Pub Date : 2021-11-16DOI: 10.38140/ijspsy.v1i3.656
Nthama Matsie
Learners with disabilities, particularly the visually impaired face different challenges in their learning encounters. The study explored the daily-lived experiences of visually impaired learners at a mainstream school in Lesotho. A qualitative research approach located in the interpretivist paradigm was adopted. Thirty (n=30) visually impaired learners were purposefully selected in this study. Data were collected using focus group interviews. The Interpretive Phenomenological Analysis was used to analyse and interpret data. The results showed both rewarding and detrimental daily lived experiences of visually impaired learners in the school setting.On the one hand, rewarding experiences included social interaction, enjoyment of companionship, appreciation, being valued by the school management, a positive relationship with teachers, a sense of belonging to the school, access to inclusive education, participation in extramural activities, and access to educational and psychological resources support. On the other hand, detrimental experiences of the visually impaired learners reported within the inclusive school included unequal opportunities, inadequate assistive technology, inadequate academic support, inappropriate counselling services, hostile learning environments, and physical and psychological violence. We concluded that the inclusion of visually impaired learners needs to be considered to enhance the effective and appropriate implementation of inclusive education. It recommends that the Ministry of Education and Training should make it compulsory for inclusive schools to improve institutional policies with the intention to minimise barriers to learning in institutions of learning.
{"title":"Daily lived experiences of Visually Impaired Learners at a Mainstream School in Lesotho","authors":"Nthama Matsie","doi":"10.38140/ijspsy.v1i3.656","DOIUrl":"https://doi.org/10.38140/ijspsy.v1i3.656","url":null,"abstract":"Learners with disabilities, particularly the visually impaired face different challenges in their learning encounters. The study explored the daily-lived experiences of visually impaired learners at a mainstream school in Lesotho. A qualitative research approach located in the interpretivist paradigm was adopted. Thirty (n=30) visually impaired learners were purposefully selected in this study. Data were collected using focus group interviews. The Interpretive Phenomenological Analysis was used to analyse and interpret data. The results showed both rewarding and detrimental daily lived experiences of visually impaired learners in the school setting.On the one hand, rewarding experiences included social interaction, enjoyment of companionship, appreciation, being valued by the school management, a positive relationship with teachers, a sense of belonging to the school, access to inclusive education, participation in extramural activities, and access to educational and psychological resources support. On the other hand, detrimental experiences of the visually impaired learners reported within the inclusive school included unequal opportunities, inadequate assistive technology, inadequate academic support, inappropriate counselling services, hostile learning environments, and physical and psychological violence. We concluded that the inclusion of visually impaired learners needs to be considered to enhance the effective and appropriate implementation of inclusive education. It recommends that the Ministry of Education and Training should make it compulsory for inclusive schools to improve institutional policies with the intention to minimise barriers to learning in institutions of learning.","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126789569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-23DOI: 10.51986/ijspsy-2021.vol1.02.01
Ria Dutta
In the late 2019 and early 2020s, a new variant of SaRs-CoV, now known as Corona virus or COVID-19, debuted internationally. Within a short time, the virus spread on such a scale that it resulted in drastic measures, like worldwide lockdown and strict social distancing, to fight against COVID-19. This study aims to explore the effects of COVID-19 and such protective measures on individuals from different population groups, ages, and walks of life. The literature review method was employed for this study where search words such as ‘aged people’, ‘children’, ‘COVID-19’, ‘families’, ‘healthcare workers’, ‘mental health’, ‘psychological’, ‘social’ and ‘students.’ were used. The findings of this study suggest that the psychological, emotional, and social complications of COVID-19 are not easily or quickly visible as the physical ones. After months of the COVID-19 pandemic, the mental health effects are starting to emerge and pose a serious threat to the well-being of those concerned and the broader society. Likewise, these mental health effects will not vanish as easily and are estimated to stay behind long after the COVID-19 pandemic is over. Anxiety, depression, compulsive-obsessive behaviour, hoarding behaviour, panic, stigmatization, and stress are some of the most common identified themes across different population groups. The need for mental health awareness and intervention strategies is ever so important now. Certain recommendations are also suggested in this paper.
{"title":"Examining the implications of COVID19 on Mental Health Across Different Walks of Life Through the Lens of Literature Review","authors":"Ria Dutta","doi":"10.51986/ijspsy-2021.vol1.02.01","DOIUrl":"https://doi.org/10.51986/ijspsy-2021.vol1.02.01","url":null,"abstract":" In the late 2019 and early 2020s, a new variant of SaRs-CoV, now known as Corona virus or COVID-19, debuted internationally. Within a short time, the virus spread on such a scale that it resulted in drastic measures, like worldwide lockdown and strict social distancing, to fight against COVID-19. This study aims to explore the effects of COVID-19 and such protective measures on individuals from different population groups, ages, and walks of life. The literature review method was employed for this study where search words such as ‘aged people’, ‘children’, ‘COVID-19’, ‘families’, ‘healthcare workers’, ‘mental health’, ‘psychological’, ‘social’ and ‘students.’ were used. The findings of this study suggest that the psychological, emotional, and social complications of COVID-19 are not easily or quickly visible as the physical ones. After months of the COVID-19 pandemic, the mental health effects are starting to emerge and pose a serious threat to the well-being of those concerned and the broader society. Likewise, these mental health effects will not vanish as easily and are estimated to stay behind long after the COVID-19 pandemic is over. Anxiety, depression, compulsive-obsessive behaviour, hoarding behaviour, panic, stigmatization, and stress are some of the most common identified themes across different population groups. The need for mental health awareness and intervention strategies is ever so important now. Certain recommendations are also suggested in this paper.","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128090111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-23DOI: 10.38140/ijspsy.v1i2.619
Dutta Ria
In the late 2019 and early 2020s, a new variant of SaRs-CoV, now known as Corona virus or COVID-19, debuted internationally. Within a short time, the virus spread on such a scale that it resulted in drastic measures, like worldwide lockdown and strict social distancing, to fight against COVID-19. This study aims to explore the effects of COVID-19 and such protective measures on individuals from different population groups, ages, and walks of life. The literature review method was employed for this study where search words such as ‘aged people’, ‘children’, ‘COVID-19’, ‘families’, ‘healthcare workers’, ‘mental health’, ‘psychological’, ‘social’ and ‘students.’ were used. The findings of this study suggest that the psychological, emotional, and social complications of COVID-19 are not easily or quickly visible as the physical ones. After months of the COVID-19 pandemic, the mental health effects are starting to emerge and pose a serious threat to the well-being of those concerned and the broader society. Likewise, these mental health effects will not vanish as easily and are estimated to stay behind long after the COVID-19 pandemic is over. Anxiety, depression, compulsive-obsessive behaviour, hoarding behaviour, panic, stigmatization, and stress are some of the most common identified themes across different population groups. The need for mental health awareness and intervention strategies is ever so important now. Certain recommendations are also suggested in this paper.
{"title":"COVID-19 and mental health: A narrative review of relevant literature","authors":"Dutta Ria","doi":"10.38140/ijspsy.v1i2.619","DOIUrl":"https://doi.org/10.38140/ijspsy.v1i2.619","url":null,"abstract":"In the late 2019 and early 2020s, a new variant of SaRs-CoV, now known as Corona virus or COVID-19, debuted internationally. Within a short time, the virus spread on such a scale that it resulted in drastic measures, like worldwide lockdown and strict social distancing, to fight against COVID-19. This study aims to explore the effects of COVID-19 and such protective measures on individuals from different population groups, ages, and walks of life. The literature review method was employed for this study where search words such as ‘aged people’, ‘children’, ‘COVID-19’, ‘families’, ‘healthcare workers’, ‘mental health’, ‘psychological’, ‘social’ and ‘students.’ were used. The findings of this study suggest that the psychological, emotional, and social complications of COVID-19 are not easily or quickly visible as the physical ones. After months of the COVID-19 pandemic, the mental health effects are starting to emerge and pose a serious threat to the well-being of those concerned and the broader society. Likewise, these mental health effects will not vanish as easily and are estimated to stay behind long after the COVID-19 pandemic is over. Anxiety, depression, compulsive-obsessive behaviour, hoarding behaviour, panic, stigmatization, and stress are some of the most common identified themes across different population groups. The need for mental health awareness and intervention strategies is ever so important now. Certain recommendations are also suggested in this paper.","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131022556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-02DOI: 10.38140/ijspsy.v1i1.614
Kananga Robert Mukuna
Psychological factors are important for boys or girls, depending on age and grade level. This study examines emotional regulation, aggressiveness, empathy, and sympathy, as psychological factors to peer interaction, manifest in adolescence. Eighty-three participants were conveniently and purposively selected at South African schools (N= 83, 52 girls and 31 boys, aged between 14 and 19 years). A psychological factors scale was purposively employed as a data collection instrument. The chi-square results partially confirmed previous results, namely, aggressiveness and sympathy, by gender and age. However, this did not apply to emotional regulation. This study recommended that the South African education system consider aggressiveness a psychological factor, playing a critical role in violence at schools among young adolescents.
{"title":"Gender, Age and Grade Level Differences in Psychological Factors among Immigrant Francophone Adolescent Learners in the South African School Setting","authors":"Kananga Robert Mukuna","doi":"10.38140/ijspsy.v1i1.614","DOIUrl":"https://doi.org/10.38140/ijspsy.v1i1.614","url":null,"abstract":"Psychological factors are important for boys or girls, depending on age and grade level. This study examines emotional regulation, aggressiveness, empathy, and sympathy, as psychological factors to peer interaction, manifest in adolescence. Eighty-three participants were conveniently and purposively selected at South African schools (N= 83, 52 girls and 31 boys, aged between 14 and 19 years). A psychological factors scale was purposively employed as a data collection instrument. The chi-square results partially confirmed previous results, namely, aggressiveness and sympathy, by gender and age. However, this did not apply to emotional regulation. This study recommended that the South African education system consider aggressiveness a psychological factor, playing a critical role in violence at schools among young adolescents.","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125009078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-02DOI: 10.38140/ijspsy.v1i1.657
R. Adesokan
The study examined the impact of age differences in married adults' communication styles in Oyo state, Nigeria. It adopted a quantitative approach and descriptive survey research design. Six hundred (N=600) married adults were randomly selected using the multi-stage sampling technique. The questionnaires were used for data collection in this study, and the respondents were required to use four points Likert rating scale. The instrument was validated by the experts in Counsellor Education Department, University of Ilorin. Mean, Standard Deviation, and Analysis of Variance were employed as a data analysis technique. The findings revealed that married adults mostly adopted the marital communication styles, which tended more towards the supportive style. The results further indicated that age has an insignificant impact on the communication styles of married adults. It is recommended that married adults adopt the supportive communication style in their marriages to promote understanding, openness, empathy, adaptability, and cooperation between them and their spouses.
{"title":"Age Differences on Communication Styles among Married Adults in Oyo State, Nigeria","authors":"R. Adesokan","doi":"10.38140/ijspsy.v1i1.657","DOIUrl":"https://doi.org/10.38140/ijspsy.v1i1.657","url":null,"abstract":"The study examined the impact of age differences in married adults' communication styles in Oyo state, Nigeria. It adopted a quantitative approach and descriptive survey research design. Six hundred (N=600) married adults were randomly selected using the multi-stage sampling technique. The questionnaires were used for data collection in this study, and the respondents were required to use four points Likert rating scale. The instrument was validated by the experts in Counsellor Education Department, University of Ilorin. Mean, Standard Deviation, and Analysis of Variance were employed as a data analysis technique. The findings revealed that married adults mostly adopted the marital communication styles, which tended more towards the supportive style. The results further indicated that age has an insignificant impact on the communication styles of married adults. It is recommended that married adults adopt the supportive communication style in their marriages to promote understanding, openness, empathy, adaptability, and cooperation between them and their spouses.","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133993529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-02DOI: 10.38140/ijspsy.v1i1.612
F. Khanare, Kananga Robert Mukuna
Dear authors and reviewers,We celebrated the first issue of the International Journal of Studies in Psychology (IJSPSY). We are excited and inspired to start this new journey through its mission and objective. We believed that IJSPSY is a reality responding to ensure that our knowledge is continuously relevant and responsive to different communities' needs. The understanding of diversity in psychology could bring various cultures together.The genesis of the world revealed that human beings are born with inherent abilities, talents, and capacities; and build on the strengths and talents they already have to improve their holistic well-being. We do not always have to reinvent ourselves for successful well-being. Instead, we need to find ways to deploy “best self” in new and significant ways, bringing knowledge systems in psychology, augmenting, enabling, and enhancing holistic learning with the vision of the International Journal of Studies in Psychology (IJSPSY). This should be done by conducting responsive research and has significant relevance to the researchers, scholars, practitioners, and policymakers that the IJSPSY Editorial Board voted to launch a new journal.The IJSPSY's goal is to shape psychology studies' direction by encouraging scholarship that affects research and practice in public and private sectors, solving complex, interconnected, and interrelated problems. Furthermore, it helps to connect with other disciplines and produce ‘quantum’ knowledge, rather than fragmented and binary knowledge systems.
尊敬的作者和审稿人:我们庆祝《国际心理学研究杂志》(IJSPSY)创刊号。通过它的使命和目标，我们很兴奋，也很受鼓舞，开始了这段新的旅程。我们相信，IJSPSY是一个现实的回应，以确保我们的知识是持续相关和响应不同社区的需求。心理学对多样性的理解可以将不同的文化融合在一起。世界的起源揭示了人类与生俱来的能力、才能和能力;并利用他们已经拥有的优势和才能来改善他们的整体健康。我们不必总是为了成功的幸福而重塑自我。相反，我们需要找到以新的、有意义的方式部署“最佳自我”的方法，按照《国际心理学研究杂志》(International Journal of Studies in psychology, IJSPSY)的愿景，将知识系统引入心理学，扩大、启用和加强整体学习。这应该通过开展响应性研究来完成，并且与IJSPSY编辑委员会投票决定创办新期刊的研究人员、学者、从业者和政策制定者具有重大相关性。IJSPSY的目标是通过鼓励影响公共和私营部门研究和实践的学术研究，解决复杂的、相互关联的和相互关联的问题，来塑造心理学研究的方向。此外，它有助于与其他学科联系并产生“量子”知识，而不是碎片化和二元知识系统。
{"title":"Needs to develop and expose communities’ knowledge: Inaugural Editorial Statement","authors":"F. Khanare, Kananga Robert Mukuna","doi":"10.38140/ijspsy.v1i1.612","DOIUrl":"https://doi.org/10.38140/ijspsy.v1i1.612","url":null,"abstract":"Dear authors and reviewers,We celebrated the first issue of the International Journal of Studies in Psychology (IJSPSY). We are excited and inspired to start this new journey through its mission and objective. We believed that IJSPSY is a reality responding to ensure that our knowledge is continuously relevant and responsive to different communities' needs. The understanding of diversity in psychology could bring various cultures together.The genesis of the world revealed that human beings are born with inherent abilities, talents, and capacities; and build on the strengths and talents they already have to improve their holistic well-being. We do not always have to reinvent ourselves for successful well-being. Instead, we need to find ways to deploy “best self” in new and significant ways, bringing knowledge systems in psychology, augmenting, enabling, and enhancing holistic learning with the vision of the International Journal of Studies in Psychology (IJSPSY). This should be done by conducting responsive research and has significant relevance to the researchers, scholars, practitioners, and policymakers that the IJSPSY Editorial Board voted to launch a new journal.The IJSPSY's goal is to shape psychology studies' direction by encouraging scholarship that affects research and practice in public and private sectors, solving complex, interconnected, and interrelated problems. Furthermore, it helps to connect with other disciplines and produce ‘quantum’ knowledge, rather than fragmented and binary knowledge systems.","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125360503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-02DOI: 10.38140/ijspsy.v1i1.613
Peter J. O. Aloka
The study examined the relationship between counsellor- deliberate self-disclosure and therapy-seeking behaviours among undergraduate students in Kenyan universities. The Social Comparison Theory informed this study. The study utilized the convergent parallel mixed-methods design. A sample size of 352 students was obtained using stratified random sampling. The Deliberate Self-disclosure and Intentions to Seek Therapy Inventories. The internal validity of the constructs in the questionnaires was tested by subjecting the survey data to suitability tests using the Kaiser-Meyer-Oklin measure of sampling adequacy (KMO Index) and the Bartlett’s Test of Sphericity. Cronbach’s alpha coefficient analysis was used to investigate the internal consistency of the questionnaires. Quantitative data were analysed using inferential statistics in the Pearson Correlation coefficient and simple linear regression analysis, while qualitative data was analysed thematically. The findings indicated a weak but positive correlation between counsellors’ deliberate self-disclosure and Therapy seeking behaviour (r=.140, n=352, p=008) among university students. The study recommends that university counsellors should be trained on the effective use of self-disclosure as a technique in therapy practice.
{"title":"Counsellor Deliberate Self-Disclosure and Therapy Seeking Behaviours among Kenyan Undergraduate Students in Kenyan Universities","authors":"Peter J. O. Aloka","doi":"10.38140/ijspsy.v1i1.613","DOIUrl":"https://doi.org/10.38140/ijspsy.v1i1.613","url":null,"abstract":"The study examined the relationship between counsellor- deliberate self-disclosure and therapy-seeking behaviours among undergraduate students in Kenyan universities. The Social Comparison Theory informed this study. The study utilized the convergent parallel mixed-methods design. A sample size of 352 students was obtained using stratified random sampling. The Deliberate Self-disclosure and Intentions to Seek Therapy Inventories. The internal validity of the constructs in the questionnaires was tested by subjecting the survey data to suitability tests using the Kaiser-Meyer-Oklin measure of sampling adequacy (KMO Index) and the Bartlett’s Test of Sphericity. Cronbach’s alpha coefficient analysis was used to investigate the internal consistency of the questionnaires. Quantitative data were analysed using inferential statistics in the Pearson Correlation coefficient and simple linear regression analysis, while qualitative data was analysed thematically. The findings indicated a weak but positive correlation between counsellors’ deliberate self-disclosure and Therapy seeking behaviour (r=.140, n=352, p=008) among university students. The study recommends that university counsellors should be trained on the effective use of self-disclosure as a technique in therapy practice.","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130086243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-02DOI: 10.51986/ijspsy-2021.vol1.02.02
Anderson Rowan, M. Moletsane
This study explored the nature and determinants of educators’ attitudes toward teaching learners with special needs in a rural school of skills that was formerly an ordinary mainstream school. The study adopted a qualitative Grounded Theory approach located within the framework of the constructivist epistemology. Eleven educators (n=11) who were teaching both technical and academic subjects at the school of skills participated in the study. The semi-structured interview was employed as the sole data collection instrument and the coding principles underlying the Constructivist Grounded Theory were used to analyse data. The findings of the study revealed that educators had a positive attitude toward teaching special needs education at the selected school and highlighted the novel factors determining the educators’ attitudes such as both internal and external factors that motivated this positive attitude. The coping strategies identified by the educators replicated those reported in previous research. Palliative and direct coping actions, as well as an integration of these two were also reportedly employed by some participants. It was concluded that the group-based differentiation of the determinants of attitudes may be useful to influence educators’ attitudes at other special needs schools, or those undergoing a similar transitional process.
{"title":"Nature and Determinants of Educators’ Attitudes toward Teaching Special Needs Learners in a School of Skills","authors":"Anderson Rowan, M. Moletsane","doi":"10.51986/ijspsy-2021.vol1.02.02","DOIUrl":"https://doi.org/10.51986/ijspsy-2021.vol1.02.02","url":null,"abstract":"This study explored the nature and determinants of educators’ attitudes toward teaching learners with special needs in a rural school of skills that was formerly an ordinary mainstream school. The study adopted a qualitative Grounded Theory approach located within the framework of the constructivist epistemology. Eleven educators (n=11) who were teaching both technical and academic subjects at the school of skills participated in the study. The semi-structured interview was employed as the sole data collection instrument and the coding principles underlying the Constructivist Grounded Theory were used to analyse data. The findings of the study revealed that educators had a positive attitude toward teaching special needs education at the selected school and highlighted the novel factors determining the educators’ attitudes such as both internal and external factors that motivated this positive attitude. The coping strategies identified by the educators replicated those reported in previous research. Palliative and direct coping actions, as well as an integration of these two were also reportedly employed by some participants. It was concluded that the group-based differentiation of the determinants of attitudes may be useful to influence educators’ attitudes at other special needs schools, or those undergoing a similar transitional process.","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131153331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-02DOI: 10.38140/ijspsy.v1i1.618
Salie Maimona
This study focused on exploring the challenges of mother tongue education in the Foundation Phase in promoting linguistic diversity at a historically disadvantaged school in the Western Cape, South Africa. It adopted a qualitative case study located within an interpretive research paradigm. Focus group discussions and interviews were used for data collection, and the thematic analysis technique was employed for qualitative data. Thirty-two participants including twelve Foundation Phase learners (n=12: females = 6; males = 6; ages 7-9 years), eight Foundation Phase educators (n=8 female educators, ages 29-56 years), and twelve parents or caregivers (n=12, ages between 29-57 years) were purposively selected as participants from a historically disadvantaged school. This study found that non-mother tongue English-speaking learners in the Foundation Phase, growing up in historically disadvantaged areas and attending disadvantaged schools, experienced several learning barriers. These included educators’ lack of proficiency regarding non-mother tongue learners’ language, psychological-social barriers, and cultural diversity. This study concluded that some learners' linguistic rights in the Foundation Phase classrooms were seriously compromised because they did not receive their mother tongue instruction.
{"title":"Exploring Mother Tongue Education in the Foundation Phase to Promote Linguistic Diversity: Learning Barriers in a Historically disadvantaged School","authors":"Salie Maimona","doi":"10.38140/ijspsy.v1i1.618","DOIUrl":"https://doi.org/10.38140/ijspsy.v1i1.618","url":null,"abstract":"This study focused on exploring the challenges of mother tongue education in the Foundation Phase in promoting linguistic diversity at a historically disadvantaged school in the Western Cape, South Africa. It adopted a qualitative case study located within an interpretive research paradigm. Focus group discussions and interviews were used for data collection, and the thematic analysis technique was employed for qualitative data. Thirty-two participants including twelve Foundation Phase learners (n=12: females = 6; males = 6; ages 7-9 years), eight Foundation Phase educators (n=8 female educators, ages 29-56 years), and twelve parents or caregivers (n=12, ages between 29-57 years) were purposively selected as participants from a historically disadvantaged school. This study found that non-mother tongue English-speaking learners in the Foundation Phase, growing up in historically disadvantaged areas and attending disadvantaged schools, experienced several learning barriers. These included educators’ lack of proficiency regarding non-mother tongue learners’ language, psychological-social barriers, and cultural diversity. This study concluded that some learners' linguistic rights in the Foundation Phase classrooms were seriously compromised because they did not receive their mother tongue instruction.","PeriodicalId":142287,"journal":{"name":"International Journal of Studies in Psychology","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131054521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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