Background: Low- and middle-income countries like South Africa carry the greatest suicide burden, with local general population suicide attempt rates of 2.9–22.7%, in comparison to 0.7–9% in international literature. Non-suicidal self-injury (NSSI) commonly co-occurs with suicidal behaviours and estimates range from 5.5% internationally to 19.4% in South Africa. As a subgroup of the general population, university students are at higher risk both of suicidal behaviours and NSSI (S/NSSI). Risk factors for S/NSSI include parenting style; however, very little is known about the relationship between parenting styles and S/NSSI in university students in the South African context. Objectives: In this dissertation we set out to perform a literature review relating to explanatory models and risk factors associated with S/NSSI and then proceeded to collect novel data from students at the University of Cape Town. This research study aimed to describe the rates of S/NSSI behaviours and to explore the relationship between the Baumrind parenting style typography and S/NSSI in university students. The study hypothesised that authoritative parenting would negatively correlate with S/NSSI. No a priori hypotheses were made about the other parenting styles investigated. Methods: In chapter 1, we performed a literature review of peer-reviewed publications on Pubmed, Psychinfo via EBSCOHost and MEDLINE via EBSCOHost identified through search terms that were relevant to the focus of the study. In chapter 2 novel data were collected. Students from all faculties at the University of Cape Town were invited to complete an anonymous, online electronic survey. Data collection included a socio-demographic questionnaire, Parenting Styles and Dimensions Questionnaire and Self-Harming Behaviours Questionnaire. Descriptive statistics quantified parenting styles, suicidal behaviours and NSSI. Spearman's correlation coefficients examined the association between parenting style and S/NSSI. Results: Literature review provided a topline review of explanatory models and risk factors associated with S/NSSI and identified relevant literature about parenting styles using the Baumrind typology. In the electronic survey of university students, the rate of suicidal attempts was 6.3% and of NSSI was 22.7%. Suicide threats, suicidal thoughts, and thoughts of dying were reported by 5.9%, 35.7% and 50.7% respectively. No significant differences were seen between male and female students. We observed no significant association between authoritative parenting and suicidal behaviours, but authoritative mothers and fathers were significantly associated with a history of NSSI. Both permissive mothers and fathers were associated with suicide attempts, threats, and thoughts, whereas only permissive mothers were associated with NSSI. Conclusion: This study replicated previously reported high rates of S/NSSI in South African university students in comparison to general population and international data. Contrary to our hypothesis, authoritative parenting style was positively correlated with NSSI, but not with suicidal behaviours. Further studies are warranted to examine parenting style, and permissive parenting, in particular, in relation to S/NSSI

Magister Artium (Psychology) - MA(Psych) / Substance use is certainly not a new phenomenon, however, it is one that remains a significant problem in the lives of adolescents, especially in low-income communities. This phenomenon not only affects the individual and society, but also the family and parents/guardians of the substance user. Parents within low-income contexts may feel overlooked in planning and service delivery initiatives, which may lead to a lack of appropriate knowledge and resources for parents when confronted with a child who uses substances.

Objective To reduce prevalence of anaemia in low-income postpartum women.Design A randomised, non-blind clinical trial was conducted among 959 low-income, postpartum women in eleven clinics in Mississippi. The clinics were randomised to one of three treatment groups: (i) selective anaemia screening of high-risk women as recommended currently (control); (ii) universal anaemia screening and treatment of anaemic women (group I); and (iii) universal Fe supplementation of 65 mg/d for two months to all low-income women (group II). All study participants within each clinic received the same treatment. Women were followed up at 6 months after delivery. Hb was measured at baseline and at follow-up. The primary outcome variable was the proportion of women with anaemia after treatment.Setting Eleven health clinics in Mississippi.Subjects Low-income, postpartum women.Results Baseline characteristics of the three study groups were compared using one-way ANOVA and an appropriate post hoc test for continuous variables and the χ 2 test for categorical variables. Fifty-two per cent of postpartum women were anaemic (Hb < 12.0 g/dl) and the rate decreased to 33 % at 6 months after the intervention. Group II women, who received universal Fe supplementation, improved their Hb status significantly (P < 0.001) at 6 months postpartum compared with the other groups. Prevalence of anaemia was also significantly lower among group II women (22.5 %) compared with controls (34 %) and group I women (43 %; P < 0.001).Conclusions A universal Fe supplementation strategy was effective in reducing the prevalence of anaemia among low-income postpartum women.

Family conflict is known to have detrimental impacts on the social development of young children. An important issue in counseling parents and the development of intervention for children is the extent to which other family environmental conditions are the path through which conflict impacts children's development. This study examined two maternal parenting behaviors (harsh discipline and warmth) that may alter the impact of interpartner conflict on child social development and behavior in a large (n = 440 girls, n = 451 boys) sample of ethnically diverse, low-income families of preschool children. Interpartner conflict was associated with poorer child social development and behavior problems. This study found that interpartner conflict increased harsh discipline, which resulted in poorer child social development. This study, however, found no evidence that interpartner conflict impacted child development through its impact on maternal warmth in that mothers experiencing conflict did not alter the level of warm parenting practices. These findings suggest that, when encountering families experiencing interpartner conflict, clinicians should not only direct families to interventions to lessen family conflict but also counsel them on the mechanism (harsh discipline) by which children are impacted by the conflict.

The problem is children from low socioeconomic status households are often underrepresented in gifted and talented programs. Only a small percentage of these students is selected to participate in the district's gifted program. The purpose of the study was to help appropriately identify and include low SES children in the district's gifted program. The social constructivist foundation was applied for a better understanding of how the environment affects a child's learning and how social factors contribute to cognitive development, which could possibly alter the perceptions of how successful children can be. The guiding questions revolved around the teachers' perceptions of elementary (K-6) gifted and talented program's identification process in finding all children in need of advanced curriculum and instruction regardless of socioeconomic status level. A qualitative case study is designed to collect data from 6 elementary gifted and talented teachers from 1 district. Information was gathered through interviews, then transcribed and through the lens of the social constructivist framework, axial coding followed as well as use of open coding. Through the field notes some strengths, weaknesses, and recommendations were gathered about the gifted program. The identified the codes used supported answering the research question and subquestions. This project study has the potential to create social change by guiding teachers to understanding all children, regardless of their background, can learn through developing a stronger identification process and more locations to grow awareness of the opportunity.

No description available.

No description available.

A research report submitted to the Faculty of Engineering and the Built Environment, University of the Witwatersrand, in fulfilment of the requirements for the degree of Masters of Built Environment in Housing / This study unpacks the obstacles in the trajectory of parallel development implementation in Zimbabwe. Parallel development approach to housing allows housing construction to be carried out simultaneously with the provision of services (Government of Zimbabwe, 2012).Parallel development was implemented in Victoria Ranch with the aim to improve home ownership through affordability. The implementation of parallel development approach in Victoria Ranch produced a township without basic infrastructure and supporting services. Despite rapid house construction beneficiaries are unable to connect to services. This scenario affects the technical and social sustainability of the township. Thus this study interrogates the obstacles in the trajectory of the Victoria Ranch development. I employ a qualitative design which involved policy evaluation through a case study. I conducted fourteen semi-structured interviews with beneficiaries and officials from relevant ministries who are involved in the development of the Victoria Ranch. The interviewees were selected purposively. I also employed observation and transact walks. Following the study, this research report found that the project is affected by the politicisation of the project, lack of transparency, change of currency, lack of proper guidelines on policy implementation and less monitoring of the developers. / GR2018

A research report submitted to the Faculty of Engineering and the Built Environment, University of the Witwatersrand, in fulfillment of the requirements for the degree of Masters of Built Environment in Housing Johannesburg May 2018 / The implementation of site and service schemes (S & SS) as a low cost sustainable housing arrangement in Beitbridge may not succeed in a depressed economy entrenched with both formal and informal approaches to project implementation. The delivery of low cost houses though S & SS as a low cost sustainable housing delivery approach has not lived up to its expectations, leaving much be desired except to arouse people’s concerted efforts to project implementation. This is in spite of a partnership which promised to be a potential success in providing serviced sites with infrastructure and services and reduce the housing backlog in Beitbridge. The depressed economy eroded household incomes, reduced government public funding of housing development and reduced municipal capacity to provide infrastructure which corresponds with the increased rate of housing development. Following an insightful in-depth interview methodology and several transect walk to the Dulivhadzimu West S & SS Project site, I argue that implementation of the scheme in terms of administrative, infrastructure provision and financial aspects were weak to enable successful implementation of the conventional approach to the scheme. The implementation inadvertently shifted to informal and unplanned approach to the dismay of the municipality and implementing partner and ended up benefiting the high income people who could afford paying for the services. As such, there were no clear regulatory mechanisms and modalities to enable the targeted low-income people to be beneficiaries of the scheme which was hijacked and benefited the high income people in Beitbridge. As a result, this has resulted in self-help approaches as resulting in self built houses through parallel and incremental development and informal adoption of alternative conventional infrastructure like septic tanks for sanitation facilities. Although the scheme is still in the early stages of project implementation, it clear that the trajectory of the implementation has changed and that the low income people, as the target population, might have been missed. / MT 2018

A variety of programs exist that provide assistance to underprepared and at-risk students at 2-year and 4-year institutions of higher education. One of these programs is Student Support Services (SSS), a federal program funded by the U. S. Department of Education. The SSS program provides opportunities for academic development, assists students with basic college requirements, and serves to motivate students toward the successful completion of their postsecondary education. The goal of SSS is to increase the college retention and graduation rates of its participants and help students make the transition from one level of higher education to the next. SSS may also provide assistance to students receiving Federal Pell Grants (84.063). Those eligible to participate in SSS programs include students from low-income families, those who are first-generation college enrollees and students with disabilities evidencing academic need. The program includes tutoring; academic counseling, personal counseling, career advising; study skills enhancement and personal development workshops. Assistance is also given to students to apply for various forms of financial aid, including state and federal grant programs and local scholarships. Most programs also provide cultural enrichment activities. This study investigates the impact of the SSS program on the retention of students at SKCTC. Participants in this study were 125 students in the SSS program and 125 non-SSS students who entered SKCTC in the fall of 2003 and ended in 2007. The study compares the demographic profile of these groups.