Proefskrif--PU vir CHO

Proefskrif--PU vir CHO

Die studie het deel van die Flourishing Learning Youth (FLY)-vennootskap tussen ? plattelandse skool en die Sentrum vir Veerkragtigheidstudies, Universiteit van Pretoria, gevorm. Die doel was om tot veerkragtigheidsteorie in ? Suid-Afrikaanse konteks by te dra deur jongmense se uitdrukkings van beskikbare beskermende hulpbronne, soos dit in bestaande opvoedkundige sielkundige intervensiedata vergestalt is, te beskryf. Die nie-eksperimentele, sekondêre data-analise studie is gedoen uit ? kwalitatiewe raamwerk en met fenomenologie as metateoretiese paradigma. Databronne van jongmense (n=48: manlike=26; vroulik=22) is doelgerig, uit ? twee-jaar datastel, vir deduktiewe analise aan die hand van a-priori kategorieë (individuele beskermende hulpbronne, verhoudings as beskermende hulpbron, skool as beskermende hulpbron en gemeenskapshulpbronne), geselekteer. “Persoonlikheid” is deur beide seuns en meisies in die plattelandse konteks uitgelig. Meisies het veral die volgende as relevante beskermende hulpbronne uitgewys: Individuele beskermende hulpbronne (kognitiewe bekwaamhede, sosio-emosionele bekwaamhede, normatiewe bekwaamhede, liggaamlike bekwaamhede, vaardighede en belangstellings), verhoudings (verhoudings met familie), skool (infrastruktuur by skool, onderwysers, skool as plek van opvoeding), en gemeenskap (dienste en infrastruktuur, ontspanning en sosiokulturele aktiwiteite en sosio-ekonomiese hulpbronne). Daarteen is drome en aspirasies, verhoudings (portuurgroep en betekenisvolle ander) en gemeenskap as plek van waarde gereeld deur seuns aangedui. Opvoedkundige sielkundige groepsgebaseerde aktiwiteite het dit vir jongmense in ? plattelandse skool moontlik gemaak om beskermende hulpbronne aan te dui wat vir verskillende jongmense oor die twee jaar standvastig vertoon het. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

A qualitative research study was undertaken within a participatory action research design in order to identify the role of the social worker in the advancement of relationships between parents with challenging social circumstances and teachers in a rural community. By making use of visual aids, the discussion groups with parents, teachers and members of the community could be facilitated and it was during these discussion groups that they could describe their experiences with regard to parent-teacher-relationships in the specific rural community. From the data that was collected several challenging social circumstances in the home and school context were identified that can hamper parents’ involvement in school activities as well as parent-teacher-relationships. During the cooperation with the members of the community several responsibilities were attributed to social workers through which they can contribute to the advancement of relationships between parents with challenging social circumstances and teachers in the specific rural community. The responsibilities attributed to social workers include addressing the challenging social circumstances that parents and children experience, supporting parents in their parenting roles, informing parents on the importance of schooling and a vision for the future for their children, empowering parents and children with regard to their rights to education and their rights within the school context and equipping teachers to be able to handle challenging social circumstances in the community. The ways in which social workers can act as social brokers, teachers, facilitators, mediators and advocates in terms of these responsibilities are also discussed. / MSW, North-West University, Potchefstroom Campus, 2014

A qualitative research study was undertaken within a participatory action research design in order to identify the role of the social worker in the advancement of relationships between parents with challenging social circumstances and teachers in a rural community. By making use of visual aids, the discussion groups with parents, teachers and members of the community could be facilitated and it was during these discussion groups that they could describe their experiences with regard to parent-teacher-relationships in the specific rural community. From the data that was collected several challenging social circumstances in the home and school context were identified that can hamper parents’ involvement in school activities as well as parent-teacher-relationships. During the cooperation with the members of the community several responsibilities were attributed to social workers through which they can contribute to the advancement of relationships between parents with challenging social circumstances and teachers in the specific rural community. The responsibilities attributed to social workers include addressing the challenging social circumstances that parents and children experience, supporting parents in their parenting roles, informing parents on the importance of schooling and a vision for the future for their children, empowering parents and children with regard to their rights to education and their rights within the school context and equipping teachers to be able to handle challenging social circumstances in the community. The ways in which social workers can act as social brokers, teachers, facilitators, mediators and advocates in terms of these responsibilities are also discussed. / MSW, North-West University, Potchefstroom Campus, 2014

This study investigated the clinical accompaniment of nursing students in a rural hospital. Nursing students are allocated to clinical facilities for clinical exposure and learning opportunities; to integrate theoretical knowledge with practical skills and professional socialization under guidance and support from professional practitioners. Although the rural hospital, as context for this study, provides unique and challenging learning opportunities for clinical teaching and learning, the environment as such and the relationship between the stakeholders (nursing students and professional nurses) seem to be questionable and not conducive for learning. A qualitative, explorative, descriptive and contextual design served as framework for this study. Data was collected by means of semi–structured focus–group interviews with samples selected from two (2) populations of stakeholders with first hand experience of the clinical accompaniment of nursing students allocated to the rural hospital for clinical exposure and learning. The first sample consisted of thirteen (n=13) nursing students and the second sample consisted of professional nurses (n=6) directly involved in the clinical accompaniment of the nursing students. The focus of the interviews was the participants' experience of the clinical accompaniment in a specific rural hospital. Data was analyzed by means of the process of content analysis as described by Graneheim and Lundman (2004). Three (3) themes and eight (8) subthemes emerged from the data collected from the nursing students. The data collected from the professional nurses resulted in five (5) themes and eleven (11) subthemes. The collected data was integrated with relevant national and international literature to culminate in eight (8) conclusive statements. The conclusive statements served as basis for the proposal of guidelines to improve the clinical accompaniment of nursing students in a rural hospital and to enhance learning in the clinical practice area. / Thesis (M.Cur.)--North-West University, Potchefstroom Campus, 2011.

This study investigated the clinical accompaniment of nursing students in a rural hospital. Nursing students are allocated to clinical facilities for clinical exposure and learning opportunities; to integrate theoretical knowledge with practical skills and professional socialization under guidance and support from professional practitioners. Although the rural hospital, as context for this study, provides unique and challenging learning opportunities for clinical teaching and learning, the environment as such and the relationship between the stakeholders (nursing students and professional nurses) seem to be questionable and not conducive for learning. A qualitative, explorative, descriptive and contextual design served as framework for this study. Data was collected by means of semi–structured focus–group interviews with samples selected from two (2) populations of stakeholders with first hand experience of the clinical accompaniment of nursing students allocated to the rural hospital for clinical exposure and learning. The first sample consisted of thirteen (n=13) nursing students and the second sample consisted of professional nurses (n=6) directly involved in the clinical accompaniment of the nursing students. The focus of the interviews was the participants' experience of the clinical accompaniment in a specific rural hospital. Data was analyzed by means of the process of content analysis as described by Graneheim and Lundman (2004). Three (3) themes and eight (8) subthemes emerged from the data collected from the nursing students. The data collected from the professional nurses resulted in five (5) themes and eleven (11) subthemes. The collected data was integrated with relevant national and international literature to culminate in eight (8) conclusive statements. The conclusive statements served as basis for the proposal of guidelines to improve the clinical accompaniment of nursing students in a rural hospital and to enhance learning in the clinical practice area. / Thesis (M.Cur.)--North-West University, Potchefstroom Campus, 2011.

Background: Children in South Africa are still affected by micronutrient deficiencies and children living in farm communities are especially vulnerable. African Leafy Vegetables (ALVs) are well endowed with micronutrients such as iron, zinc and vitamin A and might contribute to the nutritional status of children. However, these vegetables have been perceived as “poor people’s food” and over the years knowledge of and use of ALVs has decreased. Aim: This study assessed the potential contribution of ALVs to the nutritional status of children in a semi-rural farm community. Method: In this cross-sectional study, anthropometric indices, serum iron, zinc and retinol concentrations were determined in school children aged 5−13 years (n=155). Dietary intake of iron, zinc and vitamin A was evaluated by three 24-hour diet recalls of children (n=154). The iron, zinc and β-carotene content of selected ALVs was determined. Knowledge of and use of ALVs by primary caregivers was established using focus group discussions (FGDs). Descriptive statistics, independent t-tests, the Pearson Chi-Square Test and Mann-Whitney U Test were used. Anthropometric data were analysed using the World Health Organization Reference 2007 data. Dietary data were analysed using FoodFinder (version 3). Qualitative data from FGDs were translated, transcribed and color-coded to generate emerging themes. Results: Stunting (11%) was the most prevalent anthropometric indicator of malnutrition. This was supported by the low socio-economic status of households. Deficiency prevalence in iron (serum ferritin <15 μg/L; 15.5%) and vitamin A (serum retinol <20 μg/dL; 3.2%) was low. Zinc deficiency was the most prevalent (serum zinc <65 μg/dL; 74.8%) deficiency. Median dietary intake of iron, zinc and vitamin A was generally above the Estimated Average Requirement. ALVs were potentially good sources of iron, zinc and β-carotene and could contribute substantially to the Recommended Dietary Allowance for these nutrients in children, without taking into account inhibiting factors that might affect the bioavailability. Iron content of the ALVs studied ranged from 1.4−3.2 mg/100 g edible portion. Amaranthus cruentus was the best source of iron. Zinc content of the ALVs ranged from 0.7−1.4 mg/100g edible portions, with Cleome gynandra having the highest zinc composition. The β-carotene content of the ALVs ranged from 182−314 μg RAE/100 g edible portion, with both Amaranthus cruentus and Cleome gynandra being the best sources. Knowledge of ALVs and their use was indigenous and was transferred between generations. Caregivers had positive attitudes towards the use of ALVs. Conclusion: Although the prevalence of deficiencies was not severe (with exception of zinc deficiency), micronutrient deficiencies exist in the rural farm community studied. ALVs are potentially good sources of iron, zinc and β-carotene and might contribute to the nutritional status of school children. Knowledge of ALVs and the positive attitude and perceptions regarding their use by primary caregivers implied a potentially positive future response to interventions promoting consumption of ALVs in order to contribute to the alleviation of micronutrient deficiencies. / Thesis (MSc (Nutrition))--North-West University, Potchefstroom Campus, 2013.

Background: Children in South Africa are still affected by micronutrient deficiencies and children living in farm communities are especially vulnerable. African Leafy Vegetables (ALVs) are well endowed with micronutrients such as iron, zinc and vitamin A and might contribute to the nutritional status of children. However, these vegetables have been perceived as “poor people’s food” and over the years knowledge of and use of ALVs has decreased. Aim: This study assessed the potential contribution of ALVs to the nutritional status of children in a semi-rural farm community. Method: In this cross-sectional study, anthropometric indices, serum iron, zinc and retinol concentrations were determined in school children aged 5−13 years (n=155). Dietary intake of iron, zinc and vitamin A was evaluated by three 24-hour diet recalls of children (n=154). The iron, zinc and β-carotene content of selected ALVs was determined. Knowledge of and use of ALVs by primary caregivers was established using focus group discussions (FGDs). Descriptive statistics, independent t-tests, the Pearson Chi-Square Test and Mann-Whitney U Test were used. Anthropometric data were analysed using the World Health Organization Reference 2007 data. Dietary data were analysed using FoodFinder (version 3). Qualitative data from FGDs were translated, transcribed and color-coded to generate emerging themes. Results: Stunting (11%) was the most prevalent anthropometric indicator of malnutrition. This was supported by the low socio-economic status of households. Deficiency prevalence in iron (serum ferritin <15 μg/L; 15.5%) and vitamin A (serum retinol <20 μg/dL; 3.2%) was low. Zinc deficiency was the most prevalent (serum zinc <65 μg/dL; 74.8%) deficiency. Median dietary intake of iron, zinc and vitamin A was generally above the Estimated Average Requirement. ALVs were potentially good sources of iron, zinc and β-carotene and could contribute substantially to the Recommended Dietary Allowance for these nutrients in children, without taking into account inhibiting factors that might affect the bioavailability. Iron content of the ALVs studied ranged from 1.4−3.2 mg/100 g edible portion. Amaranthus cruentus was the best source of iron. Zinc content of the ALVs ranged from 0.7−1.4 mg/100g edible portions, with Cleome gynandra having the highest zinc composition. The β-carotene content of the ALVs ranged from 182−314 μg RAE/100 g edible portion, with both Amaranthus cruentus and Cleome gynandra being the best sources. Knowledge of ALVs and their use was indigenous and was transferred between generations. Caregivers had positive attitudes towards the use of ALVs. Conclusion: Although the prevalence of deficiencies was not severe (with exception of zinc deficiency), micronutrient deficiencies exist in the rural farm community studied. ALVs are potentially good sources of iron, zinc and β-carotene and might contribute to the nutritional status of school children. Knowledge of ALVs and the positive attitude and perceptions regarding their use by primary caregivers implied a potentially positive future response to interventions promoting consumption of ALVs in order to contribute to the alleviation of micronutrient deficiencies. / Thesis (MSc (Nutrition))--North-West University, Potchefstroom Campus, 2013.

Depression is a psychiatric disorder associated with severe impairment in physical, social and role functioning, and with higher health care utilization. Experiencing an event that causes physical or psychological stress may substantially increase a person's chances of developing depression. Coping has been defined as a response aimed at diminishing the physical, emotional and psychological burden that is associated with stressful life events. Coping is considered one of the core concepts in health psychology and is strongly associated with the regulation of emotions throughout the stress period and thus it is important that it is understood, especially in the South African context of future morbidity. The purpose of this study was to determine whether there is a relationship between coping self–efficacy strategies and depression in an African context. Participants consisted of a convenience sample of 2 198 participants from both rural and urban areas. The rural group consisted of 182 adolescent Further Education and Training (FET) students between the ages of 16 and 21 years, and the urban group consisted of another 2 016 adolescent FET students between the ages of 16 and 21 years. Participants from both groups completed measurements on coping and depression. Two self–report measures were used: the Coping Self–Efficacy Scale (CSE) to determine a person's confidence or perceived self–efficacy in performing coping behaviors when facing life challenges or threats and the Patient Health Questionnaire (PHQ9) to measure depression severity. Descriptive analysis results indicated that a relationship existed between coping selfefficacy strategies and depression and that levels of depression were very similar for both rural (9.23) and urban (9.25) groups. Coping strategies were very different in rural and urban areas; rural participants only used problem–focused coping and stop unpleasant thoughts and emotions, while urban participants used all three coping self–efficacy strategies: problemfocused coping, stopping unpleasant thoughts and emotions and support from friends and family. Rural participants did not use support from friends and family as a coping selfefficacy strategy; possibly due to the different relationships people living in rural areas have with one another, as opposed to the relationships of people living in urban areas. Rural people may not deem it socially acceptable to ask friends or family members or help when struggling with various stressors. Alternatively, rural areas may be more depleted of personal resources due to the strong urbanization process going on. It was concluded that there is an important relationship between coping strategies and level of depression, and in this study this relationship was found to be different in some ways for rural and urban groups. The results of this study have great implications for further research and clinical practice. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.