1.1 Background: Despite growing recognition of the negative impact of ever stringent asylum employed by western governments, psychological conceptualisations of distress in these populations remains dominated by traumamodels. 1.2 Literature Review: A systematic literature review was conducted to collate and critique findings from studies relating postmigratory stress to asylum seeker distress. The 44 reviewed studies suggested asylum seekers endure a range of postmigratory stressors relating to acculturative challenges, social isolation, material deprivation and restrictive asylum legislation. Difficulties associated with conducting research with these populations are acknowledged. It is concluded that restrictive asylum policies greatly inhibit asylum seekers’ abilities to negotiate challenges resulting from displacement. Smail’s (2005) social materialist perspective is suggested as a framework for findings. 1.3 Research Report: No known British empirical research has focused on exploring relationships between postmigratory-stress and asylum seeker mental health. Based on established methodologies (e.g. Silove et al.,1997) a cross-sectional study was undertaken to explore the relative relationship with distress of postmigratory-stressors and premigratory-trauma exposure. An opportunity sample of 98 asylum seekers completed measures of postmigratory-stress (the PLDC: Silove et al., 1997); premigratory-trauma exposure (HTQ-TE; Mollica et al.,1992) and distress (HTQ-PTSD: Mollica et al.,1992; HSCL-25: Hesbacher et al.,1980; Winokur et al.,1984). High levels of exposure to premigratory-traumatic events, postmigratory stress, and distress were reported. Regression analyses revealed ‘Feeling a burden to others’ and being denied asylum to be the strongest predictors of distress. It is concluded that a range of postmigratory stressors impact negatively on asylum seeker wellbeing. Those denied asylum experience more restrictions and poorer mental health. Limitations are acknowledged. 1.4 Implications: The literature review and research report conclude that present asylum determination processes are damaging to those seeking refuge. Psychotherapeutic interventions directed at the intra-psychic level may be of limited effectiveness given the more primary social and material needs of these clients. 1.5 Critical Appraisal: Reflections on the research process are presented alongside key learning points.

Thesis (M.A.)--University of the Witwatersrand, Faculty of Humanities, School of Human and Community Development (Psychology), 2013 / The prevalence, characteristics and causes of unemployment in the general population have been well researched in South Africa, however, the sub-population of unemployed graduates has been studied to a far lesser extent. In this mixed methods research, 2029 participants from the 23 public higher education institutions in South Africa were surveyed. The online survey was sent to approximately 20 000 participants via email, with an invitation to participate in the study and information on the study. The dependent variable was employment status; three categories described the employed and two categories described the unemployed. Survey results were analysed using frequency distributions, chi-squared analysis and binary logistic regression. Thereafter, ten Black, low socio-economic status, unemployed graduates were interviewed telephonically. The interview transcripts were analysed thematically looking for both variation and consistency. The results showed that unemployment in the sample was 5.1%. Black graduates, graduates of low socio-economic status and graduates with difficulty accessing resources showed the highest prevalence of unemployment. Having received career guidance was not associated with employment status. The perceived causes of unemployment were lack of resources available to look for a job, the lack of connections to the labour market and discriminatory recruitment practices.

The US anti-nuclear movement formed in opposition to the development of nuclear weapons and energy. Anti-nuclear activists have rallied since the late 1970’s opposed to the construction of Plant Vogtle near Waynesboro, Georgia due to the social and environmental justice issues related to the nuclear industry. In 2010, the nuclear industry proposed a nuclear resurgence in the US, proposing to construct new reactors at Plant Vogtle. This represented the first time new nuclear reactors had been proposed since the moratorium on new reactors as a result of the partial meltdown at Three Mile Island in 1979. The aim of the study is to understand the experience of “first wave” anti-nuclear activists in Georgia (those engaged for twenty years or more). Bronfenbrenner’s Ecological Framework was employed to locate anti-nuclear activists’ perceived facilitators and barriers to their activism. Semi-structured interviews with these activists yielded rich descriptions about their experience in the anti-nuclear movement. Activists endorsed facilitators and barriers related to individual characteristics however, the majority of activists perceived facilitators and barriers beyond the individual level. Specifically, the majority of activists mentioned facilitators and barriers relating to the media and political systems and the power and resource imbalances within society. The role of community psychology is discussed in relation to this field of inquiry.

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The interactions between educators and learners in the classroom have been proved to be pivotal in learners’ academic performance and social interactions. Furthermore, positive interaction impacts on both the educators’ and learners’ emotional wellbeing. With this in mind, this study aimed to explore educators’ experiences of their interactions with learners in the Foundation Phase. The theoretical underpinning of this study, namely community psychology and systems theory states that interaction is a dynamic process between two individuals and that people must always be considered in context, taking into mind their family, community and social environment. This qualitative study used a case study design, utilizing a focus group discussion in two public schools to gather data. Ten female educators participated, six from the one school and four from the other. They were all English speaking and all had been teaching for more than five years. The discussions were directed by one main question, namely: “Tell me about your experiences of the interactions with the learners in your classroom”. Additional probing questions were also utilized. These two schools were chosen as one is well resourced and the other school is underresourced, and so they provide a different perspective on the subject being explored in this study. Thematic analysis was utilized and revealed the following main themes. Firstly, the educators reported being very aware of both the educational and emotional needs of the learners, as well as the impact of the family background on the learners’ behaviour. Furthermore, the experiences of the educators in relation to the learners were mostly negative, reporting often feeling frustrated, hopeless and angry. They did, however, have some positive experiences. As a result of the learners’ needs and their experiences, the educators employed various strategies to meet the identified needs of the learners, to manage the classroom environment and regulate themselves. These findings are considered in the light of international and South African research and found to concur with this literature, in that educators use interaction to achieve the tasks required by the curriculum, to manage classroom discipline and structure and to meet the emotional needs of the learners. Additionally, the difference in the two schools was revealed in the influence of external factors. The educators from the less resourced school experienced much frustration and stress in contending with the learners’ particularly challenging home lives, as well as the inefficiency of the education department, in matters such as assessing learners or placing them correctly, according to their needs. In the light of these findings, the researcher recommends further studies to determine whether what was reported by the educators in this study, can be generalized to all educators in the Foundation Phase. If this is indeed so, educators could be empowered to be more effective in their interactions with the learners in their class, which could, in turn, result in better academic performances for the learners and a more positive experience for the educators. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The interactions between educators and learners in the classroom have been proved to be pivotal in learners’ academic performance and social interactions. Furthermore, positive interaction impacts on both the educators’ and learners’ emotional wellbeing. With this in mind, this study aimed to explore educators’ experiences of their interactions with learners in the Foundation Phase. The theoretical underpinning of this study, namely community psychology and systems theory states that interaction is a dynamic process between two individuals and that people must always be considered in context, taking into mind their family, community and social environment. This qualitative study used a case study design, utilizing a focus group discussion in two public schools to gather data. Ten female educators participated, six from the one school and four from the other. They were all English speaking and all had been teaching for more than five years. The discussions were directed by one main question, namely: “Tell me about your experiences of the interactions with the learners in your classroom”. Additional probing questions were also utilized. These two schools were chosen as one is well resourced and the other school is underresourced, and so they provide a different perspective on the subject being explored in this study. Thematic analysis was utilized and revealed the following main themes. Firstly, the educators reported being very aware of both the educational and emotional needs of the learners, as well as the impact of the family background on the learners’ behaviour. Furthermore, the experiences of the educators in relation to the learners were mostly negative, reporting often feeling frustrated, hopeless and angry. They did, however, have some positive experiences. As a result of the learners’ needs and their experiences, the educators employed various strategies to meet the identified needs of the learners, to manage the classroom environment and regulate themselves. These findings are considered in the light of international and South African research and found to concur with this literature, in that educators use interaction to achieve the tasks required by the curriculum, to manage classroom discipline and structure and to meet the emotional needs of the learners. Additionally, the difference in the two schools was revealed in the influence of external factors. The educators from the less resourced school experienced much frustration and stress in contending with the learners’ particularly challenging home lives, as well as the inefficiency of the education department, in matters such as assessing learners or placing them correctly, according to their needs. In the light of these findings, the researcher recommends further studies to determine whether what was reported by the educators in this study, can be generalized to all educators in the Foundation Phase. If this is indeed so, educators could be empowered to be more effective in their interactions with the learners in their class, which could, in turn, result in better academic performances for the learners and a more positive experience for the educators. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2009.

Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2009.

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