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Exploring the relational qualities of older people in a residential care facility / Erika du PlessisDu Plessis, Erika January 2013 (has links)
The social environment has been recognised as one of the key aspects in determining the quality of life throughout the human lifespan. Human behaviour, thoughts, feelings and attitudes are socially constructed and can only be understood when viewed from the perspective of social interaction. Older individuals, who live in residential facilities experience a diminished quality of life due to factors such as loss of independence, reduced social networks, functional dependence, and contextual changes. Depression, loneliness and social isolation are an integral part of these individuals’ lives.
People develop specific styles of relating, also referred to as interpersonal styles. The systems theory is used to explain the circular processes of the interaction between people. In particular the Self-Interactional Group Theory (SIGT) is proposed as theoretical framework to explore the relational qualities of older people in a residential care facility. SIGT views the interaction between people on three levels, namely the intra-personal level, the interpersonal level and the group level, which operate interdependently in the interaction between people. The interpersonal level of analysis consists of the definition of the relationship, relational qualities, motivation to engage with people to address needs and needs satisfaction as well as the circular processes of which the interaction consists of. The interactions between people always take place in an interpersonal context, embedded in broader environments.
A qualitative and exploratory research design was selected to explore the relational qualities in interactions between older individuals living in a residential care facility. This study is based on data collected during a primary research study at a residential care facility for older individuals in 2013. The purpose of study was to explore the quality of life of older individuals residing in a residential care facility in Gauteng, South Africa. The data-gathering process in the primary research study involved the Mmogo-Method, a visual projective data-gathering method, the World Café method and person-centred interviews to gain insight into the participants’ life experiences at the residential care facility. For the purpose of this research, only the person-centred interviews were used for the secondary analysis of the data. Twelve purposely-selected individuals (aged 80 to 95; 3 men and 9 women) from the residential care facility participated voluntarily in the person-centered interviews, which were audio recorded.
The collected data were transcribed verbatim and subjected to two different methods of analyses. First, data were analysed thematically by adopting an inductive approach. The themes identified in this first phase were next subjected to a deductive content analysis. The themes were categorised according to the relational variables in accordance with the Interactional Pattern Analysis (IPA), thereby contributing to the trustworthiness of the findings.
The findings revealed that the interactions between older individuals take place in a broader environment that advocate the active participation of people. Active participation takes place both in and outside the facility and older people reported that this contributed to their quality of life. The relational qualities that could be described as enhancing interpersonal connectivity and satisfying older people’s needs for confirmation were identified as empathy, unconditional acceptance of others, confirmation and interpersonal flexibility. This research, however, highlighted relational qualities that restrained quality of life of older people, namely confusing self-presentation, ineffective expression on needs and withdrawal due to physical immobility. Needs were expressed in a very unspecific, blaming or manipulative manner, and consequently needs were not satisfied, but provoked, instead, feelings of frustration, pain and guilt. This research highlighted the predicament that older people find themselves in. Their decreased physical abilities and limited emotional repertoire to move towards others and the environment also limit their needs satisfaction. The presenting problem of social isolation can be explained by the combination of limited physical mobility and relational qualities that restrain quality of life for older people. This research study thus holds important implications for relationship-focused approaches in residential facilities for older individuals in order to empower and enable them to enhance their quality of life. Specific recommendations include interventions to assist older people to express their needs more effectively and to use opportunities in interaction to confirm them as autonomous functioning older people. / MA (Psychology), North-West University, Potchefstroom Campus, 2014
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Exploring the relational qualities of older people in a residential care facility / Erika du PlessisDu Plessis, Erika January 2013 (has links)
The social environment has been recognised as one of the key aspects in determining the quality of life throughout the human lifespan. Human behaviour, thoughts, feelings and attitudes are socially constructed and can only be understood when viewed from the perspective of social interaction. Older individuals, who live in residential facilities experience a diminished quality of life due to factors such as loss of independence, reduced social networks, functional dependence, and contextual changes. Depression, loneliness and social isolation are an integral part of these individuals’ lives.
People develop specific styles of relating, also referred to as interpersonal styles. The systems theory is used to explain the circular processes of the interaction between people. In particular the Self-Interactional Group Theory (SIGT) is proposed as theoretical framework to explore the relational qualities of older people in a residential care facility. SIGT views the interaction between people on three levels, namely the intra-personal level, the interpersonal level and the group level, which operate interdependently in the interaction between people. The interpersonal level of analysis consists of the definition of the relationship, relational qualities, motivation to engage with people to address needs and needs satisfaction as well as the circular processes of which the interaction consists of. The interactions between people always take place in an interpersonal context, embedded in broader environments.
A qualitative and exploratory research design was selected to explore the relational qualities in interactions between older individuals living in a residential care facility. This study is based on data collected during a primary research study at a residential care facility for older individuals in 2013. The purpose of study was to explore the quality of life of older individuals residing in a residential care facility in Gauteng, South Africa. The data-gathering process in the primary research study involved the Mmogo-Method, a visual projective data-gathering method, the World Café method and person-centred interviews to gain insight into the participants’ life experiences at the residential care facility. For the purpose of this research, only the person-centred interviews were used for the secondary analysis of the data. Twelve purposely-selected individuals (aged 80 to 95; 3 men and 9 women) from the residential care facility participated voluntarily in the person-centered interviews, which were audio recorded.
The collected data were transcribed verbatim and subjected to two different methods of analyses. First, data were analysed thematically by adopting an inductive approach. The themes identified in this first phase were next subjected to a deductive content analysis. The themes were categorised according to the relational variables in accordance with the Interactional Pattern Analysis (IPA), thereby contributing to the trustworthiness of the findings.
The findings revealed that the interactions between older individuals take place in a broader environment that advocate the active participation of people. Active participation takes place both in and outside the facility and older people reported that this contributed to their quality of life. The relational qualities that could be described as enhancing interpersonal connectivity and satisfying older people’s needs for confirmation were identified as empathy, unconditional acceptance of others, confirmation and interpersonal flexibility. This research, however, highlighted relational qualities that restrained quality of life of older people, namely confusing self-presentation, ineffective expression on needs and withdrawal due to physical immobility. Needs were expressed in a very unspecific, blaming or manipulative manner, and consequently needs were not satisfied, but provoked, instead, feelings of frustration, pain and guilt. This research highlighted the predicament that older people find themselves in. Their decreased physical abilities and limited emotional repertoire to move towards others and the environment also limit their needs satisfaction. The presenting problem of social isolation can be explained by the combination of limited physical mobility and relational qualities that restrain quality of life for older people. This research study thus holds important implications for relationship-focused approaches in residential facilities for older individuals in order to empower and enable them to enhance their quality of life. Specific recommendations include interventions to assist older people to express their needs more effectively and to use opportunities in interaction to confirm them as autonomous functioning older people. / MA (Psychology), North-West University, Potchefstroom Campus, 2014
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Taalverryking van senior kleuters in milieubenadeelde gemeenskappe : 'n ouerprogram / Language enrichment of senior toddlers in environmentally deprived communities : a parental programmeNaudé, Hendrina 08 1900 (has links)
Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in
milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en
Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten
aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior
kleuters.
Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan
stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die
ontoereikende taalvoorbeeld binne die gesinne en gemeenskap resulteer in ontoereikende
taalontwikkeling en -verwerwing en die senior kleuters openbaar bulle arme, ongedifferensieerde
taalwereld in taaltekorte ten opsigte van taalbebeer, taalstyl en taalkode. Die senior kleuters se
konsepvorming is gebrekkig en in bulle taalaanwending is bulle eerder beskrywend en
konkreet-gebonde as analities en abstrak.
Dit blyk dat die ouers nie bulle senior kleuters kognitief toereikend stimuleer nie, en dat
uitbreiding van taalkode nie toereikend gefasilieer word nie, omdat die ouers onkundig is
omtrent die benutting van toevallige leersituasies, en nie potensiele leergeleenthede skep of
ontgin nie. Kognitiewe stimulasie verwys na die vaslegging van sekere konsepte en uitbreiding
van taalkode verwys na die vaardigheid om juis daardie konsepte te kan omskryf, verklaar of
mee te deel. 'n Uitgebreide taalkode is dus die resultaat van gereelde blootstelling aan 'n wye
verskeidenheid stimulerende ervaringe. Hierdie ervaringsraamwerk word later die kleuter se
venrysingsraamwerk wat by gebruik om inligting te berhaal, versoeke te formuleer, voorwerpe
te benoem en gebeure akkuraat te beskryf 'n Uitgebreide taalkode is dus noodsaaklik vir latere
suksesvolle leer, omdat dit die leerder in staat stel om nuwe inligting te analiseer, te sinteseer en
te globaliseer.
Die implikasie vir die antwerp van 'n ouerprogram is dat die ouers nie net begelei moet word ten
aansien van die taalverryking van die senior kleuters nie, maar ook eksplisiet daartoe begelei te
word om potensieel-stimulerende leersituasies te skep. / This study focuses on the language development and -enrichment of senior toddlers in
environmentally deprived communities. The research group is an Afrikaans speaking Colouredand
Griqua community. It is evident that parents in this community reveal certain deficiencies
pertaining to their language-teaching behaviour, resulting in linguistic experiential backlogs in
their senior toddlers.
Language development and -enrichment is in essence a socially mediated process and exposure
to stimulating language experiences enhances comprehension of colloquial usage within the
social context. The inadequate linguistic example set by both the family and the community
results in inadequate language development and -enrichment and the senior toddlers reveal their
impoverished, undifferentiated world of language in deficiencies pertaining to mastery of
language, style of language and code of language. The senior toddlers' conceptualization is
deficient and in their language usage they are rather descriptive and concrete-bound than analytic
and abstract.
It is evident that the parents do not adequately stimulate their senior toddlers' cognitive abilities,
and a code of language is not adequately facilitated, because the parents do not know how to
derive profit from incidental learning situations and are ignorant pertaining to the creation and
utilization of potential learning opportunities. Stimulation of cognition refers to the mastery and
fixation.. of certain concepts, while broadening of a code of language refers to the. ability to
describe, to explain, to interpret or to communicate the meaning of these concepts. A broadened
and expanded code of language is thus the result of regular exposure to a wide range of
stimulating experiences. This experiential framework later becomes the toddler's referential
framework which he uses to repeat information, to formulate requests, to name objects and to
accurately describe events. A broadened and expanded code of language is thus essential for
later successful learning, because it enables the learner to analyze, to synthesize and to globalize
new information.
The implication for the draft of a parental programme is that parents should not .only be
accompanied pertaining to the enrichment of their senior toddlers' language development, but
that parents in this deprived environment also explicitly be educated to create potential
stimulating learning situations at home. / Psychology of Education / D. Ed. (Sielkudige Opvoedkunde)
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Taalverryking van senior kleuters in milieubenadeelde gemeenskappe : 'n ouerprogram / Language enrichment of senior toddlers in environmentally deprived communities : a parental programmeNaudé, Hendrina 08 1900 (has links)
Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in
milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en
Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten
aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior
kleuters.
Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan
stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die
ontoereikende taalvoorbeeld binne die gesinne en gemeenskap resulteer in ontoereikende
taalontwikkeling en -verwerwing en die senior kleuters openbaar bulle arme, ongedifferensieerde
taalwereld in taaltekorte ten opsigte van taalbebeer, taalstyl en taalkode. Die senior kleuters se
konsepvorming is gebrekkig en in bulle taalaanwending is bulle eerder beskrywend en
konkreet-gebonde as analities en abstrak.
Dit blyk dat die ouers nie bulle senior kleuters kognitief toereikend stimuleer nie, en dat
uitbreiding van taalkode nie toereikend gefasilieer word nie, omdat die ouers onkundig is
omtrent die benutting van toevallige leersituasies, en nie potensiele leergeleenthede skep of
ontgin nie. Kognitiewe stimulasie verwys na die vaslegging van sekere konsepte en uitbreiding
van taalkode verwys na die vaardigheid om juis daardie konsepte te kan omskryf, verklaar of
mee te deel. 'n Uitgebreide taalkode is dus die resultaat van gereelde blootstelling aan 'n wye
verskeidenheid stimulerende ervaringe. Hierdie ervaringsraamwerk word later die kleuter se
venrysingsraamwerk wat by gebruik om inligting te berhaal, versoeke te formuleer, voorwerpe
te benoem en gebeure akkuraat te beskryf 'n Uitgebreide taalkode is dus noodsaaklik vir latere
suksesvolle leer, omdat dit die leerder in staat stel om nuwe inligting te analiseer, te sinteseer en
te globaliseer.
Die implikasie vir die antwerp van 'n ouerprogram is dat die ouers nie net begelei moet word ten
aansien van die taalverryking van die senior kleuters nie, maar ook eksplisiet daartoe begelei te
word om potensieel-stimulerende leersituasies te skep. / This study focuses on the language development and -enrichment of senior toddlers in
environmentally deprived communities. The research group is an Afrikaans speaking Colouredand
Griqua community. It is evident that parents in this community reveal certain deficiencies
pertaining to their language-teaching behaviour, resulting in linguistic experiential backlogs in
their senior toddlers.
Language development and -enrichment is in essence a socially mediated process and exposure
to stimulating language experiences enhances comprehension of colloquial usage within the
social context. The inadequate linguistic example set by both the family and the community
results in inadequate language development and -enrichment and the senior toddlers reveal their
impoverished, undifferentiated world of language in deficiencies pertaining to mastery of
language, style of language and code of language. The senior toddlers' conceptualization is
deficient and in their language usage they are rather descriptive and concrete-bound than analytic
and abstract.
It is evident that the parents do not adequately stimulate their senior toddlers' cognitive abilities,
and a code of language is not adequately facilitated, because the parents do not know how to
derive profit from incidental learning situations and are ignorant pertaining to the creation and
utilization of potential learning opportunities. Stimulation of cognition refers to the mastery and
fixation.. of certain concepts, while broadening of a code of language refers to the. ability to
describe, to explain, to interpret or to communicate the meaning of these concepts. A broadened
and expanded code of language is thus the result of regular exposure to a wide range of
stimulating experiences. This experiential framework later becomes the toddler's referential
framework which he uses to repeat information, to formulate requests, to name objects and to
accurately describe events. A broadened and expanded code of language is thus essential for
later successful learning, because it enables the learner to analyze, to synthesize and to globalize
new information.
The implication for the draft of a parental programme is that parents should not .only be
accompanied pertaining to the enrichment of their senior toddlers' language development, but
that parents in this deprived environment also explicitly be educated to create potential
stimulating learning situations at home. / Psychology of Education / D. Ed. (Sielkudige Opvoedkunde)
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