Browsing by Author "Adams, Jabulile Dorothy"

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    Evaluation of psychological programmes for children orphaned by HIV/AIDS in South Africa
    (2005) Adams, Jabulile Dorothy; Makunga, N.V.
    Programmes addressing psychosocial needs of children orphaned by HIV/AIDS already exist in Sub-Saharan countries (Germann, 2002), yet in South Africa, few if any, of the relief programmes take cognisance of psychological support. Failure to provide psychological support to children orphaned by HIV/AIDS may have negative, long lasting effects like mental illness, crime, street children and these can in turn result in dysfunctional societies. Thus the aims of the present study were to report on findings concerning available psychosocial intervention programmes and to provide information about the effectiveness of these programmes. Using purposive sampling to select research respondents, the researcher collected data personally. A questionnaire was administered to 19 female caregivers at Emoyeni Hospice in Northern Kwa-Zulu Natal to evaluate psychological support intervention in their programmes. The questionnaire was translated to Zulu in order to avoid any misunderstanding. Qualitative and quantitative data analysis was used in order to conclude about the state of psychological interventions for children orphaned by HIV/ AIDS at Emoyeni. Research findings led to the following conclusions: • Care-givers at Emoyeni Hospice do include the component of psychological intervention support in their intervention programme. • The care-givers at Emoyeni Hospice still need to be helped to recognize the importance of letter writing, and facilitating remembrance of the deceased parent/ parents as a technique of psychological intervention. The present study revealed that caregiyers consider spiritual and physical support as important aspects for inclusion in the psychological intervention programme in order to maximize psychological well-being.
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    Prevailing and preferred learning practices in university academic support
    (2006) Adams, Jabulile Dorothy; Nzima, D.R.
    The present study examines the prevailing and preferred learning practices in students support programmes. The aims of the study were: • To determine the nature of learning practices that prevail at the University of Zululand. • To determine the learning practices that student prefer. • To determine the students' perception of the prevailing and preferred learning practices. • To find out if such factors as gender, age, year level and faculty influence the students' perceptions of the prevailing and preferred learning practices. In accordance with these aims, an extensive study on models of support was undertaken. Using purposive sampling to select research respondents, data was collected. A questionnaire was administered to students at the University of Zululand. Qualitative and quantitative data analysis was used in order to draw conclusion about the prevailing and the preferred state of learning practices at the University of Zululand. Research findings led to the following conclusions: • The nature of support that prevail at the University of Zululand is biased towards assisting students with academic matters. Personal support is provided. • The results also show that students had their preference in terms of an ideal support structure. • The results revealed that prevailing and preferred learning practices were viewed differently. Sixty six percent of students held a positive perception towards preferred learning practice. • The findings revealed that the variable of year had an influence on the student's perception. • The results show that males and females differed in their perception of prevailing and preferred learning practices. Another interesting finding however, was that both prevailing and preferred learning had no influence on perception. The factor of faculty only influenced the perception of preferred learning practices. • Findings emanating from additional information revealed that students preferred that intervention should involve more than enhancing content. In other words students preferred an intervention programme that would embrace all their needs. On the basis of the findings recommendations for handling issues of student support were put forward.