Afrikaner Nationalism and the discourse of Apartheid have always formed a central part of Afrikaner identity. The fact that Afrikaner Nationalism has now been publicly discredited has had a destabilising effect on Afrikaner identity in post-Apartheid South Africa. This qualitative study explored the ways in which Afrikaners reinterpret their identity post-Apartheid. Fifteen adults, residents of middle-class Afrikaner suburbia in Bloemfontein, participated in in-depth interviews focusing on participants‟ dilemmas and struggles over their identity as Afrikaners, South Africans and Africans and the way in which these identities are being redefined in post-Apartheid South Africa. While participants condemn Apartheid, they are in fact „recycling‟ the discourse of Afrikaner Nationalism and Apartheid. The central argument which emerged from the data is one against acceptance of Africa and does not point to an adaptive re-negotiation of Afrikaner identity. Participants claim their entitlement to the category „African‟ but there are no indications that they are discursively redrawing the group boundaries, such that „Afrikaner‟ is part of a broader „African‟ identity. Participants appear to be constructing a version of Afrikaner identity which is more acceptable, by jettisoning certain public aspects of Afrikaner of identity as liabilities in post-Apartheid South Africa. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

The present study evaluated the effect of the Continuous Stress Intervention Programme (CSIP) on trauma symptoms and coping strategies. The programme was implemented with a group of police officers from a specialised unit who daily experience extremely difficult and at times traumatic work conditions. Data was gathered before and after the implementation of the CSIP. A quasi - experimental design approach was adopted with a control group who had no intervention and an intervention- experimental group, who participated in the programme. Data was gathered from questionnaires with instruments that measured trauma symptomatology and coping strategies, both in the pre- and post -intervention periods. The control group consisted of eight police officers, while the experimental group consisted of 24 police officers. Data was analysed using a frequency count of scores, and a mixed between-within analysis of variance, using the SPSS (Version 11) statistical computer package. The results of the study showed that the Continuous Stress Intervention programme did not have a significant effect between the experimental and control groups, on trauma symptoms, but the trauma symptoms of the experimental group decreased from the pre- assessment to the post -assessment at a greater rate. In addition, in terms of the coping responses, the results of the study were significant for only one of the sub - scales, between the experimental and control groups, while there was an increase in positive coping strategies for the experimental group. The results were discussed in terms of epidemiological studies conducted previously in the area of trauma research. Recommendations were made pertaining to the inclusion of support mechanisms for the spouses of police officers, as well as the inclusion of coping strategies to deal with specific organisational problems within the programme. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

There is little or no information regarding stress levels among teachers in semi-rural government secondary schools in South Africa. Furthermore, findings regarding the relationship between gender, age and teaching experience and teacher stress appear to be equivocal. The present study aims to examine the levels of stress among a group of semirural secondary school teachers, and whether there is a relationship between stress levels and gender, age, teaching experience and medical/psychiatric treatment. The researcher employed a survey using the Professional Life Stress Scale (PLSS) to assess teachers' stress levels. The demographic checklist consisted of the following items: gender, age, length of service in the teaching profession, psychiatric or medical treatment during the previous 3 months. Participants included 102 teachers, 38 of whom were males and 64 were female, from 9 selected government schools in the Durban semirural area. Descriptive statistics were used to describe the sample. T-tests were used to determine the relationship between gender and total stress scores, as well as to determine gender differences on individual items on the PLSS. Pearson correlation coefficients were used to determine the relationship between age and teaching experience and total stress scores. Chi squares were used to determine whether there was a relationship between gender and category of stress. In addition, reasons for obtaining medical/psychiatric services were examined. The research findings indicate that these secondary teachers are experiencing high levels of stress and that gender, age, teaching experience have no significant effect on their levels of stress. In addition, few participants seek psychological and medical services and most participants report psychosomatic symptoms. / Thesis (M.A.)-University of KwaZulu-Natal, 2006.

Despite recent increases in public, media and research concern with the issue of child rape, not much is known about the disclosure of this phenomenon. This study focused on exploring disclosure from the perspective of child rape victims (i.e., elucidating the subjective meaning of disclosure for children, as well as exploring the circumstances, and factors that facilitate or hinder disclosure). The sampling frame included 16 cases of child rape (12 girls and 4 boys) in the age range 5-17 years old, with 12 years being the average age of the children. The process of thematic analysis revealed three broad thematic areas, as well as a number of dominant and sub-themes. The first broad thematic area, Pre-Disclosure, provides insight into the intrapersonal process children undergo in the aftermath of rape; the children's thoughts and anxieties in coming to understand that they have been raped; and the decision-making process they underwent prior to disclosing their rape experience(s). The second thematic area, Disclosure, provides insight into the children's lived experiences of disclosing their rape and of the disclosure process. At this point in the disclosure process, disclosure is not only experienced at the intrapersonal level, but is experienced in relation to others (interpersonal level). Lastly, Post-Disclosure, provides insight into the intrapersonal, interpersonal, and intergroup/ institutional influences in the aftermath of disclosure that play a role in the child's feelings about having disclosed, their evaluation if disclosing was worthwhile, and their decision to engage in subsequent disclosures (i.e., to keep telling). The present study indicated that disclosure can best be conceptualised using the 'Tipping the Balance' model (London Family Court Clinic, 1995). This theoretical model employs a scale as a metaphor for the competing influences on a child who is sexually victimised, and proposes that a fragile balancing act precedes the decision to disclose (London Family Court Clinic, 1995). Such a decision is affected by competing pressures (intrapersonal, interpersonal and intergroup/ institutional), and by what the present study has identified as facilitators and inhibitors. In each child's case, the balance must tip so that the facilitators and perceived benefits outweigh the influence of the many factors which can inhibit disclosure (London Family Court Clinic, 1995). In addition, the decision to use the ecosystemic theory as a conceptual framework for the present research proved to be of heuristic value as it recognises the multiple levels of influence (intrapersonal, interpersonal, inter-group/institutional) that have an effect on the child. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008.

Aim: This study aims to investigate the experience of stress and the factors that impact on the intern psychologist in relation to first consultation with a non-fatal suicidal client. Intra and interpersonal factors, as well as institutional/environmental factors that influence/impact on intern clinical/counselling psychologist level of stress when assessing and managing a non-fatal suicidal client were identified. Methodology: The research methodology chosen for this study is based on the aim of the study, which is to investigate the experience of stress perceived by intern clinical/counselling psychologists in relation to consultation with a non-fatal suicidal client. A qualitative methodological approach will be used in this study as it allows for greater in-depth investigation and understanding of the experiences of intern clinical/counselling psychologists towards suicidal clients than would be generated by quantitative research methods. Five intern clinical/counseling psychologists were used in this qualitative study. They were interviewed using a semi-structured in- depth interview. The data was transcribed and analysed using thematic analysis. Findings: A variety of stressors were identified by the interns, but the majority described common variables. The main sources of stress for the interns was first contact with suicidal clients and lack of practical training and experience. The working environment, which included work load, administrative work and academic and competency based requirements, was also deemed stressful. In terms of personal stress, interns reported family and friends to be a source of stress at times. Personality also contributed to the interns levels of stress. Socio-cultural factors which impacted on the interns experience of stress in relation to consultation with non-fatal suicidal clients included, language difficulties and cultural differences. Recommendations: The internship was generally described as stressful. Recommendations included more practical experience and training prior to the commencement of the internship. This will equip interns with the skills and abilities necessary in successfully assessing and managing high risk clients. Organisational and professional factors can also be modified and include support as well as an understanding of the policies and procedures of the institution in which the internship is being done. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2007.

Talk of violent crime in South Africa abounds, with criminal violence as a topic of discussion on many social platforms - from the President‟s State of the Nation address to conversations between people on the street. This study aims to explore the discourses that South Africans use in their accounts of violent crime, what presentation of violent crime is constructed through the use of these discourses, and the effects of such constructions. Using Wetherell and Potter‟s (1992) approach to discourse analysis, the transcripts from in-depth, semi-structured interviews with fifteen participants were analysed to identify and examine the discourses that participants drew on to construct an account of violent crime. Seven central themes were identified in the transcripts. These pertained to the causes of violent crime, the effects of violent crime, prevention and deterrence, victims, responsibility, perpetrators and categorisation of „good‟ and „bad‟ criminals. In the study each of the themes is examined in turn to explore the discourses that are drawn on in the construction of each theme and the presentation of violent crime that is constructed through the use of these discourses. Analysis of the discourses shows that the construction of crime, criminals and victims is complex and that this is often done in such a way as to manage the threat of violent crime. It also shows that race „colours‟ the way we see, understand and construct violent crime. Yet this is not only about the identification of others as particular kinds of people but also about self-identifying, as people actively construct their own identity when constructing violent crime. The way in which we construct violent crime therefore has important implications for the way in which we experience others as well as ourselves. It also has important implications for the interventions that are used and proposed for managing violent crime. An understanding of these discourses and constructions of violent crime will allow us to more effectively evaluate the assumptions on which these interventions are based and thus improve the interventions themselves. / Thesis (M.Soc.Sci.)-Univesity of KwaZulu-Natal, Durban, 2010.

Living the Brand has become a useful Human Resources strategy in post-Fordist organisations. This is due to globalized competition and decreased control structures leading to organisations needing to obtain ever higher levels of productivity and performance from highly skilled knowledge workers. Because of the nature of their work, knowledge workers are difficult to manage and control through traditional practices and are usually looking for more than just monetary remuneration. Living the Brand organisations provide a strong social identity, positive self-esteem and a sense of achievement to these employees. This small-scale qualitative study used inductive thematic analysis to investigate the after-effects of Living the Brand, using knowledge workers who had been retrenched from such organisations. The results show that the positive aspects of Living the Brand comes at the expense of the employees‟ social identity outside of the organisation. These include the identification with family, as well as their health and a sense of self beyond the organisation. As one can see in this study, this power imbalance, along with an increasingly unbalanced psychological contract, is a reality that was only truly realized by the employees after being retrenched from the organisation. Unfortunately Durban does not have a plethora of Living the Brand organisations, which in turn limits the available sample of research participants. This meant that the findings may not be applicable across cultures, and that the participants had all had several years to come to terms with their retrenchment. Further studies using a wider spectrum of participants are suggested, including those who have been more recently retrenched. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2010.

Postpartum depression is a debilitating condition that has been researched in different populations. A surge in prevalence has been noted in non-western cultures and extremely high prevalence has been recorded in some South African studies. There is a dearth of literature on prevalence or experiences of postpartum depression in South African Indian women. AIMS: This study sought to understand the causes and experiences of South African Indian women potentially suffering from postpartum depression with a view to making recommendations for prevention and care of postpartum depression. METHOD: Low-income South African Indian women were screened for postpartum depression at primary health care clinics at two locations in KwaZulu-Natal. The Edinburgh Postnatal Depression Scale was used to screen women for postpartum depression. A semi-structured interview was then carried out to determine eight women’s levels of coping. These included individual, interpersonal, community, societal and cultural coping mechanisms and support systems. RESULTS: In line with other studies on postpartum depression, the study revealed that interpersonal issues, abusive relationships, economic hardships and a lack of adequate social support precipitated or aggravated depressive feelings in the postpartum period. CONCLUSION: A number of recommendations for prevention and treatment of postpartum depression were identified and include Routine Screening, Psycho-education, Interpersonal Therapy, Task-shifting to Community Health Workers to aid in prevention and treatment and increased maternity and paternity leave. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2010.

Gender identity disorder is a disorder that challenges the predominant cultural understanding of gender and sex. A transgender person believes that s/he is of the opposite sex and gender than her/his natal sex. This study aimed to explore and describe transgender people’s experience of the development of their transgender identity, and the critical turning points that they experienced during the development of this transgender identity. Furthermore, the study explored the influence of religion and spirituality on the development of the transgender person’s identity and how their transgender identity in turn influenced their spirituality and spiritual identity. Feminist and queer theories were utilized in this study. A phenomenological approach was used to explore the lived experience of five transgender individuals. The findings suggest that these five transgender people find themselves between the sex categories of male and female and the gender categories of the feminine and the masculine. This finding challenges the Western dichotomous view of gender and sex. It further emerged that religion/spirituality does influence the development of a transgender identity as well as the process of gender reassignment. Key terms: Transgender, gender identity disorder, sex change, transsexual, G/god/dess, self-identity, phenomenology, queer identity, gender queer, queer theology, binary discourse, fluid gender, trans man, trans woman. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

With vast changes occurring in the South African context since 1994, it is clear that the role of educational psychologists has also shifted. While changes have occurred, numerous difficulties still exist within the education sector highlighting the need for educational psychologists. However, there appears to be disagreement about how the role is perceived in the Health Professions Council of South Africa, training institutions and in practice. For these reasons, this study seeks to unpack educational psychologists' perceptions of their role within the Pietermaritzburg area. A qualitative methodology is employed using semi-structured interviews with a number of practitioners in the area. The study found that the role of educational psychologists is complex, affected by individual variables and various contextual shifts and tensions. This finding has implications for the training of educational psychologists and raises questions around their place within education itself. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.