Re-authoring breast cancer : children's narratives of their mother's illness: an educational psychology perspective.
- Authors: Lombard, Thea
- Date: 2008-08-26T06:36:27Z
- Subjects: breast cancer , children of cancer patients , parent and child
- Type: Thesis
- Identifier: uj:3993 , http://hdl.handle.net/10210/934
- Description: Much has been written on guiding children through trauma and life crises. Most sources focus on trauma such as violence, abuse, terminal illness or death, experienced by the children themselves. However, little has been published about a parent’s illness, especially the effects of a mother having breast cancer on her children. This research starts off by investigating the high prevalence of breast cancer in South Africa. Based on this evidence, it was argued that many families are affected, and it seems that little care, in terms of support, is given to the children of women with breast cancer. The aim of this research study was to analyse and describe the experiences and the meaning three children made whose mother was being treated with breast cancer. In the literature review, social constructionism, narrative therapy, and generally used approaches to supporting children during their parents’ illnesses were scrutinized. Thereafter, the research paradigm and design applicable to this study were examined. The emphasis was on the qualitative research paradigm, the exploratory case study design, the purposeful sample, as well as the methods used for data collection and data analysis. The data gathered during the research (therapeutic sessions with the three children), were analysed and documented. Each child’s data analysis started with a description of the child, after which a visual illustration of the analysis process and their experiences and meaning-making were discussed. According to the findings of this study, children explore their experiences and meaning-making freely in a narrative therapy approach. The experiences and the meanings they made, were unique and very different from each other. Developmental age and language usage played a role in their expression and sharing of meaning. Consequently, it would not be possible to use predetermined therapeutic ‘recipes’ or impose expert meaning onto children, since this would hinder the unique process of meaning-making and re-authoring. , Prof. J. Byrne
- Full Text:
- Authors: Lombard, Thea
- Date: 2008-08-26T06:36:27Z
- Subjects: breast cancer , children of cancer patients , parent and child
- Type: Thesis
- Identifier: uj:3993 , http://hdl.handle.net/10210/934
- Description: Much has been written on guiding children through trauma and life crises. Most sources focus on trauma such as violence, abuse, terminal illness or death, experienced by the children themselves. However, little has been published about a parent’s illness, especially the effects of a mother having breast cancer on her children. This research starts off by investigating the high prevalence of breast cancer in South Africa. Based on this evidence, it was argued that many families are affected, and it seems that little care, in terms of support, is given to the children of women with breast cancer. The aim of this research study was to analyse and describe the experiences and the meaning three children made whose mother was being treated with breast cancer. In the literature review, social constructionism, narrative therapy, and generally used approaches to supporting children during their parents’ illnesses were scrutinized. Thereafter, the research paradigm and design applicable to this study were examined. The emphasis was on the qualitative research paradigm, the exploratory case study design, the purposeful sample, as well as the methods used for data collection and data analysis. The data gathered during the research (therapeutic sessions with the three children), were analysed and documented. Each child’s data analysis started with a description of the child, after which a visual illustration of the analysis process and their experiences and meaning-making were discussed. According to the findings of this study, children explore their experiences and meaning-making freely in a narrative therapy approach. The experiences and the meanings they made, were unique and very different from each other. Developmental age and language usage played a role in their expression and sharing of meaning. Consequently, it would not be possible to use predetermined therapeutic ‘recipes’ or impose expert meaning onto children, since this would hinder the unique process of meaning-making and re-authoring. , Prof. J. Byrne
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The needs of rural parent-absent early adolescents.
- Authors: Nesengani, Ralintho Isaac
- Date: 2008-10-27T06:30:58Z
- Subjects: adolescence , home and school , parent and child , teenagers , Limpopo (South Africa)
- Type: Thesis
- Identifier: uj:13102 , http://hdl.handle.net/10210/1302
- Description: D.Ed. , Some parents from the rural areas of the Limpopo Province leave their families due to work absorption to the urban areas. This causes changes in the family in which children have to grow alone and this is likely to spawn many other social problems. The family forms part of the network of systems, which impact upon the development of the child as an individual. The relationship in which an individual finds himself/herself within a changed parent-absent family is part of the changed environment. Parent-absent children from the schools in the Limpopo Province and educators were identified as the target group from which the sample was drawn. The research was qualitative and the design descriptive, exploratory and contextual. The study comprised of two phases. Phase I involved the collection of data on the experiences and problems of the parent-absent early adolescent children. Data was collected through the use of individual interviews, focus group interviews, life histories, field notes and observation. This phase also focused upon the analysis and contextualisation of the findings. The findings were organised in accordance with two areas, namely home and school problems and experiences. Early adolescents’ home experiences and problems were reported under poverty, adult responsibilities and feelings. On the other hand, school experiences and problems were discussed under the following themes: academic achievements, educators’ attitudes, lack of school necessities, discipline and dropouts. Phase II was concerned about the development and description of an approach for the intervention to assist parent absent children to be able to deal with experiences and problems they experience at home and at schools. An interdisciplinary approach to children’s multidimensional problems was adopted. The Interdisciplinary Initiative Empowerment Programme Approach (IIEPA) an intervention provided by stakeholders as a collective was adopted. Interdisciplinary empowerment programme have been suggested in order to provide empowerment intervention to the parent-absents. , Prof. J. Pillay
- Full Text:
- Authors: Nesengani, Ralintho Isaac
- Date: 2008-10-27T06:30:58Z
- Subjects: adolescence , home and school , parent and child , teenagers , Limpopo (South Africa)
- Type: Thesis
- Identifier: uj:13102 , http://hdl.handle.net/10210/1302
- Description: D.Ed. , Some parents from the rural areas of the Limpopo Province leave their families due to work absorption to the urban areas. This causes changes in the family in which children have to grow alone and this is likely to spawn many other social problems. The family forms part of the network of systems, which impact upon the development of the child as an individual. The relationship in which an individual finds himself/herself within a changed parent-absent family is part of the changed environment. Parent-absent children from the schools in the Limpopo Province and educators were identified as the target group from which the sample was drawn. The research was qualitative and the design descriptive, exploratory and contextual. The study comprised of two phases. Phase I involved the collection of data on the experiences and problems of the parent-absent early adolescent children. Data was collected through the use of individual interviews, focus group interviews, life histories, field notes and observation. This phase also focused upon the analysis and contextualisation of the findings. The findings were organised in accordance with two areas, namely home and school problems and experiences. Early adolescents’ home experiences and problems were reported under poverty, adult responsibilities and feelings. On the other hand, school experiences and problems were discussed under the following themes: academic achievements, educators’ attitudes, lack of school necessities, discipline and dropouts. Phase II was concerned about the development and description of an approach for the intervention to assist parent absent children to be able to deal with experiences and problems they experience at home and at schools. An interdisciplinary approach to children’s multidimensional problems was adopted. The Interdisciplinary Initiative Empowerment Programme Approach (IIEPA) an intervention provided by stakeholders as a collective was adopted. Interdisciplinary empowerment programme have been suggested in order to provide empowerment intervention to the parent-absents. , Prof. J. Pillay
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