Educational Psychology & Special Needs Education

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Accountable parental involvement in primary school
(University of Zululand, 2003) Bhengu, T.B.; Urbani, G.; Vos, M.S.
The aim of this study was to pursue an investigation into accountable parental involvement in primary schools From the literature study it became clear that there are many areas and possibilities for parents to become formally and informally involved in the schooling of their primary school children. Formal involvement of parents in school activities is based on juridical, historical and educational grounds. Juridically, legislation in South Africa stipulates that parents must be involved in the school at least at the level of governance. Parents exert a lot of influence on their child's cognitive development in the early years and thus the contact between home and school should be maintained, especially during the primary school years, if the child is to succeed in formal schooling. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by primary school educators, was utilised. The completed questionnaires were analysed using descriptive statistics. In conclusion a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: • Positive attitudes must be inculcated in parents to become actively involved in their children's formal schooling. • Educators and parents must be trained to offer parental involvement programmes. Further research should be conducted concerning the accountability of parents regarding their involvement in primary schools.
The adolescent and the use of Cannabis
(2007) Ncane, Pheheas Dayiloni.; Vos, M.S.
The aim of this study was to investigate the effect of cannibas use on the adolescent's development. This was achieved by means of a literature study and an emprical investigation. The literature study found that the use of cannabis by the adolescent affects his physical, psychological (cognitive and affective), social and normative development.
Adolescents' perception of rape
(2004) Heeralal, Prem Jotham Heeralal; Urbani, G.; Van Der Merwe, A.
In order to study adolescents perception of rape, relevant literature pertaining to rape and adolescence as a stage in the development of an individual was reviewed. The literature review pertaining to rape deals mainly with the following aspects: > Rape in terms of the law. > Conditions in society that promote rape. > Reasons for raping. > Recognition of sexual abuse. > Reactions to rape. > Needs of the rape victim. > Types of rape. > Coping with rape. > The responsibility of parents towards rape victims. Literature on the following aspects of adolescence is also reviewed: > Developmental tasks of the adolescent. > Relations of adolescents. > Characteristics of adolescent sex offenders. The descriptive method of research was used to collect data with regard to adolescents' perception of rape. Grade eleven learners at selected schools in the Bergville District, Ladysmith Region of KwaZulu-Natal, completed an empirical survey comprising a structured questionnaire. The data that was collected was analysed using inferential statistics. From the information gathered the following are the most important findings of the research regarding adolescents' perception of rape: > Adolescents are aware that rape is unlawful. > Adolescents believe that effective law enforcement can curb rape. > Adolescents do not believe that a culture of violence contributes to rape. > Women are reluctant to report being raped. > Adolescents' perception is that rape victims have difficulty in coping with relationships with other people. > The study reveals that it is vital for rape victims to talk about the rape. > Adolescents perceive rape as a crime of aggression. > Adolescents do not want parents to support a child that has been raped. > Rape is an action that decreases the self-esteem of women. > They do not believe that there is any relationship between rape and family violence. > They are uncertain if there is a relationship between women abuse and rape within marriage. The study also reveals that there is a significant difference statistically between the responses of males and females regarding responses to question that deal with rape whereas there is no significant difference between the responses of males and females regarding questions based on adolescence as a developmental stage. Based on the findings, the study makes the following recommendations: > Adolescents must lobby support to ensure more effective law enforcement, speak out against rape and must not be put under pressure by peers to engage in sex. > Parents need to communicate more effectively with adolescents. > Law enforcement must be stepped up to curb rape. > Programs must be put in place to educate adolescents regarding rape.
An Afrocentric model of understanding substance abuse among high school learners in King Cetshwayo District.
(University of Zululand, 2019) Nzama, Muzi Vitalis; Hlongwane, M.M.; Kutame, A.P.
This study explored substance abuse among high school learners in King Cetshwayo district. The main concern, on which this study was based, was on the rise in substance abuse by high school learners and the risk behaviours associated with it in spite of all endeavours being made against substance abuse by various non-governmental organisations and the government. Owing to the fact that all these endeavours did not seem to show expected results, the researcher felt that there was a need to look at substance abuse from an Afrocentric perspective. This study was motivated among others, by Afrocentric theory of Asante which emphasises the African identity from the perspective of African people as centred, located, oriented, and grounded and stresses the dire need for African people to be re-located historically, economically, socially, politically, educationally and philosophically. It was again also based on Bowen family systems theory, which is about the emotional functioning of the human species. This study adopted a mixed method approach making use of both qualitative and quantitative methods. Questionnaires were utilised for quantitative data collection and interviews were utilised to gather qualitative data from primary respondents (learners), parents and educators. The findings of the study revealed that the main substances of abuse by learners in King Cetshwayo district were cigarettes at 83%; alcohol at 64% and dagga at 27%. It was found that 77% of the learners were found to be influenced by friends or peers to abuse substances. The findings also revealed that learners were involved in substance abuse because of stress caused by parent-child relationships and stigmatisation both by parents and educators who failed to support them. It was also revealed that the family structure plays a role in substance abuse since 30% of the learners stay with their mothers only. The lack of role models in the community was one of the causes for learners’ abuse of substances. It was recommended that parent-child relationships be strengthened and that parents should teach their children about substance abuse and be role models to their children. Parents should again educate their children about African values and morals before they commence with schooling. Educators should also be skilled on how to reverse moral regeneration by focussing on Afrocentric norms and values to be emulated by learners. An Afrocentric model of understanding substance abuse should be adopted. This model is based on the idea that if people who are concerned with the development of a child, can be embedded with African morals and values and be empowered with the necessary skills, they can be in a better position to assist learners to fight against substance abuse.
Analysing the school context for factors that promote or impede resilience among middle adolescent learners
(2007) Buthelezi, Nontobeko Precious Angela; Sibaya, P.T.
This study was concerned with analysing the school context for factors that promote or impede resilience among middle adolescent learners. The study aimed to find out if black high school learners perceive themselves as resilient or non-resilient: It also investigated the aspects perceived by learners as retarding or enhancing resilience within the school context and to identify qualities of the school that enhance or impede resilience in learners. Four schools within the Pinetown district in KwaZulu Natal were chosen as a sample. Random sampling procedure was used to ensure that any of the schools falling within the four wards of Pinetown district had the same probability of being selected. All grade 10 learners, mostly those falling within the ages of 15 to 20 were asked to participate in data collection. The self-evaluation instrument that was used to collect data about whether learners perceived themselves as resilient was specifically designed to measure this variable. This instrument was designed at the University of Pretoria as part of a research project aimed at making a comparative study of middle adolescent perception of resilience (ranked high or low). The research instrument was statistically proven to have demonstrated content validity and construct validity. This instrument has statistically demonstrated its reliability in terms of internal consistency. The questionnaire had to be translated into isiZulu as most learners were first language Zulu speakers. Learners first had to undergo a self-evaluation process to test how resilient they perceived themselves to be. The second aspect of the questionnaire was to rate, in order of importance, those factors within the school environment that they perceived either enhanced or impeded resilience. A 5-point Likert-type scale Was used with a series of levels of degree expressing positive or negative response to the questionnaire. The researcher used at least 3-5 items in the instrument measured similar idea. All items were interspaced to avoid predictability of questions. The learners indicated the extent to which they agreed or disagreed with each statement. No numbers were given as learners might have mistaken them as values that are used for grading learners. Learners had to express their own views on Structured open-ended questions in order for the researcher to better understand the use of resilience. Data collected was integrated and analysed collectively to give a comprehensive understanding of resilience. The majority of learners rated themselves as resilient despite the many difficulties faced in their environment. They also affirmed all the resilience promoting factors as important to their life at school. The main characteristic of a good school highlighted by black South African adolescents in this study, was an appreciative, caring and supportive environment where respect for self and others prevails. Good schools in this study provided opportunities for learners to engage in a variety of extra-curricular activities and the resources needed by the learners were made available. The adolescents in this study appreciated a well organised school where rules and regulations were consistently followed. A good physical environment was seen also as conducive to teaching and learning. Educators who offered relevant information and empowered learners to deal with the challenges of life were viewed as great assets according to the findings of this study
Anxiety associated with the use of technology among teachers in Lesotho
(University of Zululand, 2016) Tlaba, David Tlaba; Sibaya, P.T. and Sibaya, D.C.
The purpose of this study is to investigate anxiety associated with the use of technology among teachers in Lesotho. The sample consists of 100 high school teachers from various schools located in the Maseru district. To meet the objectives, a questionnaire was designed, which collected data on teachers’ anxieties towards technology in relation to demographic variables. The findings of the study suggest that the educators do differ in their anxiety levels in relation to technology, and that there is no correlation between age and anxiety. The relationship between the variable of gender and anxiety is revealed. Furthermore, teaching experience is found to have a significant effect on anxiety, while nationality is found to have no effect on anxiety.
Assessment of support strategies in inclusive education in the Foundation Phase in the Umlazi District
(University of Zululand, 2017) Subramoney, Kemeshri Avril
It has been 16 years since the release of Education White Paper 6 however, South Africa continues to experience challenges in implementing Inclusive Education (IE) by providing support effective for learners who experience barriers to learning. Education in society is a fundamental part of our lives and IE provides the platform to achieve a unified society. The study focused on the Foundation Phase where barriers could be identified and early intervention could be provided. The aim of this study was to ascertain the nature of the support strategies employed by Foundation Phase teachers in two schools in the Umlazi District. It also aimed to establish if learners who experience barriers to learning as well as if the teachers and the school were adequately supported. It was apparent that although the department of education addressed some of the challenges by providing a policy and guidelines on the implementation of inclusive education (National Strategy on Screening, Identification, Assessment and Support (SIAS) and Guidelines for responding to learner diversity in the classroom) there was little evidence of stakeholders having knowledge of the documents or applying the recommended strategies. A mixed method design was used for this case study. The quantitative method comprised of a questionnaire constituted the initial phase of the data collection. It was then followed by the qualitative method which involved a focus group interview with selected participants. The questionnaire was completed by 21 teachers from the two schools and 5 teachers participated in the focus group interview from the first school and 8 from the second. This study established that although teachers attempted to provide support to learners that experience barriers to learning, they found these strategies to be ineffective. The pre-service in-service training that they received to address barriers to learning was ineffective and inadequate. Support networks at the schools were dysfunctional and there was confusion about the roles and responsibilities of the various support structures. Stakeholders and external support structures were ineffective and inaccessible. The lack of communication and collaboration amongst stakeholders was evident. These findings are These findings are common and consistent with discoveries from previous research. Contributions of the study are important for further research and implementation of the recommendations would assist in ensuring that learners receive quality education that can help them to be productive members of society.
Assessment of teacher’s skills at inclusive schools in uMhlathuze District.
(University of Zululand, 2014) Langa, Doris Nkosingiphile; Nzima, D.R.; Govender, S.
The main aim of the present study was to investigate whether or not teachers possess the skills which are needed to deal with learners in inclusive classrooms. The study also aimed to evaluate data regarding teachers’ qualification, inservice training programmes as well as their experience in the inclusive schools. The objectives of the study were: • To investigate whether or not teachers had the necessary skills to assist learners with special needs in education. • To find out if there were any teacher in-service training programmes on inclusive education. • To determine whether or not there was a relationship between teachers’ skills for handling children in inclusive classroom and the following teachers’ characteristics: - Gender - Qualification and - Experience One hundred and seven (107) questionnaires were completed by teachers in special schools and full service schools in KZN. To collect data a questionnaire which consisted of closed-ended questions was administered to teachers. A ChiSquare one-sample tests and K-independent samples as well as computer statistical programme called Statistical Packages of Social Science was used to analyze data. vii The findings of the study indicated that teachers had basic knowledge of how to handle learners with different learning needs and they felt comfortable with the skills they possessed. With regard to the availability of in-service training programmes, the results revealed that teachers benefit a lot from both Psychological Guidance and Special Education Services (PGSES) and Outcomes Based Education (OBE) workshops provided by the Department of Education. The findings also suggested that there was a relationship between teachers’ skills for handling learners with special needs in education and their qualifications, gender and experience.
The association between learning problems and learners' profiles in private practices in the Limpopo Province
(2006) Bezuidenhout, Elizabeth; Sibaya, D.C.; Sibaya, P.T.
The purpose of this study is to show the association between learning problems and demographic factors, to examine the assessment of learning problems and to describe the profiles of learners with learning problems. Knowledge regarding the above-mentioned could be of assistance in paving the way to examine the relative impact of these variables to predict, assess and treat learning problems. The method used in this study entails a retrospective review of records. This means that previous psychological records were examined. These psychological reports consist of information on psychodiagnoses, intervention procedures and prognoses. In the light of the findings from the present study, it appears that there exists a need in South Africa for a solution-focused approach in the prevention and treatment of learning problems. According to the findings of the present study, learning problems can be caused by various demographic factors. Furthermore, attention is drawn to guide psychologists regarding the assessment of learning problems. A comprehensive test battery is necessary when assessing learning problems, because learning and emotional problems often co-exist. Finally, findings from the present study show variations in learners' profiles. Profiles of learners with learning problems seem to differ in a unique way from one another. Therefore, unique remedial programmes for the treatment of learning problems can be designed accordingly.
The attitude of learners towards language choice: a case study of Welbedene Secondary School
(2012) Balan, Devasagren Madurai; Vos, M.S.
The aim of this investigation was to determine learners’ attitudes towards language choice in secondary school. The focus was on secondary school learners attending schools where the medium of instruction is not in their mother tongue. An introductory literature review was provided of mother tongue education versus English as medium of instruction. Advocates of mother tongue education argue that a child learns better and quicker through the mother tongue than through an unfamiliar linguistic medium and it is also an important means of identification among the members of the community to which the child belongs. However, black communities are generally opposed to instruction in their home language because they view the indigenous languages as low status languages and as barriers to their upward mobility in a world dominated by English. In the South African society English is associated with prestige as it is in many other countries. An overview of the current language-in-education practices in South African high schools revealed that depending on which language is taught, as first language either English or Afrikaans is compulsory as a second language. English, as a first language and Afrikaans, which is their third or fourth language, as a second language. The problems experienced with second language instruction were discussed with reference to reading, writing, speaking and listening. For the purpose of the empirical investigation, a self-structured interview was conducted with the educators. A quantitative descriptive analysis was undertaken of the completed questionnaires and a qualitative analysis of the interviews. In conclusion a summary of the study and findings emanating from the literature and empirical investigation was presented. Based on these findings the following recommendations were made:  A school based language policy should be formulated in accordance with the national language-in-education policy but must also take into consideration the language needs of the learners in the school.  Indigenous languages must be developed and promoted by providing financial assistance and/or incentives for literature works and textbooks in the indigenous languages.  Educator training should include strategies to teach multilingual classes.
Attitudes of Department of Education District officials towards inclusive education
(University of Zululand, 2010) Motala, Rashid Ahmed; Nzima, D.R.; Govender, S.
This study focuses on a vital component of the transformation process on the South African educational landscape - district based Department of Education officials. This descriptive research project had three aims. Firstly; the study determined the nature of the attitudes of Department of Education officials based at the Pinetown District towards the inclusion of learners with learning difficulties at mainstream primary schools. Secondly, the study examined the impact of nine selected demographic characteristics of district based officials on their attitudes towards inclusion. Lastly, the study determined the degree of concern that district based Department of Education officials experienced towards 10 selected factors (eg. large classes, training of educators, curriculum adaptation, extra pay for teachers, time for teacher planning) in the implementation of inclusive education at mainstream primary schools. The research instrument employed in the study was a questionnaire, which was administered to all eligible Pinetown District based officials. Ultimately, 62 respondents were recognized as the members of the sample in the study. Quantitative data was analysed using both descriptive and parametric statistics. Qualitative data was content analysed to discern emerging themes. The results of the study indicated that Pinetown District based Department of Education officials generally hold positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools. In addition the study found that the following five demographic characteristics are significant predictors of Department of Education district officials positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools - training in special/inclusive education, contact with people with disabilities, experience in teaching learners with disabilities, knowledge of White Paper 6 (Department of Education, 2001) and the workstation of the officials. Lastly, the study concluded that district based Department of Education officials were very concerned that the 10 factors (eg. teacher workloads, provision of a support teacher, availability of resources, support of school management teams and the impact of included learner on the performance on the non-disabled learners) collectively could impede the successful implementation of inclusive education at South African schools.
Attitudes of educators towards children with Attention Deficit Hyperactivity Disorder
(University of Zululand, 2014) Ntuli, Busisiwe Nokukhanya; Nzima, D.R.
The aim of the study was to investigate educators’ knowledge and attitudes towards children with Attention Deficit Hyperactivity Disorder (ADHD). In particular the study sought: 1. To determine the level of educators knowledge and attitudes about ADHD 2. To ascertain whether or not is a significant difference in attitude between educators in the mainstream school and those in the resource centre (remedial school);and 3. To determine the relationship, if any, between educators’ perceptions of ADHD children and certain educators’ characteristics discussed further in the study. In this study, the focus was on primary school learners. Primary school learners are learners who are between grades one and seven. The target population was primary school educators in a mainstream school and in a resource centre. Sixty nine educators were divided into two groups:48 educators taught at a mainstream school (Group 1) and 21 educators teach at a resource center (remedial school) and deal with ADHD cases regularly (Group 2).A questionnaire was given to each responded as a method of data collection instrument. xiv The study concludes that mainstream education for ADHD children (with individualized education if necessary) causes considerable difficulty for all concerned. The educators’ attitudes towards ADHD children were far from ideal, and their knowledge is insufficient. One interesting finding from this study was that knowledge of Special Education seems to have a positive influence on the educators’ attitude towards learners with ADHD.
Attitudes of educators towards the school-based promotions
(2009) Biyela, Bongumusa Wilfred; Nzima, D.R.
The study investigates the attitudes of educators towards the promotions that take place in schools. The intention of the Department of Education was to improve the quality of education through the involvement of all the stakeholders in the decision-making. There is a common dissatisfaction from the candidates especially those who have been unsuccessful after the selection process. i The main aim was to determine the attitudes of educators towards the school-based promotions. The results show that educators have a negative attitude towards the school-based promotions. They experience the manipulation of the process to favour certain individuals. Several studies indicate that the "glass ceiling" in promotions has been adopted in the past and even today another form of it, is being utilized. Politics play a major role in the promotion of educators in schools and some educators hold the position in the municipalities where they contest as politicians. The view of educators about the promotions was another aim, which the study investigated. The schools seem to adopt different strategies within one department with same policies. Monitoring is lacking from the department officials and the school governing bodies are entrusted with the selection processes, which they are unfamiliar with. The educators view the promotions as unjust and corrupt. The governing bodies are exposed-to promotions without training and others are illiterate which makes the selection process to be subjected to manipulation. Another aim was to determine the human relations after the promotions have been conducted. The sound human relations are important for the proper functioning of the school. The positions and the manner in which the school conducts promotions contribute to the deterioration of the human relations and the policies of the department discourage the approach, which depicts the policies of the school as an organisation with people who have been working. The educators feel that human relations are strained when there has been a competition and the principal is always linked with favouratism because he or she is the only representative of the department who also determines the needs of the cum'culum of a particular school.
The attitudes of Further Education and Training (FET) phase teachers toward the implementation of inclusive education in Libode District in the Eastern Cape
(University of Zululand, 2018) Mcoteli, Nombuyiselo Tracey; Govender, S.
This research investigated the attitudes of Further Education and Training (FET) phase teachers toward the implementation of inclusive education in Libode District in the Eastern Cape. The investigation took place during the period between March and July 2017. The participants in this study were 182 Further Education and Training (FET) phase teachers from 12 randomly selected FET phase schools in the Libode district. Data were collected from teachers using a questionnaire. The data from the questionnaire were analysed using Statistical Package for Social Sciences (SPSS). The results showed that the FET phase teachers in the Libode District hold negative attitudes toward the implementation of inclusive education in the Libode FET phase schools in the Eastern Cape Province. The study recommends many strategies to combat these negative attitudes, including making available a guide for FET phase schools on how to implement inclusive education, in-service training of the FET phase teachers on inclusive education, participation of FET phase school teachers in implementing the Inclusive Education Policy, involvement of stakeholders (parents and experts in different relevant fields) in the implementation of inclusive education, providing special education needs learners in FET phase schools with relevant resources, introduction of modularization to progressed learners in the FET phase schools and strengthening subject choices in FET phase feeder schools in grade eight and nine for grade ten subject streams.
Attitudes of selected groups of teachers towards inclusive education
(2007) Machi, Cedric Zitha; Nzima, D.R.
Inclusive education, in its broader sense, is bout acknowledging diversity of learners' needs and providing appropriate support. This happens when the education system is characterised by a shared responsibility among all the stakeholders to collaboratively provide a continuum of specialised support to address different needs of all learners. The needs range from cognitive, physical, emotional and cultural needs just to mention a few of them. Learners in the inclusive system therefore take a full and active part and are perceived as the full members of the institution as well as classroom community. Thus it is about creating a welcoming and supportive institutional culture that accepts and respects diversity of learners unconditionally. In inclusive education the whole system is custom-made; this includes curriculum and assessment standards, to meet the needs of learners not the predetermined needs of the curriculum. The purpose of this study was to investigate the nature of attitudes that teachers hold towards inclusive education and how teachers as a group perceive different disabilities. There were two aims that the study has tried to address. They are: • The nature of attitudes teachers from different backgrounds hold towards inclusive education. • How teachers as a group perceive different disabilities. The questionnaire was administered to teachers from historical Black; Coloured; White primary schools as well as teachers from special schools and the results showed that the nature of attitudes that teachers from different backgrounds hold towards inclusive education differ. Teachers from historical Black and Coloured primary schools hold more positive attitudes towards inclusive education than teachers from historical White primary schools and special schools. The study further showed that the majority of the participants in this study are not in favour of inclusion of learners with the following disabilities: blind; deaf; wheelchair confined and cerebral palsy. Teachers from historical White primary schools came up as the most apprehensive group towards including learners with behavioural problems than any other racial group.
Attitudes of teachers towards sexuality and HIV and AIDS education
(2001) Nqoloba, Tembela; Nzima, D.R.
This study investigated the attitudes of teachers towards sexuality "and HIV/AIDS education in Mthatha schools. The objectives were threefold. First, the study intended to determine the attitudes of educators towards the inclusion of sexuality education. Second, it investigated whether the attitude of educators has an impact on their teaching of sexuality education. Third, it wanted to determine if there are gender-related differences in the attitudes of educators towards the inclusion of sexuality education in the curriculum. A purposive sampling method was used and 56 (27 female and 29 male) Mthatha teachers were selected. Permission to conduct the research was requested and obtained from the District Director of the Department of Education in Mthatha. A questionnaire was used to collect data. It was delivered to the targeted respondents together with a request and short briefing about the study. The researcher also provided them with information to ensure that ethical guidelines were followed. The questionnaires were collected after a week for some and two weeks for others. With the help of a statistician the analysis was made. The cases showed mixed feelings and inconsistencies on certain issues, but were generally supportive of the idea of teaching sexuality and related aspects in schools. That is, teachers held positive attitudes. However, while females seemed to have assumed that good courses would be delivered when introduced, men provided a critique based on past experience. The males were concerned that past development programmes did not live up to expectations, they were ineffective but expensive, and did not contain the relevant topics. They suggested that any HIV and AIDS and sexuality education programmes developed should be conducted with more purpose and should be effective.
Awareness and perceptions of HIV/Aids preventive strategies among students of Universities of Zululand and Ado-Ekiti
(2010) Kolawole, Ibidayo Ebun; Nzima, D.R.
This study sets out to establish the level of awareness and perception of preventive strategies against HIV/AIDS in two African Universities, Zululand (South Africa) and Ado-Ekiti (Nigeria). Responses to a questionnaire set out in nine sections (125 items) from one thousand four hundred and sixty participants (604 from UNAD; 856 from UNIZULU) were analysed for their socio-demography, sexual activities, awareness, assessment of factors that support spread of HIV/AIDS on campus, risk assessment of students, knowledge of HIV transmission and protection, and perception of preventive strategies. One section also covered the assessment of institutional programmes on HIV/AIDS. The socio-demography revealed that though the two institutions are located in relatively rural/remote places, the socio-economic status were completely different. While UNIZULU respondents were predominantly from rural areas, and from poor families, UNAD respondents were predominantly from middle/high class homes drawn from cities and big towns. The pattern of their sexual activities was also different. While a small, but higher, percentage of UNAD’s respondents have been sexually active from elementary schools, the majority of respondents from UNIZULU have been sexually active from high school with a large proportion being single parents. Most of UNAD’s respondents became sexually active in the university although a small percentage was sexually active when they were in the primary school. Institutional support was much better at UNIZULU though both institutions enjoyed adequate awareness of HIV. However, UNIZULU has facilities for testing and counselling, which was not available at UNAD. UNAD respondents did not have adequate access to male condoms whereas UNIZULU did, but both institutions did not have adequate access to female condoms. Core risk factors common to both institutions are irregular and inconsistent use of condoms, not knowing the HIV status of their partners and of themselves, multiple and concurrent sexual activities, intergenerational relationships cloaked in sex-for-money or favour trade, and having sex under the influence of alcohol or drug. While risky sexual activities were driven mainly by gender, and to a smaller proportion by marital status, number of children, where grown up and family resources, the factors that drive risk at UNIZULU were more complex and included gender, age, marital status, number of children and level of study. Indeed there was evidence that UNIZULU respondents appeared to be more sexually risky as the level of study increased while UNAD’s appeared to be less risky. Recommendations are put forward for the possible use results of this study could be put to make African university campuses sexually safe.
Behaviour symptomatology and an intervention approach with children of divorce in a school setting
(2010) Wagner, Vanessa Ann; Nzima, D.R.
South African society has been plagued by traumatic events that have influenced many people including children. Within a systemic context children are impacted upon by various micro-systems within which they find themselves, for example, the family, the school and church amongst others, as well as the macro-system of society as a whole. Divorce is such a personal yet extremely traumatic experience especially when there are children involved. Research shows that the effects of divorce are often felt for many years later. This research study was approached from a qualitative perspective examining the impact of divorce on children in different developmental stages. It highlights ways in which children could be assisted during the crisis of divorce and explores protective factors that would facilitate post-divorce adjustment. The study included short-term therapeutic intervention with six children attending two schools in the Western Cape. By it’s very essence this study allows one to offer guidance to schools and parents with regard to emotional support for learners who have been through similar experiences.
Behavioural and psychosocial factors associated with cyberbullying
(University of Zululand, 2012) Pillay, Cecilia L; Govender, S.; Nzima, D.R.
Cyberbullying is a new form of bullying and harassment that is also referred to as electronic or online bullying. It may involve the following: sending mean, vulgar or threatening messages or images, posting sensitive or private information online, pretending to be someone else online in order to make a person look bad or intentionally exclude a person from an online group. Viewed as covert psychological bullying conveyed through electronic means it has been identified as the most problematic form of emerging cruelty among adolescents in schools. Existing research studies on cyberbullying suggests that it is increasing at a phenomenal rate and it is not clear whether online perpetrators and victims possess the same characteristic behaviours and psychosocial profiles as their traditional bullying counterparts. However in South Africa there is a paucity of research. The present study seeks to examine the behavioural and psychosocial factors associated with cyberbullying among Grade 8 to 10 learners, in a cross-section of schools, in KwaZulu-Natal. The purpose of the research was to determine: the prevalence of cyberbullying; the relationship between age, gender, rural and urban dichotomy and socioeconomic status of victims and perpetrators of cyberbullying; school personnel’s management of cyberbullying; and the relationship between psychosocial factors and behavioural characteristics and cyberbullying. Two questionnaires were used. The first was a 3-part psychosocial questionnaire and the other a cyberbullying questionnaire (Riebel, Jager, & Fischer, 2008). The data from this study confirms that cyberbullying is prevalent in various forms, in secondary schools, in KwaZulu-Natal. The total sample was N=450. Of which 199 (44.22%) reported that they were victims or perpetrators of cyberbullying. There were 127 (28.22%) who identified themselves as victims and 72 (16.0 %) admitted to be perpetrators. The most frequent form of cyberbullying experienced was rumours and slander using the internet or cellular phone. The electronic communication preferences of participants were: instant messaging (50%); 47% used social networking; about 44% used chatrooms and 32% used email. Females spent more time in chatrooms and sent more instant messages than the males. The results show that friends and fellow learners were responsible for the cyberbullying most frequently. The victims rarely choose to reveal that they were cyberbullied to their teachers. Participants chose their friends as the primary person to talk to about their victimisation while the secondary person was their parents. Teachers were the last person of choice to seek help. Comparison of victims, non-victims, perpetrators and non-perpetrators of cyberbullying on the Life Satisfaction Scale (LSS), indicated that victims of cyberbullying were the most dissatisfied group (9.83%) while perpetrators reported high satisfaction. There was a significant difference between victims and non-victims on their performance on the psychological well-being scale and this was also the case for perpetrators and nonperpetrators of cyberbullying. Victims did not like themselves; expressed a poor sense of self, low self-esteem and lack of self-confidence and had more negative self-perceptions which affected their psychological well-being. They expressed feeling of helplessness, loneliness, sadness, despair, anger, and self loathing. Perpetrators also had strong feelings of worthlessness, guilt, sadness and hopelessness. They were tearful and expressed a loss of interest in daily activities, experienced difficulty cThe behavioural characteristics described by the groups showed considerable variations. Victims of cyberbullying rated themselves highest on being serious and they rated themselves lower on being friendly, emotional, stubborn and happy. Perpetrators of cyberbullying rated themselves highest on being aggressive, nervous, stubborn, happy, awkward and sad. Victims and perpetrators had experienced more difficulty learning to read and were in trouble more often in school than the non-victims and non-perpetrators. Cyberbullying is prevalent in South African secondary schools, among Grade 8, Grade 9 and Grade 10 learners and occurs among males and females, from rich and poor backgrounds, rural and urban areas irrespective of racial and ethnic backgrounds. Implications of these results are discussed with special focus on intervention and management of cyberbullying concentrating on school work and expressed a lack of enthusiasm and motivation.
Black parent's perceptions of their educational responsibility in a changing educational dispensation
(University of Zululand, 1996) Hlatshwayo, Boy Cyril.; Urbani, G.; Vos, M.S.
The aim of this investigation was to establish black parents' perceptions regarding their educational responsibility in a changing educational dispensation. From the literature study it became clear that rapid change represents one of the most dynamic features of modern society and the traditional black family is not left untouched by this. The influence of permissiveness, materialism and the mass-media forces parents to educate their children under circumstances quite different to those under which they themselves were reared. Industrialization, urbanization, politicization and the norm crisis are the most dominant characteristics of modern society which gave rise to numerous problems regarding the adequate functioning of the family. In the historical overview of black education in South Africa it was revealed that during the nineteenth century the education of black children in South Africa was funded and controlled by different churches. Between 1904 and 1953 the administration of Black Education was jointly performed by the churches and provinces and during these years the policy of segregation and inequalities in education are well-known and well-documented. After the National Party's accession in 1948 and the passing of the Bantu Education Act in 1953, separation in black education became formalised through legislation and was vigorously implemented. Since the early 1950s apartheid education was vociferously opposed by black students and teachers. The sporadic protests and boycotts of the 1950s and 1960s culminated in the student riots of 1976 which signalled an end to apartheid education. Changes in society had remarkable and adverse effects on the educational responsibility of black parents. The traditional practice, where children learned from their parents and eiders, changed to a Western system where professionals teach children with the aid of textbooks. Parents should, however, have no uncertainties as to their educational responsibility as parents. As the child's primary educators, parents are responsible for the child's adequate education at home, which serves as a basis for school education. They should be fully aware of their role, purpose and task, as well as the possibilities and limitations of their activities as regard the education of their children. The purpose of the child's education is not only adequate support and guidance towards adulthood, but also optima! realization of the child's unique potential. Responsible education can only be adequately realised if the educational relationship between parent and child is based on trust, understanding and authority. For the purpose of the empirical investigation a self-structured questionnaire was utilised. An analysis was done of 150 questionnaires completed by the parents of standard 8 pupils in Umlazi schools. The data thus obtained was processed and interpreted by means of descriptive and inferential statistics. The hypothesis, namely that the relationship of trust, understanding and authority between parent and child has no relation with the gender or age of the parents or the number of school-going children in the family, has to be accepted. In conclusion, a summary and certain finding emanating from the literature study and the empirical investigation were presented. Based on these findings, the following recommendations were made: Cultural leaders must re-establish and meaningfully foster the efficient functioning of the nuclear family. Parent guidance and parent involvement programmes must be established at schools.

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