This study investigated community members’ understanding of research and res earch collaboration. Their attitudes towards research, as well as their perceptions of research, were explored as were factors that affected their understanding of research and research collaboration. The study used maximum variation sampling to select 12 participants who occupy di fferent influential positions in the community. The current study was conducted in the eas tern part of KwaZulu-Natal. An interview guide was used to collect data, aimed at acquir ing in-depth understanding of community conceptions of research and research collaboration. The at titudes and perceptions of the research were examined. Lastly, factors that affect research and research collaboration were explored. The results suggest that the participants have a limited understanding of Wes tern research. Community training and education is thus warranted. Participants indicated that community members would appreciate the establishment of relationships characterised b y mutual respect for different world views held by researchers and participants. This was viewed a s a vehicle towards a more consultative approach to research which does not overlook the interface of world views for research outcomes to be useful. This was also perceived as likely to facil itate adequate participation in decision making in the research process. The involvement of key community members was emphasised. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

Gender differences in the experience of jealousy have been the subject of research interest since the work of Freud. Recent research seems to indicate that males may be more distressed by their partners' sexual infidelity, whereas females are possibly more upset by emotional infidelity. Evolutionary psychologists believe these gender differences are the result of different adaptive problems faced by males and females over the course of evolutionary history. This view has been criticised by social psychologists and feminist theorists, who assert that gender differences in the experience of jealousy are the result of socialisation practices and power imbalances in society. This study examined gender differences in the experience of jealousy in a cross-cultural sample. The results provided only partial support for the evolutionary model. Strongly significant gender differences were found, but the difference was driven mostly by a large majority female dislike of emotional infidelity. Males across the sample were ambivalent, selecting sexual and emotional infidelity as approximately equally distressing. Significant cultural differences were found, suggesting that cultural factors may play a part in the experience of jealousy. / Thesis (M.A.)- University of Natal, Pietermaritzburg, 2002.

This study is concerned with patterns of information search and utilisation, and the effect these have on the areas of academic interest and the level of achievement within these areas as a result a fit between the individual and his environment. In particular, the study deals with the scholar's level of cognitive complexity as described by Harvey, Hunt and Schroder (1961) and the effect such complexity level has upon subject preference in the final school year and whether this in turn effects the level of competence and achievement of the pupil. It will be argued that individual differences in cognitive style or information processing strategies act as moderator variables, resulting in a preference for and relative success in some rather than other domains of intellectual activity. A distinction is drawn between styles that encourage the consideration of a fairly wide range of variables, and those that favour a more restricted range in any given situation. Furthermore, it is argued that the natural sciences, in nature and educational aims, favour individuals with restricted styles, while the arts and humanities favour the "broader" cognitive styles. A link is drawn between these styles and the complexity of the individual's cognitive structure, and the hypothesis is tested that a preference for and success in the arts as against the sciences is a function of an increase in complexity. Results in support of the hypothesis is presented and implications of the findings are discussed. / Thesis (M.A.)-University of Natal, Durban, 1973.

This study used a quantitative, correlational surve y method to examine the relationship between organisational commitment and job satisfact ion, and between organisational commitment and each of the five facets of job satis faction (work, pay, promotion, supervision and co workers). A biographical questio nnaire, the Job Descriptive Index and the Occupational Commitment Questionnaire were admi nistered to 56 employees at the Department of Labour in Durban to gather the data. Descriptive statistics revealed that while levels of job satisfaction were above average for this sample, organisational commitment was above average. Inferential statistic s using the Pearson Product Moment correlation coefficient showed that organisational commitment was correlated at the 99% level of confidence (p / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

A cross-sectional survey design was used to establish the prevalence and form of bullying behaviour in a saturation sample of 385 Grade Eight and Nine female students in a KwaZulu-Natal high school. Relationships between peer relations, self-efficacy, conflict resolution strategies and bullying behaviour were investigated using well established measures with robust psychometric properties. The majority (79%) of students had been involved in bullying behaviour. Both direct and indirect forms of bullying were present. A significant predictive relationship between self-efficacy and peer relations was found (α.001 p<.005); quantity of friends was significant in predicting peer attachment style (Beta=.000 P<.005); level of victimisation predicted peer attachment style (Beta=.018 p<.05); and bullying roles were associated with specific dominant conflict resolution strategies (Victim & Accommodating 12%; Bully & Competing/Avoiding 10%; Bully-Victim & Competing/Avoiding 4%; Bystander & Collaborating 2%; Not bullied & Avoiding 6%). These findings are discussed in the context of the relevant empirical and theoretical literature on bullying and female psychosocial development. While the bully, victim, bully-victim and bystander differed in several important respects, further research is recommended to differentiate these roles in term of social relations, self-efficacy, identity development, psychosocial development and conflict resolution strategies in order to inform anti-bullying interventions within a school setting. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

This study investigated the factors contributing to sexual behaviours and the extent of rural adolescent’s involvement in risky sexual behaviour. A quantitative research design was used based on the Theory of Planned Behaviour which informed the questionnaire to be used. Participants comprised of 60 adolescents, 16-19 years old, who were recruited from a rural school in eThekwini Metro, KwaZulu–Natal province, in South Africa. Data was collected using a self-administered questionnaire developed and adapted by the researcher. This questionnaire comprised of questions regarding socio-demographic issues, adolescent knowledge of HIV and AIDS, communication (with partner, friends and parents), self-efficacy in relationships, consequences of unprotected sex, perceptions regarding future risks of HIV/AIDS, STIs, and pregnancy, as well as various questions pertaining to sexual activity including use of condoms. The Statistical Package for Social Scientists (SPSS 13) was used for the data analysis. Frequencies were calculated for each item. Chi-square analysis was conducted to determine the association between demographic variables of gender and age and the items related to HIV transmission that showed some variation on the response categories. Independent samples T-tests were conducted in order to explore whether significant differences occurred in the mean scores for the two groups male and female including younger and older age groups and various continuous variables. The study revealed that the majority of adolescents have a high level of knowledge regarding HIV. The adolescents also seemed to have high level of self-efficacy regarding the use of condoms, which is a good foundation for the prevention of teenage pregnancies and HIV infection. The findings also indicate that family disorganization, lack of communication between adolescent and their parents, and poor access to health information are some of the factors influencing adolescent sexual behaviour. Even though adolescent knowledge about HIV, and skills involving communication with friends and partners and condom use were found to be good, peer influence, gender-role expectations, norms and values still influences the engagement by adolescents in unsafe sexual activities. The study also revealed that issues like lack of access to health information still remain a challenge to most adolescents, which needs urgent attention from health authorities. The results of this study indicate a need for the department of health to revisit some of their programmes and strategies to deal with issues identified by this study as weaknesses, as most of the current health programmes are aimed at increasing knowledge and self-efficacy. It is also recommended that health programmes aimed at peers norms, values and cultures be implemented in order to positively influence adolescents’ sexual behaviours. The majority of adolescents (75%) indicated that they are using condoms when having sexual intercourse with their partners, while others showed positive attitude towards condom use and indicated intention to continue engaging in safer sex. These findings can be attributed to multi-sectoral interventions, especially interventions by the National Department of Health and Education as well as other Agencies. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

This study investigated how social understandings influence, and often obscure, individual perception. As a replication ofLindblom's (2002) study conducted in Sweden, the aim of this project was to investigate how individuals, studying towards a health care degree such as psychology, handle the occurrence of Child Sexual Abuse (CSA) when presented with it. To this end, participants were presented with a picture designed to represent CSA and were asked to interpret the nature of the picture. Following this, participants completed the Child Sexual Abuse Myth Scale (CSAMS) which served to highlight whether the three predominant social stereotypes surrounding CSA, namely, Blame Diffusion, Denial of Abusiveness and Restrictive Stereotypes, were influential in the interpretations participants offered surrounding the picture representing CSA. It was discovered that participants who scored significantly higher on the myth scale for the myths, Denial of Abusiveness and Restrictive Stereotypes, were more likely to misinterpret CSA when presented with it. / Thesis (M.A.)-University of Natal, Durban, 2004

This study seeks to address the alarmingly high first year failure rates for black students in this country, by developing an intervention that unites the field of academic development with the theory of empowerment. High failure rates are explained as due to a wide range of difficulties in students' adaptation to the university, from narrow cognitive to broad socio-political factors. Academic development's attempts to address these high failure rates are reviewed and criticised for their exclusive focus on cognitive and linguistic difficulties. Empowerment theory is then proposed as providing a theoretical framework, set of guiding principles and methodology to inform a tutorial programme seeking to empower Psychology 100 students to take control of their learning. An individual level of intervention is targeted in this programme, based on the assumption that individual empowerment lay the foundation for broader processes of institutional transformation and are thus essential before students can make meaningful contribution to wider processes of changes. The intervention is then evaluated using multiple quantitative and qualitative methods. Participants in the empowerment programme score significantly higher final Psychology course marks in comparison to participants in a course revision tutorial programme and a control group matched for race and academic ability, and demonstrate a significant improvement in performance over the semester. They also consider the programme beneficial both in terms of course revision and the focus on student empowerment. Participants in the empowerment programme also score significantly higher than a comparison group on a measure of academic empowerment developed for this study. The contributions of the study to the fields of academic development and empowerment are then discussed and a set of recommendations for an empowering education is proposed. / Thesis (M.Soc.Sc.)-University of Natal, Pietermaritzburg, 2000.

This study explores the coping mechanisms of mothers caring for adolescent children with cerebral palsy. This study attempted to address a gap in the literature pertaining to understanding negative and positive ways of coping related to mothers and the specific pr oblems they have to deal with when caring for adolescents with cerebral palsy . The qualitative study foc uses on experiences and feelings directly obtained from mothers and it looked at what coping mechanisms benefit mothers whilst they are caring for their adolescent child with cerebral p alsy, what factors could compromise the mother’s coping style and how adolescence impacts on the mother’s ways of coping. The research revealed that mothers tended to use either emotion - focused ways of coping which was more maladaptive, or problem - focused ways of coping which were more adaptive ways of coping. A number of coping mechanisms were identified which appeared to benefit mothers, some of these include obtaining support from the medical profession as well as obtaining so cial support. The findings illustrated that there were particular ‘poor’ facilitative factors that could compromise the mothers coping style. Facilitative factors either influenced mothers to use more problem - focused ways of coping or more emotion - focused ways of coping. It was found that both these ways of coping were link ed to different defenc e mechan isms. This study found that adolescence placed more stress on the mother since new issues relating to adolescence emerged and had to be managed. The implications of these findings for management and care of mothers in these situations are discussed. It i s hoped that the present findings will contribute to assisting clinicians in being able to focus on the important areas when working in this field. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

The experience of trauma has been the focus of much attention in the media and in academic literature. Many of these studies have explored the experiences of rescue and emergency personnel, including the interventions used to help them deal with these experiences. Critical Incident Stress Debriefing (CISD) is one of many preventative interventions that are used with these traumatized personnel. However, there are many inconsistencies relating to the efficacy of this intervention tool. Research that has investigated this issue has focused mostly on the experiences of the traumatized person/so The current study adopts a different perspective in that it explores the perceptions of practitioners who this method of intervention. The importance of professionals evaluating their tools cannot be overemphasized. These professionals would be in a better position to make suggestions regarding the use of their tool. A qualitative study was conducted that investigated the perceptions of six psychologists employed by South African Police Services (SAPS) the within the Durban and Pietermaritzburg areas (KwaZulu-Natal). These psychologists were trained by the SAPS to conduct trauma-debriefing sessions using the method ofCISD. The results suggested that this method of CISD has value when used as a group intervention with traumatized police officers but due to the continuous exposure to trauma, this method needs to be adapted or changed for police officers. Furthermore, due to continuous use of this method and the fact that it is the only method that is in use by the SAPS to intervene with trauma, many police officers become too familiar with this method and it tends to have less of an impact. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008.