Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)
- Authors: Mnqatu, Fiola Wayne
- Date: 2014
- Subjects: Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1358 , vital:26549 , Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Description: The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to NCS which specified outcomes and required educators to construct the content. Third, a feature which participants liked was the weighting of different components of the subjects taught. This was seen as an important guideline that indicates how much time should be spent on each component. Fourth, participants understood that CAPS is not a new curriculum; it is an amendment of the NCS. As such educators used the same teaching strategies and methods. Fifth, participants had reservations about the CAPS assessment guidelines as they were the same as those of the NCS and felt that the guidelines which require educators to discuss assessment criteria with children were not suitable for children in Foundation Phase. Sixth, participants were happy with the CAPS programme of assessment and workbooks .They felt the programme guides their teaching while the workbooks complement their teaching. It can be concluded that educators, on the whole, held positive perceptions about CAPS. They saw it as explicit about the content that is to be taught, and it has clear guidelines about assessment procedures. For this reason it can be seen as an improvement on the NCS. Given the findings, it can be recommended that further research be carried out on how educators’ understanding of CAPS is translated into practical teaching and learning in the classroom. To improve the delivery of CAPS, the Education Department must devise strategies aimed at educator empowerment activities that will enhance their work performance.
- Full Text:
- Date Issued: 2014
- Authors: Mnqatu, Fiola Wayne
- Date: 2014
- Subjects: Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1358 , vital:26549 , Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Description: The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to NCS which specified outcomes and required educators to construct the content. Third, a feature which participants liked was the weighting of different components of the subjects taught. This was seen as an important guideline that indicates how much time should be spent on each component. Fourth, participants understood that CAPS is not a new curriculum; it is an amendment of the NCS. As such educators used the same teaching strategies and methods. Fifth, participants had reservations about the CAPS assessment guidelines as they were the same as those of the NCS and felt that the guidelines which require educators to discuss assessment criteria with children were not suitable for children in Foundation Phase. Sixth, participants were happy with the CAPS programme of assessment and workbooks .They felt the programme guides their teaching while the workbooks complement their teaching. It can be concluded that educators, on the whole, held positive perceptions about CAPS. They saw it as explicit about the content that is to be taught, and it has clear guidelines about assessment procedures. For this reason it can be seen as an improvement on the NCS. Given the findings, it can be recommended that further research be carried out on how educators’ understanding of CAPS is translated into practical teaching and learning in the classroom. To improve the delivery of CAPS, the Education Department must devise strategies aimed at educator empowerment activities that will enhance their work performance.
- Full Text:
- Date Issued: 2014
Perinatal experiences of pregnant undergraduate students of a higher education institution in the Eastern Cape
- Authors: Simandla, Linda
- Date: 2014
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11913 , http://hdl.handle.net/10353/d1016125
- Description: Unplanned pregnancies among students are increasing annually. There are cases of students giving birth by themselves in the rooms within higher education institution residences unsupervised. Unsupervised births put the students at health risk as birth can complicate or even lead to death. The purpose of this study was to explore the perinatal experiences of undergraduate students whilst a pregnant student. In this study the researcher used a qualitative phenomenological approach within interpretive realism. The study was exploratory focusing on the need to understand how students experience perinatal care. Population for this study comprised of undergraduate students that had been pregnant within their undergraduate program which normally takes three to four years and were staying in the higher education institution residence at the time of pregnancy. A snowball sample was used. Data was collected from participants using unstructured in-depth interviews. For the study a total of 9 students were interviewed. Data was collected in English and Xhosa depending on preference. During pilot interviews the researcher established that the participants had difficulty in expressing themselves in English and used slang in spite of being registered for a degree. The interviews were conducted by the researcher and the data tape recorded. Permission to conduct a study at the higher education institution was sought from the Vice- chancellor, the Dean of Students and Research Ethics Committee To ensure trustworthiness of the study credibility, transferability, dependability and confirmability were adhered to. Four themes with several sub-themes emerged which were: Dynamics on awareness about existence of pregnancy. Support system for female students pertaining to reproductive health. Encountered psychosocial experiences. Coping strategies used by pregnant students. Excerpts were used to support the interpretation of perinatal experiences of the undergraduate students. Recommendations to the management of the higher education institution are to develop guidelines that ensure implementation of the pregnancy policy.
- Full Text:
- Date Issued: 2014
- Authors: Simandla, Linda
- Date: 2014
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11913 , http://hdl.handle.net/10353/d1016125
- Description: Unplanned pregnancies among students are increasing annually. There are cases of students giving birth by themselves in the rooms within higher education institution residences unsupervised. Unsupervised births put the students at health risk as birth can complicate or even lead to death. The purpose of this study was to explore the perinatal experiences of undergraduate students whilst a pregnant student. In this study the researcher used a qualitative phenomenological approach within interpretive realism. The study was exploratory focusing on the need to understand how students experience perinatal care. Population for this study comprised of undergraduate students that had been pregnant within their undergraduate program which normally takes three to four years and were staying in the higher education institution residence at the time of pregnancy. A snowball sample was used. Data was collected from participants using unstructured in-depth interviews. For the study a total of 9 students were interviewed. Data was collected in English and Xhosa depending on preference. During pilot interviews the researcher established that the participants had difficulty in expressing themselves in English and used slang in spite of being registered for a degree. The interviews were conducted by the researcher and the data tape recorded. Permission to conduct a study at the higher education institution was sought from the Vice- chancellor, the Dean of Students and Research Ethics Committee To ensure trustworthiness of the study credibility, transferability, dependability and confirmability were adhered to. Four themes with several sub-themes emerged which were: Dynamics on awareness about existence of pregnancy. Support system for female students pertaining to reproductive health. Encountered psychosocial experiences. Coping strategies used by pregnant students. Excerpts were used to support the interpretation of perinatal experiences of the undergraduate students. Recommendations to the management of the higher education institution are to develop guidelines that ensure implementation of the pregnancy policy.
- Full Text:
- Date Issued: 2014
The effectiveness of social support mechanisms provided to HIV and AIDS opharns: the case of Tembisa child and family welfare society, Gauteng
- Authors: Khumalo, Princess Sengeziwe
- Date: 2013
- Subjects: Child welfare -- South Africa -- Gauteng -- Case studies , HIV infections -- South Africa -- Gauteng , Children of AIDS patients -- Services for South Africa -- Gauteng , AIDS (Disease)
- Language: English
- Type: Thesis , Masters , M SW
- Identifier: vital:11761 , http://hdl.handle.net/10353/d1005633 , Child welfare -- South Africa -- Gauteng -- Case studies , HIV infections -- South Africa -- Gauteng , Children of AIDS patients -- Services for South Africa -- Gauteng , AIDS (Disease)
- Description: The study was aimed at investigating the effectiveness of social support mechanisms provided to HIV and AIDS orphans in Tembisa, Gauteng Province. An interview guide was designed and it guided the in-depth interviews with HIV and AIDS affected and infected orphans. In addition, a focus group was run with the social workers and the children‟s caregivers. Empirical findings gathered were based on the qualitative information from the participants. The findings indicated that social support systems were effective although there were various challenges facing their smooth running. Firstly social support provided to orphans is mainly provided by caregivers, social workers, schools and the government. Secondly for some, the support is not entirely enough to help them cope with life. The minority of the orphans indicated that they were not even aware that they were orphaned. The study therefore recommends that social workers and caregivers be trained on how to be effective social support systems for HIV and AIDS orphans. Furthermore psycho-social support groups need to be more informational and inclusive of HIV and AIDS orphans.
- Full Text:
- Date Issued: 2013
- Authors: Khumalo, Princess Sengeziwe
- Date: 2013
- Subjects: Child welfare -- South Africa -- Gauteng -- Case studies , HIV infections -- South Africa -- Gauteng , Children of AIDS patients -- Services for South Africa -- Gauteng , AIDS (Disease)
- Language: English
- Type: Thesis , Masters , M SW
- Identifier: vital:11761 , http://hdl.handle.net/10353/d1005633 , Child welfare -- South Africa -- Gauteng -- Case studies , HIV infections -- South Africa -- Gauteng , Children of AIDS patients -- Services for South Africa -- Gauteng , AIDS (Disease)
- Description: The study was aimed at investigating the effectiveness of social support mechanisms provided to HIV and AIDS orphans in Tembisa, Gauteng Province. An interview guide was designed and it guided the in-depth interviews with HIV and AIDS affected and infected orphans. In addition, a focus group was run with the social workers and the children‟s caregivers. Empirical findings gathered were based on the qualitative information from the participants. The findings indicated that social support systems were effective although there were various challenges facing their smooth running. Firstly social support provided to orphans is mainly provided by caregivers, social workers, schools and the government. Secondly for some, the support is not entirely enough to help them cope with life. The minority of the orphans indicated that they were not even aware that they were orphaned. The study therefore recommends that social workers and caregivers be trained on how to be effective social support systems for HIV and AIDS orphans. Furthermore psycho-social support groups need to be more informational and inclusive of HIV and AIDS orphans.
- Full Text:
- Date Issued: 2013
Assessment of the role of traditional leadership in facilitating community development in rural Malaw
- Chinkonda, Sosten Sylvester Joseph
- Authors: Chinkonda, Sosten Sylvester Joseph
- Date: 2012
- Subjects: Rural development -- Malawi , Community development -- Malawi , Tribal government -- Malawi , Land use, Rural -- Malawi , Traditional leaders , Development project , Power , Participation , Social capital , Neo-liberalism , Debt crisis , Structural Adjustment Programme , Rational choice
- Language: English
- Type: Thesis , Masters , M Soc Sc (Rural Development)
- Identifier: vital:11943 , http://hdl.handle.net/10353/d1004907 , Rural development -- Malawi , Community development -- Malawi , Tribal government -- Malawi , Land use, Rural -- Malawi , Traditional leaders , Development project , Power , Participation , Social capital , Neo-liberalism , Debt crisis , Structural Adjustment Programme , Rational choice
- Description: The study was carried out to assess the extent to which the intervention of traditional leaders is effective in mobilising support for community development projects and to examine the perceptions that communities have about the role of the traditional leaders in development projects. The study has been guided by the critique of neoliberalism which exposes the negative effects of implementing the Structural Adjustment Programmes (SAPs) in Third World countries. The literature that has been reviewed has looked at the historical and political background of the role of chiefs and other traditional leaders in order to assess the nature of participation that is promoted through their involvement in development projects. An overview of the neo-liberal prescription and its critique has been made in order to expose the effects of the oil embargo of 1973 and the debt crisis of the 1980s on the economies of Third World countries in general and Malawi in particular. On the basis of evidence which has been gathered through a survey and focus group discussion, the study has found that the intervention of traditional leaders is very effective in mobilising communities for development projects. It has further been established that communities have high regard for their traditional leaders and that they perceive them as crucial role players in the conception and implementation of development projects. The study has however established that traditional leaders use unorthodox means such as threats of punishment to solicit the cooperation of the community members which in essence is counterproductive to the participatory approach to development.
- Full Text:
- Date Issued: 2012
- Authors: Chinkonda, Sosten Sylvester Joseph
- Date: 2012
- Subjects: Rural development -- Malawi , Community development -- Malawi , Tribal government -- Malawi , Land use, Rural -- Malawi , Traditional leaders , Development project , Power , Participation , Social capital , Neo-liberalism , Debt crisis , Structural Adjustment Programme , Rational choice
- Language: English
- Type: Thesis , Masters , M Soc Sc (Rural Development)
- Identifier: vital:11943 , http://hdl.handle.net/10353/d1004907 , Rural development -- Malawi , Community development -- Malawi , Tribal government -- Malawi , Land use, Rural -- Malawi , Traditional leaders , Development project , Power , Participation , Social capital , Neo-liberalism , Debt crisis , Structural Adjustment Programme , Rational choice
- Description: The study was carried out to assess the extent to which the intervention of traditional leaders is effective in mobilising support for community development projects and to examine the perceptions that communities have about the role of the traditional leaders in development projects. The study has been guided by the critique of neoliberalism which exposes the negative effects of implementing the Structural Adjustment Programmes (SAPs) in Third World countries. The literature that has been reviewed has looked at the historical and political background of the role of chiefs and other traditional leaders in order to assess the nature of participation that is promoted through their involvement in development projects. An overview of the neo-liberal prescription and its critique has been made in order to expose the effects of the oil embargo of 1973 and the debt crisis of the 1980s on the economies of Third World countries in general and Malawi in particular. On the basis of evidence which has been gathered through a survey and focus group discussion, the study has found that the intervention of traditional leaders is very effective in mobilising communities for development projects. It has further been established that communities have high regard for their traditional leaders and that they perceive them as crucial role players in the conception and implementation of development projects. The study has however established that traditional leaders use unorthodox means such as threats of punishment to solicit the cooperation of the community members which in essence is counterproductive to the participatory approach to development.
- Full Text:
- Date Issued: 2012
Child participation in the evaluation of the school nutrition programme: a case study of eight grade 4 learners in Mqanduli village in the Eastern Cape
- Authors: Maxengana, Nomfundiso
- Date: 2012
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1388 , vital:26551
- Description: This study focuses on child participation in the evaluation of the school nutrition programme. It investigates the SNP exclusively from Grade 4 learners’ perspectives. The main significance of it is that many evaluations of the SNP focus on other stakeholders’ perspectives. The study intends to explore effective methodologies and tools for conducting research with children. Furthermore, this study seeks to contribute to the existing literature on the importance of children’s participation in matters concerning their lives. The study seeks to explore three research questions. Firstly, it seeks to explore how Grade 4 learners describe the purpose of the SNP. Secondly, how do the Grade 4 learners describe their day to day experiences of the SNP. Lastly, how do the Grade 4 learners describe the impact of the SNP. Through this research experience, the study hopes to illuminate recommendations to better align policy and programme design with stated intentions. The study is qualitative, and based on a case study design. The central analysis focuses on eight case studies, each representing the experience of one Grade 4 learner, within the context of two selected schools in the rural areas of Mqanduli. This study underscores the literature on school nutrition programming. Despite severe implementation shortfalls, learners still consider the nutrition programme to be an important aspect of their school day. The experience and analysis of learners in regard to the SNP was relatively consistent. Learners consistently experience the SNP as contributing to temporary hunger alleviation thus enhancing learning capacity. Furthermore, they regarded the SNP to have had positive impact towards enhancing their school attendance and punctuality, and mediation between their home and the school life. The study supports the literature that suggests that, while school nutrition programming represents one of the most promising policy tools for serving the rural poor, unless it is carefully designed to reflect the known requirements of school feeding, the results can be limited. This study further suggests that if a programme is poorly implemented, it runs the risk of undermining the intended policy aims rather than contributing towards their attainment. The study further acknowledges child participation in policy and programme decisions concerning them. The study concludes by making a number of policy and implementation suggestions that may better align policy and practice to the specific context of the rural poor in Mqanduli. While these case studies are too few to suggest generalisability of results, it is hoped that these recommendations will be studied for wider application.
- Full Text:
- Date Issued: 2012
- Authors: Maxengana, Nomfundiso
- Date: 2012
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1388 , vital:26551
- Description: This study focuses on child participation in the evaluation of the school nutrition programme. It investigates the SNP exclusively from Grade 4 learners’ perspectives. The main significance of it is that many evaluations of the SNP focus on other stakeholders’ perspectives. The study intends to explore effective methodologies and tools for conducting research with children. Furthermore, this study seeks to contribute to the existing literature on the importance of children’s participation in matters concerning their lives. The study seeks to explore three research questions. Firstly, it seeks to explore how Grade 4 learners describe the purpose of the SNP. Secondly, how do the Grade 4 learners describe their day to day experiences of the SNP. Lastly, how do the Grade 4 learners describe the impact of the SNP. Through this research experience, the study hopes to illuminate recommendations to better align policy and programme design with stated intentions. The study is qualitative, and based on a case study design. The central analysis focuses on eight case studies, each representing the experience of one Grade 4 learner, within the context of two selected schools in the rural areas of Mqanduli. This study underscores the literature on school nutrition programming. Despite severe implementation shortfalls, learners still consider the nutrition programme to be an important aspect of their school day. The experience and analysis of learners in regard to the SNP was relatively consistent. Learners consistently experience the SNP as contributing to temporary hunger alleviation thus enhancing learning capacity. Furthermore, they regarded the SNP to have had positive impact towards enhancing their school attendance and punctuality, and mediation between their home and the school life. The study supports the literature that suggests that, while school nutrition programming represents one of the most promising policy tools for serving the rural poor, unless it is carefully designed to reflect the known requirements of school feeding, the results can be limited. This study further suggests that if a programme is poorly implemented, it runs the risk of undermining the intended policy aims rather than contributing towards their attainment. The study further acknowledges child participation in policy and programme decisions concerning them. The study concludes by making a number of policy and implementation suggestions that may better align policy and practice to the specific context of the rural poor in Mqanduli. While these case studies are too few to suggest generalisability of results, it is hoped that these recommendations will be studied for wider application.
- Full Text:
- Date Issued: 2012
Discrimination against women under customary law in South Africa with reference to inheritance and succession
- Mashalaba, Siyabulela Welcome
- Authors: Mashalaba, Siyabulela Welcome
- Date: 2012
- Subjects: Inheritance and succession -- South Africa , Customary law -- South Africa , Sex discrimination -- South Africa
- Language: English
- Type: Thesis , Masters , MA (Human Rights)
- Identifier: vital:11099 , http://hdl.handle.net/10353/505 , Inheritance and succession -- South Africa , Customary law -- South Africa , Sex discrimination -- South Africa
- Description: In South Africa, it is evident that women are uniformed of their essential human rights, especially their inheritance and succession rights, including protection of such rights. Human rights are international norms that protect individuals everywhere from the states’ political, legal and social abuse. Human rights are entitlements which human beings have in order to enhance their human condition. They are the fundamental entitlements or minimum standards to be met for individual so that they live with dignity. This study focused on discrimination of women under customary law in South Africa with reference to inheritance and succession. The study validated the findings of other researchers on the impact of cultural practices on women’s rights to inheritance and succession. In addition the findings revealed that efforts t eliminate traditional practices, should foremost come from men and from communities that hold such destructive attitudes towards women. The outcomes and recommendations of this study would assist the government and other institutions to adopt effective measures to empower women and especially educate them so that they can assert and defend their human rights
- Full Text:
- Date Issued: 2012
- Authors: Mashalaba, Siyabulela Welcome
- Date: 2012
- Subjects: Inheritance and succession -- South Africa , Customary law -- South Africa , Sex discrimination -- South Africa
- Language: English
- Type: Thesis , Masters , MA (Human Rights)
- Identifier: vital:11099 , http://hdl.handle.net/10353/505 , Inheritance and succession -- South Africa , Customary law -- South Africa , Sex discrimination -- South Africa
- Description: In South Africa, it is evident that women are uniformed of their essential human rights, especially their inheritance and succession rights, including protection of such rights. Human rights are international norms that protect individuals everywhere from the states’ political, legal and social abuse. Human rights are entitlements which human beings have in order to enhance their human condition. They are the fundamental entitlements or minimum standards to be met for individual so that they live with dignity. This study focused on discrimination of women under customary law in South Africa with reference to inheritance and succession. The study validated the findings of other researchers on the impact of cultural practices on women’s rights to inheritance and succession. In addition the findings revealed that efforts t eliminate traditional practices, should foremost come from men and from communities that hold such destructive attitudes towards women. The outcomes and recommendations of this study would assist the government and other institutions to adopt effective measures to empower women and especially educate them so that they can assert and defend their human rights
- Full Text:
- Date Issued: 2012
Strategies used by professional nurses to manage newly diagnosed HIV positive pregnant women who fail to return within a month for further management and care
- Authors: Jama, Nontembiso Mary
- Date: 2012
- Subjects: HIV-positive women -- Medical care -- South Africa -- Eastern Cape , AIDS (Disease) in women -- South Africa -- Eastern Cape , Prenatal care -- South Africa -- Eastern Cape , Antiretroviral agents -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11899 , http://hdl.handle.net/10353/444 , HIV-positive women -- Medical care -- South Africa -- Eastern Cape , AIDS (Disease) in women -- South Africa -- Eastern Cape , Prenatal care -- South Africa -- Eastern Cape , Antiretroviral agents -- South Africa -- Eastern Cape
- Description: This study explored and described the strategies used by nurses to manage newly diagnosed HIV positive pregnant women who do not return to the clinic within a month following diagnosis, for continuity of care. The main aim was to prevent mother-to-child transmission of HIV (PMTCT). Method: The study sites were two accredited antiretroviral- ante-natal care (ARV-ANC) clinics at the Dimbaza community health centre (CHC) and the East London Hospital Complex (ELHC) which comprises of Cecilia Makiwane and Frere hospitals, in the Buffalo City Metropolitan Municipality (BCM). The majority of health personnel at these clinics are professional nurses. An in-depth semi structured interview guide was used to collect data through focus group interviews from professional nurses who work in these units. They were required to share their experiences about intervention strategies used for newly diagnosed HIV- positive, pregnant women who fail to return for continuity of care within a month after diagnosis. Results: Follow up of these women is done by tracking them (by calling them; calling the clinic nearest to their homes and doing home visits). Decentralisation of further management and care to the nearest clinic was also cited, especially for the patients who stay far from these accredited sites. Family support was also mentioned as a strategy to intervene for the non-compliant patients. Challenges: The challenges that were encountered with these interventions include wrong contact details, wrong addresses and being evasive when visited at home. Another challenge cited was related to the stigma attached to the diagnosis and the tracking devices used, for example, the car as it is familiar to the community it serves. Despite known benefits for early initiation of HIV treatment newly diagnosed HIV- positive, pregnant women continue to refrain from accessing care after diagnosis, thus posing a risk to the transmission of HIV to the baby and further comprising their own health. They miss out on general HIV management and ante-natal care. Conclusion: The identified intervention strategies used by nurses to follow up newly diagnosed HIV- positive, pregnant women need to be reinforced and strategies put in place to control the related challenges for a better response by the patients.
- Full Text:
- Date Issued: 2012
- Authors: Jama, Nontembiso Mary
- Date: 2012
- Subjects: HIV-positive women -- Medical care -- South Africa -- Eastern Cape , AIDS (Disease) in women -- South Africa -- Eastern Cape , Prenatal care -- South Africa -- Eastern Cape , Antiretroviral agents -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11899 , http://hdl.handle.net/10353/444 , HIV-positive women -- Medical care -- South Africa -- Eastern Cape , AIDS (Disease) in women -- South Africa -- Eastern Cape , Prenatal care -- South Africa -- Eastern Cape , Antiretroviral agents -- South Africa -- Eastern Cape
- Description: This study explored and described the strategies used by nurses to manage newly diagnosed HIV positive pregnant women who do not return to the clinic within a month following diagnosis, for continuity of care. The main aim was to prevent mother-to-child transmission of HIV (PMTCT). Method: The study sites were two accredited antiretroviral- ante-natal care (ARV-ANC) clinics at the Dimbaza community health centre (CHC) and the East London Hospital Complex (ELHC) which comprises of Cecilia Makiwane and Frere hospitals, in the Buffalo City Metropolitan Municipality (BCM). The majority of health personnel at these clinics are professional nurses. An in-depth semi structured interview guide was used to collect data through focus group interviews from professional nurses who work in these units. They were required to share their experiences about intervention strategies used for newly diagnosed HIV- positive, pregnant women who fail to return for continuity of care within a month after diagnosis. Results: Follow up of these women is done by tracking them (by calling them; calling the clinic nearest to their homes and doing home visits). Decentralisation of further management and care to the nearest clinic was also cited, especially for the patients who stay far from these accredited sites. Family support was also mentioned as a strategy to intervene for the non-compliant patients. Challenges: The challenges that were encountered with these interventions include wrong contact details, wrong addresses and being evasive when visited at home. Another challenge cited was related to the stigma attached to the diagnosis and the tracking devices used, for example, the car as it is familiar to the community it serves. Despite known benefits for early initiation of HIV treatment newly diagnosed HIV- positive, pregnant women continue to refrain from accessing care after diagnosis, thus posing a risk to the transmission of HIV to the baby and further comprising their own health. They miss out on general HIV management and ante-natal care. Conclusion: The identified intervention strategies used by nurses to follow up newly diagnosed HIV- positive, pregnant women need to be reinforced and strategies put in place to control the related challenges for a better response by the patients.
- Full Text:
- Date Issued: 2012
Guilt and shame as intergroup emotions applied within the South African context
- Authors: Byrnes, Janet
- Date: 2009
- Subjects: Intergroup relations , Shame , Guilt
- Language: English
- Type: Thesis , Masters , M Soc Sc (Psych)
- Identifier: vital:11607 , http://hdl.handle.net/10353/154 , Intergroup relations , Shame , Guilt
- Description: The present paper will inform about three studies that seek to make a contribution to the area of self-conscious emotions, namely guilt and shame, and their consequences for intergroup relations in a South African context. As with previous research, this research investigated whether belonging to a particular group (i.e. being a white South African) is likely to evoke feelings of collective guilt and collective shame when reminded of the atrocities of Apartheid, even though the individual members did not personally contribute to their group’s negative history. The first study aimed to investigate experimentally the effects of experienced collective ingroup guilt and shame on the desire to make reparation. The second study aimed to test the relationship between guilt/shame and reparation of white South Africans in the field. Furthermore, the second study aimed to account for the dialectical aspects of the intergroup situation by exploring guilt/shame and reparation of white South Africans as expected by young black South Africans (as members of the previously oppressed group). The third study aimed to replicate the differences between experienced guilt/shame/reparation and reported ingroup identification by white South Africans and the expected guilt/shame/reparation from white South Africans and reported ingroup identification by black South Africans as found in the study 2. In addition, the third study aimed to control the antecedents for collective guilt and for collective shame. It also explored the impact knowledge about atrocities of the ingroup (white participants) has on emotions and reparation attitudes and whether perceived status relations at present and in the future impacts the emotions as well general reparation attitudes.
- Full Text:
- Date Issued: 2009
- Authors: Byrnes, Janet
- Date: 2009
- Subjects: Intergroup relations , Shame , Guilt
- Language: English
- Type: Thesis , Masters , M Soc Sc (Psych)
- Identifier: vital:11607 , http://hdl.handle.net/10353/154 , Intergroup relations , Shame , Guilt
- Description: The present paper will inform about three studies that seek to make a contribution to the area of self-conscious emotions, namely guilt and shame, and their consequences for intergroup relations in a South African context. As with previous research, this research investigated whether belonging to a particular group (i.e. being a white South African) is likely to evoke feelings of collective guilt and collective shame when reminded of the atrocities of Apartheid, even though the individual members did not personally contribute to their group’s negative history. The first study aimed to investigate experimentally the effects of experienced collective ingroup guilt and shame on the desire to make reparation. The second study aimed to test the relationship between guilt/shame and reparation of white South Africans in the field. Furthermore, the second study aimed to account for the dialectical aspects of the intergroup situation by exploring guilt/shame and reparation of white South Africans as expected by young black South Africans (as members of the previously oppressed group). The third study aimed to replicate the differences between experienced guilt/shame/reparation and reported ingroup identification by white South Africans and the expected guilt/shame/reparation from white South Africans and reported ingroup identification by black South Africans as found in the study 2. In addition, the third study aimed to control the antecedents for collective guilt and for collective shame. It also explored the impact knowledge about atrocities of the ingroup (white participants) has on emotions and reparation attitudes and whether perceived status relations at present and in the future impacts the emotions as well general reparation attitudes.
- Full Text:
- Date Issued: 2009
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