showed that some black South African youth conceptualised depression differently. Firstly, through received discourses from their social background; they saw depression as a stigmatised experience described as witchcraft, alcoholism and madness. Secondly, in response to the stigmatisation, they also developed their own discourses; they described depression as a weight, a case of sadness, and the brain taking over... , M.A. (Sociology)
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- Authors: Kgatla, Brightness Lesedi
- Date: 2019
- Subjects: Teenagers - Mental health , Depression in adolescence
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/421238 , uj:35897
- Description: Abstract: Depression is conceptualised differently across cultural groups and contexts. How people understand depression influences the treatment sought and the response to it. This study explored the understandings and perceptions of black South African youth who experience depression. Eight participants were interviewed; some were diagnosed by a psychologist with depression while others were not officially diagnosed. Semi-structured interviews were conducted in an environment conducive and convenient for participants; therefore the interviews took place in different places. The findings of the study showed that some black South African youth conceptualised depression differently. Firstly, through received discourses from their social background; they saw depression as a stigmatised experience described as witchcraft, alcoholism and madness. Secondly, in response to the stigmatisation, they also developed their own discourses; they described depression as a weight, a case of sadness, and the brain taking over... , M.A. (Sociology)
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Psycho-educational guidelines for late adolescents to clarify meaning in life as an integral part of mental health
- Authors: Geyser, Remon
- Date: 2012-06-07
- Subjects: Meaning (Psychology) , Teenagers - Mental health
- Type: Thesis
- Identifier: uj:8722 , http://hdl.handle.net/10210/5073
- Description: M.Ed. , The world today is filled with instability and uncertainty. This is especially true to South Africa. Many experience difficult circumstances, and sometimes struggle to work through these negative and destructive motions. The meaning in life is something that most people start to explore at a young age (Kinnier, Kernes, Tribbensee & Puymbroeck 2006:7). People have searched for the answers in many places and in doing so, have sometimes experienced more harm than good. Ultimately, not finding meaning in life can be detrimental to a person's mental health. Much earlier, researchers such as Bollnow (1950), Garbers (1957), and others have researched this phenomenon in Europe, especially after the Second World War. However, not much research has been done in the field of late adolescents in the South African context. The purpose of this research study was to provide psycho-educational guidelines for late adolescents, to clarify what their meaning in life is. This can sometimes be a difficult concept to explore, as not all people have certainty of what gives them meaning. This is why a purposive selection of participants was chosen. These participants were between the ages of 18 and 24 years. All of them should have undergone an existential crisis at least 6 months prior to the study. This, in theory, ensures that the participants were in a place in their lives where they had questioned the meaning in life, and had time to process their findings, if any. One open ended question was asked: "What gives you meaning in your life?" The findings can be summed up as follows: Meaning in life equals relationship.
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- Authors: Geyser, Remon
- Date: 2012-06-07
- Subjects: Meaning (Psychology) , Teenagers - Mental health
- Type: Thesis
- Identifier: uj:8722 , http://hdl.handle.net/10210/5073
- Description: M.Ed. , The world today is filled with instability and uncertainty. This is especially true to South Africa. Many experience difficult circumstances, and sometimes struggle to work through these negative and destructive motions. The meaning in life is something that most people start to explore at a young age (Kinnier, Kernes, Tribbensee & Puymbroeck 2006:7). People have searched for the answers in many places and in doing so, have sometimes experienced more harm than good. Ultimately, not finding meaning in life can be detrimental to a person's mental health. Much earlier, researchers such as Bollnow (1950), Garbers (1957), and others have researched this phenomenon in Europe, especially after the Second World War. However, not much research has been done in the field of late adolescents in the South African context. The purpose of this research study was to provide psycho-educational guidelines for late adolescents, to clarify what their meaning in life is. This can sometimes be a difficult concept to explore, as not all people have certainty of what gives them meaning. This is why a purposive selection of participants was chosen. These participants were between the ages of 18 and 24 years. All of them should have undergone an existential crisis at least 6 months prior to the study. This, in theory, ensures that the participants were in a place in their lives where they had questioned the meaning in life, and had time to process their findings, if any. One open ended question was asked: "What gives you meaning in your life?" The findings can be summed up as follows: Meaning in life equals relationship.
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