The experiences and perceptions of mental health service provision at a primary health centre in the Eastern Cape
- Booysen, Duane D, Mahe-Poyo, Phumeza, Grant, Rosemary
- Authors: Booysen, Duane D , Mahe-Poyo, Phumeza , Grant, Rosemary
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/454143 , vital:75313 , xlink:href="https://journals.co.za/doi/full/10.4102/sajpsychiatry.v27i0.1641"
- Description: Background Since 1994, the South African healthcare system has un-dergone several changes to meet the needs of contemporary South Africa. Yet the state of mental healthcare, especially in low-resource areas, remains in a precarious state. Aim This study aimed to explore how persons diagnosed with a mental disorder experience and per-ceive mental health services in a low-resource community in the East-ern Cape, South Africa. Setting The study was conducted at a primary care clinic in a low resource community setting in the Eastern Cape, South Africa.
- Full Text:
- Date Issued: 2021
- Authors: Booysen, Duane D , Mahe-Poyo, Phumeza , Grant, Rosemary
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/454143 , vital:75313 , xlink:href="https://journals.co.za/doi/full/10.4102/sajpsychiatry.v27i0.1641"
- Description: Background Since 1994, the South African healthcare system has un-dergone several changes to meet the needs of contemporary South Africa. Yet the state of mental healthcare, especially in low-resource areas, remains in a precarious state. Aim This study aimed to explore how persons diagnosed with a mental disorder experience and per-ceive mental health services in a low-resource community in the East-ern Cape, South Africa. Setting The study was conducted at a primary care clinic in a low resource community setting in the Eastern Cape, South Africa.
- Full Text:
- Date Issued: 2021
A phenomenological case study of a lecturer's understanding of himself as an assessor
- Authors: Grant, Rosemary
- Date: 2008
- Language: English
- Type: Article
- Identifier: vital:6087 , http://hdl.handle.net/10962/d1008582
- Description: Based on the findings of research conducted as part of a doctoral study aimed at obtaining an understanding of what it means to be an assessor in higher education, this paper outlines the experience of an individual lecturer at a South African university and describes the meaning he makes of his practice as an assessor within the context of a changing understanding of the nature and purpose of higher education. Making a case for personal agency and innovation as critical qualities in the assessment endeavour, the researcher suggests that, in contrast to a view of education increasingly focused on standardization, accountability and outcomes, student assessment is essentially a human encounter in which the humanity and emotions of both lecturer and student need to be acknowledged.
- Full Text:
- Date Issued: 2008
- Authors: Grant, Rosemary
- Date: 2008
- Language: English
- Type: Article
- Identifier: vital:6087 , http://hdl.handle.net/10962/d1008582
- Description: Based on the findings of research conducted as part of a doctoral study aimed at obtaining an understanding of what it means to be an assessor in higher education, this paper outlines the experience of an individual lecturer at a South African university and describes the meaning he makes of his practice as an assessor within the context of a changing understanding of the nature and purpose of higher education. Making a case for personal agency and innovation as critical qualities in the assessment endeavour, the researcher suggests that, in contrast to a view of education increasingly focused on standardization, accountability and outcomes, student assessment is essentially a human encounter in which the humanity and emotions of both lecturer and student need to be acknowledged.
- Full Text:
- Date Issued: 2008
A phenomenological investigation into lecturers' understanding of themselves as assessors at Rhodes University
- Authors: Grant, Rosemary
- Date: 2005
- Subjects: Curriculum-based assessment -- South Africa Education, Higher -- South Africa -- Evaluation Educational tests and measurements -- South Africa Education, Higher -- Evaluation Case studies Universities and colleges -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1315 , http://hdl.handle.net/10962/d1003948
- Description: This thesis sets out to obtain an understanding of what it means to be an assessor in higher education, more especially within the Rhodes University context. The concept of assessment, a highly contentious and complex issue, is examined against a background of competing understandings of the nature and purpose of higher education, including the striving for excellence versus the call to more equitable ideals associated with a mass higher education and training system. An overview of salient issues is presented in which both traditional and alternative paradigms of measurement and assessment theory are explored with a view to considering foundational principles upon which sound assessment practice should be based. Specific methods and instruments of assessment are examined with the purpose of evaluating their potential for empowering students as active participants in their own learning and in the assessment process. In a field in which much of the literature seeks improved assessment merely through the administration of increasingly sophisticated assessment techniques, a phenomenological investigation offered a unique way of understanding the meaning assessors make of their practice. Making use of in-depth interviews with five lecturers at Rhodes University the researcher, interacting in a personal manner with people not viewed as experimental objects but as human subjects, assisted participants in moving towards non-theoretical descriptions that accurately reflected their experience. Insights contained in the data were synthesised and integrated into a consistent description of the essential nature of the experience, the primary endeavour of the phenomenologist being to transform naïve experience into more explicitly detailed conceptual knowledge. The essence of how these educators understand themselves as assessors at Rhodes University is perhaps best encapsulated by a considerable sense of agency or initiative on their part. While participants make use of a variety of assessment strategies, they are conscious that assessment cannot be viewed in isolation from other aspects of their teaching and the curriculum. Not only do they make use of different assessment methods but, conscious of accommodating the diverse needs of students, understand their responsibility in terms of providing learning opportunities to assist students in meeting the course outcomes and fulfilling their potential. Rather than allowing pressures from within and outside of the academy to dictate, these lecturers, with significant hard work, courage and a capacity for reflective practice, have embraced the challenges associated with higher education in a state of transition.
- Full Text:
- Date Issued: 2005
- Authors: Grant, Rosemary
- Date: 2005
- Subjects: Curriculum-based assessment -- South Africa Education, Higher -- South Africa -- Evaluation Educational tests and measurements -- South Africa Education, Higher -- Evaluation Case studies Universities and colleges -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1315 , http://hdl.handle.net/10962/d1003948
- Description: This thesis sets out to obtain an understanding of what it means to be an assessor in higher education, more especially within the Rhodes University context. The concept of assessment, a highly contentious and complex issue, is examined against a background of competing understandings of the nature and purpose of higher education, including the striving for excellence versus the call to more equitable ideals associated with a mass higher education and training system. An overview of salient issues is presented in which both traditional and alternative paradigms of measurement and assessment theory are explored with a view to considering foundational principles upon which sound assessment practice should be based. Specific methods and instruments of assessment are examined with the purpose of evaluating their potential for empowering students as active participants in their own learning and in the assessment process. In a field in which much of the literature seeks improved assessment merely through the administration of increasingly sophisticated assessment techniques, a phenomenological investigation offered a unique way of understanding the meaning assessors make of their practice. Making use of in-depth interviews with five lecturers at Rhodes University the researcher, interacting in a personal manner with people not viewed as experimental objects but as human subjects, assisted participants in moving towards non-theoretical descriptions that accurately reflected their experience. Insights contained in the data were synthesised and integrated into a consistent description of the essential nature of the experience, the primary endeavour of the phenomenologist being to transform naïve experience into more explicitly detailed conceptual knowledge. The essence of how these educators understand themselves as assessors at Rhodes University is perhaps best encapsulated by a considerable sense of agency or initiative on their part. While participants make use of a variety of assessment strategies, they are conscious that assessment cannot be viewed in isolation from other aspects of their teaching and the curriculum. Not only do they make use of different assessment methods but, conscious of accommodating the diverse needs of students, understand their responsibility in terms of providing learning opportunities to assist students in meeting the course outcomes and fulfilling their potential. Rather than allowing pressures from within and outside of the academy to dictate, these lecturers, with significant hard work, courage and a capacity for reflective practice, have embraced the challenges associated with higher education in a state of transition.
- Full Text:
- Date Issued: 2005
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