The lifting associated with childcare has been linked to musculoskeletal disorders (MSDs) in mothers (Griffin & Price, 2000; Sanders & Morse, 2005). The purpose of the current study was to investigate, for the first time through observation, the lifting of young children by mothers in the home environment to identify risk factors which might give rise to MSDs. Twenty five mothers with one or two children weighing between 9 and 15kg (n = 30) completed a self-report survey modified for the New Zealand context (The Ergonomics of Caring for Children (Sanders & Morse, 2005)). They also took part in a structured observation of lifting in the home using a checklist based on the New Zealand Manual Handling Hazard Control Record NZMHHCR (OSH & ACC, 2001). Modifications were derived from careful consultation of current literature to enable contributory factors related to the load, the mother, the environment and the task to be assessed and a rating of low, medium, or high risk to be assigned to each factor. A protocol to guide risk assessment was developed to accompany the tool. The modified observational checklist was named the OMLITH (Observing Mothers Lifting In The Home). Survey data identified the mothers as aged between 28 and 40 years, predominantly NZ European, and of average height (χ = 1.69cm) and weight (Body Mass Index = 24). The children in the sample weighed between 9 and 14.5kg and had an average age of 17months. All the mothers were either married (n=20) or living with a significant other (n=5) and their partners frequently (n=13) or always (n=12) helped with childcare. The mean time mothers spent per week on the following activities were: sleep, 6.8hrs (n=25), housework, 14.9hrs (n=25), exercise, 2.9hrs (n=22), watching television or using the home computer, 4.3hrs (n=22), hobbies, 2.2hrs (n=19), gardening or home maintenance, 2.9hrs (n=18). Thirteen of the mothers worked (3 full-time, 10 part-time) and 20 mothers used childcare services. Ratings of the physical stress associated with 50 childcare tasks showed that mothers differentiated between tasks in terms of physical stress to a significant degree (p.000), typically rating ‘Bending while carrying a child’ as almost twice as stressful as the average rating. Other categories rated significantly above the average stress rating were: ‘Use of a backpack to carry infant/child’, ‘Use of baby jogger’, ‘Carrying child on your shoulders’, ‘Standing bent over to wash child in bath or sink’, ‘Lifting child into or out of cot’, ‘Prolonged squatting or stooping while playing with child’, and ‘Placing child in car seat or removing child from car seat’. Mothers reported experiencing MSDs most commonly in the low back (n=16), and the neck, shoulder and upper back (n=8 each). Data from the 87 observations using the OMLITH showed that children were a challenging load due to their moving centre of gravity, and were often unpredictable or awkward to handle. The grip required to lift a child more often than not fell outside the National Institute for Occupational Safety and Health (NIOSH) recommendation. In 72.9% of tasks the child’s weight created a high risk level. The lifting tasks involved horizontal and vertical lift distances that presented a moderate to high risk level in 82.8% of situations. Lifting while twisting and side-bending was assigned a moderate to high risk level in 72.4% of tasks. Risk associated with working at an externally controlled pace; and handling children while seated or kneeling/crouching was also observed. The home environment presented risk associated with obstacles, a variety of floor surfaces and stairs or slopes. Mothers were also observed lifting in confined spaces. Individual factors identified as important considerations were: a mismatch between mothers’ strength and fitness and the lifting requirements, pain or injury, pregnancy, and fatigue. The structured checklist proved to be an appropriate tool to identify the contributory risk factors present when mothers lift in the home and to make an assessment of the level of risk. Results suggest a notable number of risk factors which might give rise to MSDs are present when mothers lift their children at home. The author concludes that further research is warranted to quantify risks, to identify prevention strategies for MSDs in this population, and to guide health providers with regard to treatment and rehabilitation of mothers with MSDs.

The lifting associated with childcare has been linked to musculoskeletal disorders (MSDs) in mothers (Griffin & Price, 2000; Sanders & Morse, 2005). The purpose of the current study was to investigate, for the first time through observation, the lifting of young children by mothers in the home environment to identify risk factors which might give rise to MSDs. Twenty five mothers with one or two children weighing between 9 and 15kg (n = 30) completed a self-report survey modified for the New Zealand context (The Ergonomics of Caring for Children (Sanders & Morse, 2005)). They also took part in a structured observation of lifting in the home using a checklist based on the New Zealand Manual Handling Hazard Control Record NZMHHCR (OSH & ACC, 2001). Modifications were derived from careful consultation of current literature to enable contributory factors related to the load, the mother, the environment and the task to be assessed and a rating of low, medium, or high risk to be assigned to each factor. A protocol to guide risk assessment was developed to accompany the tool. The modified observational checklist was named the OMLITH (Observing Mothers Lifting In The Home). Survey data identified the mothers as aged between 28 and 40 years, predominantly NZ European, and of average height (χ = 1.69cm) and weight (Body Mass Index = 24). The children in the sample weighed between 9 and 14.5kg and had an average age of 17months. All the mothers were either married (n=20) or living with a significant other (n=5) and their partners frequently (n=13) or always (n=12) helped with childcare. The mean time mothers spent per week on the following activities were: sleep, 6.8hrs (n=25), housework, 14.9hrs (n=25), exercise, 2.9hrs (n=22), watching television or using the home computer, 4.3hrs (n=22), hobbies, 2.2hrs (n=19), gardening or home maintenance, 2.9hrs (n=18). Thirteen of the mothers worked (3 full-time, 10 part-time) and 20 mothers used childcare services. Ratings of the physical stress associated with 50 childcare tasks showed that mothers differentiated between tasks in terms of physical stress to a significant degree (p.000), typically rating ‘Bending while carrying a child’ as almost twice as stressful as the average rating. Other categories rated significantly above the average stress rating were: ‘Use of a backpack to carry infant/child’, ‘Use of baby jogger’, ‘Carrying child on your shoulders’, ‘Standing bent over to wash child in bath or sink’, ‘Lifting child into or out of cot’, ‘Prolonged squatting or stooping while playing with child’, and ‘Placing child in car seat or removing child from car seat’. Mothers reported experiencing MSDs most commonly in the low back (n=16), and the neck, shoulder and upper back (n=8 each). Data from the 87 observations using the OMLITH showed that children were a challenging load due to their moving centre of gravity, and were often unpredictable or awkward to handle. The grip required to lift a child more often than not fell outside the National Institute for Occupational Safety and Health (NIOSH) recommendation. In 72.9% of tasks the child’s weight created a high risk level. The lifting tasks involved horizontal and vertical lift distances that presented a moderate to high risk level in 82.8% of situations. Lifting while twisting and side-bending was assigned a moderate to high risk level in 72.4% of tasks. Risk associated with working at an externally controlled pace; and handling children while seated or kneeling/crouching was also observed. The home environment presented risk associated with obstacles, a variety of floor surfaces and stairs or slopes. Mothers were also observed lifting in confined spaces. Individual factors identified as important considerations were: a mismatch between mothers’ strength and fitness and the lifting requirements, pain or injury, pregnancy, and fatigue. The structured checklist proved to be an appropriate tool to identify the contributory risk factors present when mothers lift in the home and to make an assessment of the level of risk. Results suggest a notable number of risk factors which might give rise to MSDs are present when mothers lift their children at home. The author concludes that further research is warranted to quantify risks, to identify prevention strategies for MSDs in this population, and to guide health providers with regard to treatment and rehabilitation of mothers with MSDs.

Challenging behaviour poses problems for teachers globally and yet very little research has been done with regard to the teacher-learner relationship and what challenging behaviour does to the teacher. The goal of this study was to explore teachers’ experiences of challenging behaviour within their relationships with learners that display challenging behaviour regarding teacher’s self-configuration. A qualitative approach was pursued in the form of an interpretive descriptive design in order to gain a better understanding of the teachers’ self-configuration experiences. For the purpose of this study the field theory was used as the theoretical framework, viewing teachers in their environment, specifically focusing on the teacher-learner relationship. A total of 12 teachers were purposefully selected from a school in Observatory, Johannesburg. The data were collected through in-depth interviews. Additionally, incomplete sentences were used to enrich data and to enhance trustworthiness. Triangulation was ensured by using two data collection methods to increase the credibility and validity of the results. The interviews and incomplete sentences were recorded via audio recording equipment. The recordings were then transcribed in order to identify emerging themes and subthemes. Thematic analysis was used once the data had been transcribed in order to gain meaningful information. This study revealed teachers’ self-configuration experiences in their relationships with learners with challenging behaviour and experienced their relationships with these children as a foundation for self-configuration. Teachers’ self-configuration is embedded in their different selves at school and their love and passion for teaching are reduced due to negative emotions. Experiences within the relationship escalate to the home environment and challenging behaviour causes stress for teachers. Teachers viewed challenging behaviour as behaviour that is an internal challenge for the learner, but also behaviour that is directed externally towards the teacher and other learners. Trust and respect, class size, individual attention and communication were identified elements contributing to self-configuration within the teacher-learner relationship. This study showed the importance of relationships in the school context and specifically focused on teachers’ self-configuration. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

Challenging behaviour poses problems for teachers globally and yet very little research has been done with regard to the teacher-learner relationship and what challenging behaviour does to the teacher. The goal of this study was to explore teachers’ experiences of challenging behaviour within their relationships with learners that display challenging behaviour regarding teacher’s self-configuration. A qualitative approach was pursued in the form of an interpretive descriptive design in order to gain a better understanding of the teachers’ self-configuration experiences. For the purpose of this study the field theory was used as the theoretical framework, viewing teachers in their environment, specifically focusing on the teacher-learner relationship. A total of 12 teachers were purposefully selected from a school in Observatory, Johannesburg. The data were collected through in-depth interviews. Additionally, incomplete sentences were used to enrich data and to enhance trustworthiness. Triangulation was ensured by using two data collection methods to increase the credibility and validity of the results. The interviews and incomplete sentences were recorded via audio recording equipment. The recordings were then transcribed in order to identify emerging themes and subthemes. Thematic analysis was used once the data had been transcribed in order to gain meaningful information. This study revealed teachers’ self-configuration experiences in their relationships with learners with challenging behaviour and experienced their relationships with these children as a foundation for self-configuration. Teachers’ self-configuration is embedded in their different selves at school and their love and passion for teaching are reduced due to negative emotions. Experiences within the relationship escalate to the home environment and challenging behaviour causes stress for teachers. Teachers viewed challenging behaviour as behaviour that is an internal challenge for the learner, but also behaviour that is directed externally towards the teacher and other learners. Trust and respect, class size, individual attention and communication were identified elements contributing to self-configuration within the teacher-learner relationship. This study showed the importance of relationships in the school context and specifically focused on teachers’ self-configuration. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

Boys in their middle childhood placed in clinic schools experience severe emotional and behavioural problems. Most of these boys have been sexually abused. The trauma of this sexual abuse may contribute to their problem behaviour. If the learners can be effectively supported in addressing the trauma of the male child sexual abuse during their time at the clinic school, some of their emotional and behavioural problems may also be addressed. Without these emotional and behavioural problems they may be able to develop without hindrance of the male child sexual abuse and may be integrated into the mainstream educational setting before they reach the age of twelve years. This study consisted of three phases. During the first phase the experiences of seven sexually abused boys placed in clinic schools in Gauteng Province in South Africa were explored in order to develop a better understanding of their support needs. It was achieved by means of three in-depth interviews with each participant. For the purpose of the first phase a qualitative design was used, which was of a phenomenological, descriptive and exploratory nature in order to explore and describe the phenomenon of male child sexual abuse. To obtain a clear picture of the unique view and subjective experiences of a participant in a clinic school, the phenomenon of male child sexual abuse was investigated. From the results it was clear that sexually abused boys placed in clinic schools exhibit intensified emotional reactions, as well as certain problems associated with male child sexual abuse. The intensified emotional reactions include a deep sense of sadness and helplessness, a sense of guilt and shame, a sense of dissociation and numbness, avoidance of situations associated with male child sexual abuse, fear of recurring incidents and the re-experiencing of the trauma. The problems associated with male child sexual abuse include concerns regarding their own sexuality, difficulties in interacting with other people, dealing with anger and aggression, displaying self-destructive behaviour and difficulties to cope with schoolwork. During the second phase of the study twenty-four psychologists, social workers, counsellors, teachers and child and youth care workers were included. Semi-structured individual interviews were conducted with each of them to identify critical aspects to support victims of male child sexual abuse. For the purpose of the second phase the interpretive descriptive design was used. The results suggest that the following critical aspects should be considered in the conceptualisation of a proposed support strategy: Relationships as basis for support; strengthening the male child sexual abuse victims to deal with behavioural and emotional challenges; facilitating the safety of the male child sexual abuse victims to avoid continued exposure to abuse; providing a structured environment and coordinated support efforts to ensure sustainability. The third phase of this study consisted of the conceptualisation of a support strategy for male child sexual abuse victims. Two focus groups were conducted with fourteen psychologists, social workers, counsellors, teachers and child and youth care workers to conceptualise the support strategy. The proposed support strategy suggests the incorporation of different role players in a collaborative team approach for a multilevel support approach. The proposed support strategy involves three main facets, namely strengthening of the male child sexual abuse victim as an individual, sustaining a deep/trusting relationship, as well as the facilitation of a supportive context for the male child sexual abuse victim. / PhD (Psychology), North-West University, Potchefstroom Campus, 2015

Boys in their middle childhood placed in clinic schools experience severe emotional and behavioural problems. Most of these boys have been sexually abused. The trauma of this sexual abuse may contribute to their problem behaviour. If the learners can be effectively supported in addressing the trauma of the male child sexual abuse during their time at the clinic school, some of their emotional and behavioural problems may also be addressed. Without these emotional and behavioural problems they may be able to develop without hindrance of the male child sexual abuse and may be integrated into the mainstream educational setting before they reach the age of twelve years. This study consisted of three phases. During the first phase the experiences of seven sexually abused boys placed in clinic schools in Gauteng Province in South Africa were explored in order to develop a better understanding of their support needs. It was achieved by means of three in-depth interviews with each participant. For the purpose of the first phase a qualitative design was used, which was of a phenomenological, descriptive and exploratory nature in order to explore and describe the phenomenon of male child sexual abuse. To obtain a clear picture of the unique view and subjective experiences of a participant in a clinic school, the phenomenon of male child sexual abuse was investigated. From the results it was clear that sexually abused boys placed in clinic schools exhibit intensified emotional reactions, as well as certain problems associated with male child sexual abuse. The intensified emotional reactions include a deep sense of sadness and helplessness, a sense of guilt and shame, a sense of dissociation and numbness, avoidance of situations associated with male child sexual abuse, fear of recurring incidents and the re-experiencing of the trauma. The problems associated with male child sexual abuse include concerns regarding their own sexuality, difficulties in interacting with other people, dealing with anger and aggression, displaying self-destructive behaviour and difficulties to cope with schoolwork. During the second phase of the study twenty-four psychologists, social workers, counsellors, teachers and child and youth care workers were included. Semi-structured individual interviews were conducted with each of them to identify critical aspects to support victims of male child sexual abuse. For the purpose of the second phase the interpretive descriptive design was used. The results suggest that the following critical aspects should be considered in the conceptualisation of a proposed support strategy: Relationships as basis for support; strengthening the male child sexual abuse victims to deal with behavioural and emotional challenges; facilitating the safety of the male child sexual abuse victims to avoid continued exposure to abuse; providing a structured environment and coordinated support efforts to ensure sustainability. The third phase of this study consisted of the conceptualisation of a support strategy for male child sexual abuse victims. Two focus groups were conducted with fourteen psychologists, social workers, counsellors, teachers and child and youth care workers to conceptualise the support strategy. The proposed support strategy suggests the incorporation of different role players in a collaborative team approach for a multilevel support approach. The proposed support strategy involves three main facets, namely strengthening of the male child sexual abuse victim as an individual, sustaining a deep/trusting relationship, as well as the facilitation of a supportive context for the male child sexual abuse victim. / PhD (Psychology), North-West University, Potchefstroom Campus, 2015

The purpose of this study was to determine the views of nephrology nurses regarding pre-operative education prior to kidney transplant. The study was conducted in Nephrology Ward in King Abdulaziz Medical City, Riyadh, Kingdom of Saudi Arabia. Qualitative descriptive design was used. Purposive non-probability sampling was used until data saturation occurred. Target population were registered nurses working in the Nephrology Unit. Both male and female nurses aged between 25 and 59 years working for a period of at least one year in the Nephrology Unit were included in the study. Data saturation was reached after interviewing 15 nephrology nurses. Themes and categories emerged from adopting Creswell’s (2013) “data analysis spiral”. Some of the key findings were that pre-operative patient education is a multidisciplinary team approach and that psychosocial aspects of the patients should be taken into consideration before educating the patients. Conclusions were drawn and recommendations were also made from findings of this study. Ultimately, key recommendations were that there is a need to train and empower nurses in importance of delivering pre-operative education and that expatriate nurses have access to Arabic speakers to overcome language barriers while educating the patients / Health Studies / M.A. (Health Studies)