My conference experience began with the phrase 'your opinion, as a student, does not matter until you get to postgrad. And your opinion at postgrad level does not count until you're in Masters or PhD.' I cannot remember who exactly told me this in my first year, but it is a belief that seems to be present in many students at tertiary level. So it is needless to say how stressful it was presenting not one, but two papers at the conference (although one was more proposal-based).
{"title":"THE THIRD SOUTHERN AFRICAN STUDENTS’ PSYCHOLOGY CONFERENCE 2013 JOHANNESBURG, 24 TO 28 JUNE 2013","authors":"D. Long","doi":"10.25159/1812-6371/1868","DOIUrl":"https://doi.org/10.25159/1812-6371/1868","url":null,"abstract":"My conference experience began with the phrase 'your opinion, as a student, does not matter until you get to postgrad. And your opinion at postgrad level does not count until you're in Masters or PhD.' I cannot remember who exactly told me this in my first year, but it is a belief that seems to be present in many students at tertiary level. So it is needless to say how stressful it was presenting not one, but two papers at the conference (although one was more proposal-based).","PeriodicalId":92427,"journal":{"name":"New voices in psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69124152","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}
The phrase ‘psychology in action’ may automatically surface positive connotations to the effects of psychological interventions. However, the fact that something is ‘in action’ or moving, that someone is ‘doing something’, does not automatically indicate favourable outcomes. Misled or badly executed actions can be damaging. Psychiatric care facilities exist primarily to treat the psychological and psychiatric difficulties faced by individuals. Even before the appointment with the therapist and doctor, the mere existence of a psychiatric facility represents ‘psychology in action’. Everything from the appearance of the building to the attitude of the staff contributes to how the facility is putting psychology into action. Therefore, from the moment one is admitted to a psychiatric institution ‘psychology in action’ begins to influence the patient. Theory and therapeutic techniques are essential for effectively putting psychology into action. Indeed, a plethora of information exists regarding the academics of psychology. However, how often are mental health care practitioners made to look at the reality of their patients and clients’ genuine, lived experiences of psychology in action? It is this question which, in light of personal experience, will be kept in mind while reflecting on the subjective experience of both a damaging, and subsequently effective experience of two psychiatric institutions.
{"title":"DOES MENTAL HEALTH CARE REALLY CARE FOR MENTAL HEALTH? A PERSONAL REFLECTION","authors":"C. Campbell","doi":"10.25159/1812-6371/1865","DOIUrl":"https://doi.org/10.25159/1812-6371/1865","url":null,"abstract":"The phrase ‘psychology in action’ may automatically surface positive connotations to the effects of psychological interventions. However, the fact that something is ‘in action’ or moving, that someone is ‘doing something’, does not automatically indicate favourable outcomes. Misled or badly executed actions can be damaging. Psychiatric care facilities exist primarily to treat the psychological and psychiatric difficulties faced by individuals. Even before the appointment with the therapist and doctor, the mere existence of a psychiatric facility represents ‘psychology in action’. Everything from the appearance of the building to the attitude of the staff contributes to how the facility is putting psychology into action. Therefore, from the moment one is admitted to a psychiatric institution ‘psychology in action’ begins to influence the patient. Theory and therapeutic techniques are essential for effectively putting psychology into action. Indeed, a plethora of information exists regarding the academics of psychology. However, how often are mental health care practitioners made to look at the reality of their patients and clients’ genuine, lived experiences of psychology in action? It is this question which, in light of personal experience, will be kept in mind while reflecting on the subjective experience of both a damaging, and subsequently effective experience of two psychiatric institutions.","PeriodicalId":92427,"journal":{"name":"New voices in psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69124063","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}
The issue of alcohol abuse is not a new dilemma to baffle societies, however the fact that consumer age is on a fast decline has been. There are reports of children as young as 13 drinking themselves into oblivion and this epidemic seem to be gaining a stronghold in many communities. Researchers have attempted to determine the reasons why children are abusing alcohol and have attributed it to issues such as media influence, availability, and parenting styles. This study will focus on the effect of perceived parenting styles and alcohol abuse. It was hypothesised that a significant correlation exists between alcohol consumption and the three subscales of parenting style. A sample of 20 boys and girls, aged 14 to 18, was used as participants. Data was analyzed using ANOVA and the findings implicated that parenting style was a predictor of alcohol abuse in adolescence. Adolescence who viewed their parents as being authoritarian and permissive, scored higher on the alcohol intake test, compared to those who viewed their parents as authoritative.
{"title":"THE RELATIONSHIP BETWEEN ALCOHOL ABUSE AND PERCEPTION OF PARENTING STYLE AMONG ZIMBABWEAN ADOLESCENTS","authors":"Blessing Chirisa","doi":"10.25159/1812-6371/1861","DOIUrl":"https://doi.org/10.25159/1812-6371/1861","url":null,"abstract":"The issue of alcohol abuse is not a new dilemma to baffle societies, however the fact that consumer age is on a fast decline has been. There are reports of children as young as 13 drinking themselves into oblivion and this epidemic seem to be gaining a stronghold in many communities. Researchers have attempted to determine the reasons why children are abusing alcohol and have attributed it to issues such as media influence, availability, and parenting styles. This study will focus on the effect of perceived parenting styles and alcohol abuse. It was hypothesised that a significant correlation exists between alcohol consumption and the three subscales of parenting style. A sample of 20 boys and girls, aged 14 to 18, was used as participants. Data was analyzed using ANOVA and the findings implicated that parenting style was a predictor of alcohol abuse in adolescence. Adolescence who viewed their parents as being authoritarian and permissive, scored higher on the alcohol intake test, compared to those who viewed their parents as authoritative.","PeriodicalId":92427,"journal":{"name":"New voices in psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69123690","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}
Directorate for Career Counselling and Development (DCCD) at the University of South Africa conducted a study to explore first year student’s counselling needs. A descriptive research design was employed. The survey questionnaire, adapted from Gallager, Golin, and Kelleher (1992), was emailed to a total of 6458 first year students from the College of Agriculture and Environmental Sciences (CAES) and College of Science, Engineering and Technology (CSETS) and the response rate was 60%. The measuring instrument has an inter-item reliability of 0, 92. Initially, student’’ counselling needs were classified along three constructs, the factor analysis showed that there were six constructs which were named: Career Advancement (CA), Self (S), Effective Studying Skills (ESS) , Job Searching Skills (JSS),Organisational and Planning (O&P) and Relationship and Emotions (R&E). Students were compared according to age groups, race, gender and college. Descriptive statistic were performed and the results showed that first year students needs counselling on adaptation to studying at an Open Distance Learning (ODL) institution, knowing career opportunities, improving study skills, preparing for examinations, identifying further study opportunities, compiling career portfolios, preparing for job interviews, and dealing with exam failure. Counselling needs which are considered less important to students were issues relating to accepting others and dealing with peer pressure.
南非大学职业咨询和发展理事会(DCCD)进行了一项研究，以探索一年级学生的咨询需求。采用描述性研究设计。调查问卷改编自Gallager, Golin, and Kelleher(1992)，通过电子邮件发送给农业与环境科学学院(CAES)和科学与工程技术学院(CSETS)共6458名一年级学生，回复率为60%。测量仪器的项目间信度为0.92。最初，学生的咨询需求被划分为三个构念，因子分析显示有六个构念被命名为:职业发展(CA)、自我(S)、有效学习技能(ESS)、求职技能(JSS)、组织与规划(O&P)和关系与情感(R&E)。学生们根据年龄、种族、性别和大学进行了比较。描述性统计结果显示，一年级学生在适应开放式远程学习(ODL)机构学习、了解就业机会、提高学习技能、准备考试、确定进一步学习机会、编制职业档案、准备工作面试、处理考试失败等方面需要咨询。对学生来说不太重要的咨询需求是与接受他人和处理同伴压力有关的问题。
{"title":"EXPLORING FIRST YEAR STUDENT COUNSELLING NEEDS IN AN OPEN AND DISTANCE LEARNING INSTITUTION","authors":"S. Mabizela","doi":"10.25159/1812-6371/1825","DOIUrl":"https://doi.org/10.25159/1812-6371/1825","url":null,"abstract":"Directorate for Career Counselling and Development (DCCD) at the University of South Africa conducted a study to explore first year student’s counselling needs. A descriptive research design was employed. The survey questionnaire, adapted from Gallager, Golin, and Kelleher (1992), was emailed to a total of 6458 first year students from the College of Agriculture and Environmental Sciences (CAES) and College of Science, Engineering and Technology (CSETS) and the response rate was 60%. The measuring instrument has an inter-item reliability of 0, 92. Initially, student’’ counselling needs were classified along three constructs, the factor analysis showed that there were six constructs which were named: Career Advancement (CA), Self (S), Effective Studying Skills (ESS) , Job Searching Skills (JSS),Organisational and Planning (O&P) and Relationship and Emotions (R&E). Students were compared according to age groups, race, gender and college. Descriptive statistic were performed and the results showed that first year students needs counselling on adaptation to studying at an Open Distance Learning (ODL) institution, knowing career opportunities, improving study skills, preparing for examinations, identifying further study opportunities, compiling career portfolios, preparing for job interviews, and dealing with exam failure. Counselling needs which are considered less important to students were issues relating to accepting others and dealing with peer pressure.","PeriodicalId":92427,"journal":{"name":"New voices in psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69123474","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}
Intelligence Quotient (IQ) scores are used as a measure to predict intelligence through a series of tests. Studies show that various methods can be applied in order to acquire ones IQ score. Of key interest, new technology such as the use of an electroencephalograph (EEG) can be used. An EEG is a computerized recording of the electrical activities of the brain, and with one reading it is able to give an assessment of the brain as well as the IQ scores. This is important because it could mean that instead of having people undergo a battery of tests in order to acquire an IQ score, one intervention can be utilized – the EEG. Currently, there is minimal discourse regarding the relationship between an EEG’s projected IQ scores and neurocognitive functionality. Potential for neurocognitive ability can be measured through scores of tests, which are used to determine IQ and these are usually administered by a registered professional. The aim of this paper is to bring to light the ability of the EEG to measure IQ as well as to highlight the benefits of using EEG measurements for IQ rather than the conventional ways of testing. This can be done by collecting QEEG measurements of projected IQ which has three categories namely, global, verbal and nonverbal intelligence and then correlate these scores with scores attained from conventional tests with similar categories. Research that has been previously done confirms this paper’s preliminary hypothesis in finding significant correlations between EEG and intelligence, thus demonstrating predictive ability of EEG to measure neurocognitive performance.
{"title":"THE RELATIONSHIP BETWEEN PROJECTED IQ FROM QEEG AND NEUROCOGNITIVE ABILITY","authors":"Davidzo Mashiri","doi":"10.25159/1812-6371/1864","DOIUrl":"https://doi.org/10.25159/1812-6371/1864","url":null,"abstract":"Intelligence Quotient (IQ) scores are used as a measure to predict intelligence through a series of tests. Studies show that various methods can be applied in order to acquire ones IQ score. Of key interest, new technology such as the use of an electroencephalograph (EEG) can be used. An EEG is a computerized recording of the electrical activities of the brain, and with one reading it is able to give an assessment of the brain as well as the IQ scores. This is important because it could mean that instead of having people undergo a battery of tests in order to acquire an IQ score, one intervention can be utilized – the EEG. Currently, there is minimal discourse regarding the relationship between an EEG’s projected IQ scores and neurocognitive functionality. Potential for neurocognitive ability can be measured through scores of tests, which are used to determine IQ and these are usually administered by a registered professional. The aim of this paper is to bring to light the ability of the EEG to measure IQ as well as to highlight the benefits of using EEG measurements for IQ rather than the conventional ways of testing. This can be done by collecting QEEG measurements of projected IQ which has three categories namely, global, verbal and nonverbal intelligence and then correlate these scores with scores attained from conventional tests with similar categories. Research that has been previously done confirms this paper’s preliminary hypothesis in finding significant correlations between EEG and intelligence, thus demonstrating predictive ability of EEG to measure neurocognitive performance.","PeriodicalId":92427,"journal":{"name":"New voices in psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69123862","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}
The Five Factor Model (FFM) of personality and the NEO-PI-R are regarded as the gold standard in personality assessment against which all other tests are compared. The universality of both the model and the test is accepted but evidence from African and Asian contexts is less conclusive. Recently it has been argued that acculturation may be amongst the most important factors influencing responses on personality scales like the NEO-PI-R, thereby influencing replicability of the FFM. Thus, this study explored the relationship between personality and acculturation using the NEO-PI-3 and the South African Acculturation Scale (SAAS) in a convenience sample of 272 South Africans in Johannesburg. Significant personality differences were found between acculturated and unacculturated individuals. With the exception of two Openness to Experience facets (Aesthetics and Values) and two Agreeableness facets (Straightforwardness and Compliance) significant agreement was found between the factor structures of acculturated and unacculturated individuals. These results are discussed within the context of the universality of the FFM and the NEO-PI-3 and the role of acculturation in this context.
{"title":"EXPLORING THE RELATIONSHIP BETWEEN PERSONALITY AND ACCULTURATION IN A COMMUNITY SAMPLE FROM JOHANNESBURG, SOUTH AFRICA","authors":"K. Pillay, S. Laher","doi":"10.25159/1812-6371/1862","DOIUrl":"https://doi.org/10.25159/1812-6371/1862","url":null,"abstract":"The Five Factor Model (FFM) of personality and the NEO-PI-R are regarded as the gold standard in personality assessment against which all other tests are compared. The universality of both the model and the test is accepted but evidence from African and Asian contexts is less conclusive. Recently it has been argued that acculturation may be amongst the most important factors influencing responses on personality scales like the NEO-PI-R, thereby influencing replicability of the FFM. Thus, this study explored the relationship between personality and acculturation using the NEO-PI-3 and the South African Acculturation Scale (SAAS) in a convenience sample of 272 South Africans in Johannesburg. Significant personality differences were found between acculturated and unacculturated individuals. With the exception of two Openness to Experience facets (Aesthetics and Values) and two Agreeableness facets (Straightforwardness and Compliance) significant agreement was found between the factor structures of acculturated and unacculturated individuals. These results are discussed within the context of the universality of the FFM and the NEO-PI-3 and the role of acculturation in this context.","PeriodicalId":92427,"journal":{"name":"New voices in psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69124300","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}
An individual’s mental well-being is the base on which all the other quality factors of life could be influenced. Examining the association of socioeconomic and demographic variables with mental health conditions provides an initial approach to understanding contributors to the prevalence of mental health conditions among the general South African working age population (i.e. men and women aged 15 to 64 years). This study accordingly looks at the socio-economic and demographic profile of mental illnesses among the South African working age population by ascertaining factors predicting mental well-being. Using weighted, secondary survey data from Statistics South Africa’s General Household Survey (GHS), the results show that employment status accounts for the biggest contributor to mental well-being among the working age population. The risk of persons likely to report themselves to be suffering from both single and multiple types of mental illnesses relative to no mental illnesses for persons who were not employed was also found to be higher than for those who were employed. Other socio-demographic contributors to mental well-being include gender, population group, age and education.
{"title":"FACTORS PREDICTING MENTAL WELL-BEING AMONG THE SOUTH AFRICAN WORKING AGE POPULATION","authors":"C. Mabela","doi":"10.25159/1812-6371/1863","DOIUrl":"https://doi.org/10.25159/1812-6371/1863","url":null,"abstract":"An individual’s mental well-being is the base on which all the other quality factors of life could be influenced. Examining the association of socioeconomic and demographic variables with mental health conditions provides an initial approach to understanding contributors to the prevalence of mental health conditions among the general South African working age population (i.e. men and women aged 15 to 64 years). This study accordingly looks at the socio-economic and demographic profile of mental illnesses among the South African working age population by ascertaining factors predicting mental well-being. Using weighted, secondary survey data from Statistics South Africa’s General Household Survey (GHS), the results show that employment status accounts for the biggest contributor to mental well-being among the working age population. The risk of persons likely to report themselves to be suffering from both single and multiple types of mental illnesses relative to no mental illnesses for persons who were not employed was also found to be higher than for those who were employed. Other socio-demographic contributors to mental well-being include gender, population group, age and education.","PeriodicalId":92427,"journal":{"name":"New voices in psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69124315","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}
Transiting from rural high school to university is stressful enough, but enrolling into a suitable degree programme is even more demanding in this era of heightened competition for places at institutions of higher learning. Thus, the purpose of this study was to find out how rural high school leavers get admitted to tertiary institutions and how they go about choosing their degrees. A phenomenological qualitative design strategy was adopted for this research. This methodology facilitated the exploration of rural first year students’ adaptation experiences at university and it also facilitated the highlighting of some of the issues affecting them in getting a place for tertiary studies. Purposive sampling was used to select participants for the study which was coupled with focus-group interviews for data collection while thematic content analysis was used to determine the transitional experiences of the participating students. The results of this study indicate that there is hardship in getting into a suitable degree programme and this is more dominant among learners from rural areas than among those from urban areas. The study further revealed that challenges such as limited spaces in higher institutions, not meeting minimum selection requirements as well as economic challenges are more widespread among learners from rural areas. It is envisaged that the findings of the study will assist University Faculties and Heads of Departments to better understand the transitional experiences of rural school leavers.
{"title":"TRANSITING FROM RURAL HIGH SCHOOL TO UNIVERSITY: THE CHALLENGES OF GETTING INTO AN APPROPRIATE DEGREE PROGRAMME","authors":"G. M. Maxwell, P. Mudhovozi","doi":"10.25159/1812-6371/1824","DOIUrl":"https://doi.org/10.25159/1812-6371/1824","url":null,"abstract":"Transiting from rural high school to university is stressful enough, but enrolling into a suitable degree programme is even more demanding in this era of heightened competition for places at institutions of higher learning. Thus, the purpose of this study was to find out how rural high school leavers get admitted to tertiary institutions and how they go about choosing their degrees. A phenomenological qualitative design strategy was adopted for this research. This methodology facilitated the exploration of rural first year students’ adaptation experiences at university and it also facilitated the highlighting of some of the issues affecting them in getting a place for tertiary studies. Purposive sampling was used to select participants for the study which was coupled with focus-group interviews for data collection while thematic content analysis was used to determine the transitional experiences of the participating students. The results of this study indicate that there is hardship in getting into a suitable degree programme and this is more dominant among learners from rural areas than among those from urban areas. The study further revealed that challenges such as limited spaces in higher institutions, not meeting minimum selection requirements as well as economic challenges are more widespread among learners from rural areas. It is envisaged that the findings of the study will assist University Faculties and Heads of Departments to better understand the transitional experiences of rural school leavers.","PeriodicalId":92427,"journal":{"name":"New voices in psychology","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69123426","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}
This article explores transformation challenges in postgraduate psychology in the Clinical Masters programme at the University of the Witwatersrand. Although black students form the majority of students in the undergraduate psychology degree programme, this trend is reversed in postgraduate progammes throughout the psychology department, where white students form the bulk of the class and black students make up only a small percentage of the numbers. The research aims to offer a clear and coherent analysis of the underlying inequalities that underpin the racial unevenness between undergraduate and postgraduate psychology classes, while at the same time interrogating the very notions that serve to reproduce this uneven terrain. The research is conducted using both psychology lecturers, and students in undergraduate and postgraduate psychology programs at Wits, and is made up of a sample of twelve in-depth interviews from postgraduate students, undergraduate students and lecturers. These have been analysed qualitatively, using a Thematic Discourse Analysis. Findings centre on the pivotal role that language plays in the subject of racial transformation, both as an indicator of socioeconomic status and as a barrier to the psychology profession. Language is explored for its ideologically bound nature and the ways that this manifests both demographically and institutionally in the University of the Witwatersrand.
{"title":"TRANSFORMING PSYCHOLOGY: ENGLISH LANGUAGE IN PRACTICE","authors":"Daniella Rafaely","doi":"10.25159/1812-6371/1826","DOIUrl":"https://doi.org/10.25159/1812-6371/1826","url":null,"abstract":"This article explores transformation challenges in postgraduate psychology in the Clinical Masters programme at the University of the Witwatersrand. Although black students form the majority of students in the undergraduate psychology degree programme, this trend is reversed in postgraduate progammes throughout the psychology department, where white students form the bulk of the class and black students make up only a small percentage of the numbers. The research aims to offer a clear and coherent analysis of the underlying inequalities that underpin the racial unevenness between undergraduate and postgraduate psychology classes, while at the same time interrogating the very notions that serve to reproduce this uneven terrain. The research is conducted using both psychology lecturers, and students in undergraduate and postgraduate psychology programs at Wits, and is made up of a sample of twelve in-depth interviews from postgraduate students, undergraduate students and lecturers. These have been analysed qualitatively, using a Thematic Discourse Analysis. Findings centre on the pivotal role that language plays in the subject of racial transformation, both as an indicator of socioeconomic status and as a barrier to the psychology profession. Language is explored for its ideologically bound nature and the ways that this manifests both demographically and institutionally in the University of the Witwatersrand.","PeriodicalId":92427,"journal":{"name":"New voices in psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69123572","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}
The scientific literature is proliferated with discussions regarding childhood ADHD and there is great awareness for it in the population. In the last 20 years, however, increasing evidence has emerged to suggest the rising and unremitting persistence of ADHD well into adulthood. Due to its chronic nature, researchers are interested in the possible personality correlates that may underlie the way in which the disorder manifests. The current research examined whether the personality trait of Sensation Seeking, and its accompanying sub-dimensions of: (i) Boredom Susceptibility; (ii) Disinhibition; (iii) Experience Seeking; (iv) Thrill and Adventure Seeking; (v) Novelty; and (vi) Intensity of stimuli can explain a statistically significant amount of adult ADHD variance. In addition to the Sensation Seeking Scale form V (SSS-V), participants were also required to complete the adult ADHD Self-Report Scale (ASRS). Significant positive correlations with adult ADHD were found for the Sensation Seeking sub-dimensions of Disinhibition and Experience Seeking. Thrill and Adventure Seeking on the other hand was found to be unrelated to ADHD in adults. Furthermore, a multiple regression analysis revealed that sensation seeking dimensions can explain a small, yet statistically significant amount of adult ADHD variance. Despite these findings, additional research is necessary to identify other possible factors that could explain adult ADHD variance. The empirical evidence regarding the role of it is scarce and inconsistent. These gaps in our understanding of the relationship between adult ADHD and personality may benefit from the identification of a moderator variable on which these relationships are contingent and that help to predict and understand when these relationships are positive and negative.
{"title":"INVESTIGATING THE RELATIONSHIP BETWEEN ADULT ATTENTION DEFICIT AND HYPERACTIVITY DISORDER (AADHD) AND PERSONALITY CORRELATES RELATED TO SENSATION SEEKING","authors":"Nakitah L. Geemooi","doi":"10.25159/1812-6371/1805","DOIUrl":"https://doi.org/10.25159/1812-6371/1805","url":null,"abstract":"The scientific literature is proliferated with discussions regarding childhood ADHD and there is great awareness for it in the population. In the last 20 years, however, increasing evidence has emerged to suggest the rising and unremitting persistence of ADHD well into adulthood. Due to its chronic nature, researchers are interested in the possible personality correlates that may underlie the way in which the disorder manifests. The current research examined whether the personality trait of Sensation Seeking, and its accompanying sub-dimensions of: (i) Boredom Susceptibility; (ii) Disinhibition; (iii) Experience Seeking; (iv) Thrill and Adventure Seeking; (v) Novelty; and (vi) Intensity of stimuli can explain a statistically significant amount of adult ADHD variance. In addition to the Sensation Seeking Scale form V (SSS-V), participants were also required to complete the adult ADHD Self-Report Scale (ASRS). Significant positive correlations with adult ADHD were found for the Sensation Seeking sub-dimensions of Disinhibition and Experience Seeking. Thrill and Adventure Seeking on the other hand was found to be unrelated to ADHD in adults. Furthermore, a multiple regression analysis revealed that sensation seeking dimensions can explain a small, yet statistically significant amount of adult ADHD variance. Despite these findings, additional research is necessary to identify other possible factors that could explain adult ADHD variance. The empirical evidence regarding the role of it is scarce and inconsistent. These gaps in our understanding of the relationship between adult ADHD and personality may benefit from the identification of a moderator variable on which these relationships are contingent and that help to predict and understand when these relationships are positive and negative.","PeriodicalId":92427,"journal":{"name":"New voices in psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69122899","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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