Submitted in Partial Fulfillment of the Requirements for the Degree of
PhD (Community Psychology)
Faculty of Arts
University of Zululand, 2008. / Research indicates that the prevalence of childhood depression is increasing, the onset of depression is occurring earlier in life, and that depression coexists with other mental health problems such as anxiety and disruptive behaviour disorders. Teachers are more responsive to behavioural manifestations such as hyperactivity, disruptive behaviour and aggression. They are less responsive to interpersonal difficulties and less disruptive behaviours such as withdrawal and social isolation. While they can correctly recognize that internalizing symptoms such as withdrawal and sadness are indicators of depression, they are unable to correctly recognize that externalizing behaviours such as disruptiveness and aggression can also be indicators of depression. Since many of these symptoms of depression manifest in the school, it is imperative that teachers are able to correctly identify the symptoms of depression. The correct management of the child prevents the depression from worsening and leading to disastrous consequences.
The purpose of this study was to establish whether teachers were fully knowledgeable about the behavioural symptoms of depression. A former purpose was to determine the management strategies used at school, and to develop a guideline document for teachers. Survey methodology and interview techniques were used to collect data for the study. These methods provided quantitative and qualitative data. The participants comprised 56 primary school teachers from three randomly selected schools. Two questionnaires were specially designed to gather data for the study.
The results of the study revealed that teachers were not fully knowledgeable about the behavioural symptoms of depression and that they lacked the depth of knowledge required to recognize the significance of the diagnostic criteria of depression "which manifest as behavioural symptoms in school. The results showed mat more than 57 % of participants felt that parents and home factors were responsible for depression. Results also indicated that the majority of participants were not able to recognize the multiplicity of factors that could cause and result in depression. In the perceived absence of psychological support from the Department of Education, participants indicated a need for guidelines for identification and management of symptoms of depression. There was overwhelming support for the implementation of a self-esteem programme at schools. At the conclusion of the study, a document which outlined recognition and management of the behavioural symptoms of depression, was developed by the researcher.
As a result of the findings of the study, recommendations were made to teachers, the schools' management team, as well as to the Department of Education. Recommendations made to teachers included training the child in social skills and cognitive strategies, and maintaining contact with parents. One important recommendation to the schools' management was the timely referral of depressed children to mental health professionals. Recommendations made to the Department of Education included the facilitation of the formation of multidisciplinary teams which would comprise teachers, management staff, parents and school psychologists. These multidisciplinary teams would manage the successful implementation of programmes that will foster healthy social and emotional development of all children.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/78 |
| Date | January 2008 |
| Creators | Naidu, Rekha |
| Contributors | Ngcobo, H.S.B. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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