Doctoral Degrees (Educational Psychology)

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Community counsellors' experiences of trauma and resilience in a low-income community
(Stellenbosch : Stellenbosch University, 2014-04) Benjamin, Arlene; Carolissen, Ronelle; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
ENGLISH ABSTRACT: Violence is considered a global mental health problem. The rate of violence in South Africa is amongst the highest in the world and much of this violence is disproportionately skewed towards the poorer and historically disadvantaged communities. Low-income communities continue to bear the brunt of historical legacies of violence which are perpetuated through current ongoing cycles of interpersonal and community violence. While much has been documented about trauma and resilience in environments where the violence or traumatic event has ceased, there is a dearth of literature conceptualising trauma and resilience in contexts where the violence persists. Furthermore, even fewer studies have captured how trauma and resilience are conceptualised from the perspectives of the voices who experience this violence daily. The social constructionist framework of this study aims to contribute to the knowledge of how trauma and resilience is constructed by those who experience ongoing violence, and whether resilience and healing does occur in an environment of continuous traumatic stress. The voices of the participants of the study provide an additional perspective from that of community-based counsellors. Their dual experience of living and working in a violent community gives a rich insight into the relationship between trauma and resilience. The study is located in Hanover Park, a low-income community, notorious for its high levels of community violence. The participants are community-based counsellors who volunteer at Organisation X, a community-based ecological intervention that has been developed in response to addressing the cyclical impacts of ongoing violence and continuous trauma. The research design is a purposive in-depth case study of eighteen counsellors, investigating the narratives of their lives within its real-life context. Follow-up focus groups held with the counsellors were guided by ideas and practices of narrative theory. The narratives were analysed using thematic content and experience-centred form analysis. Multi-level themes related to trauma and resilience were constructed by the participants. It was revealed that the trauma effects related to systemic ongoing violence are viewed as maladaptive features of negative resilience. At the same time positive resilience which promotes healing, empowerment and transformation is possible despite negative and violent environments. The perspectives of community counsellors which offer critically important insight into their experience of the context of violence, and the complex interconnecting of individual, interpersonal and social aspects of trauma and healing in disadvantaged communities, could also inform future evidence-based interventions, provide alternate paradigms within which mental health professionals could position themselves to engage in issues of social justice and psychosocial health.
Educational and psychosocial experiences of women university students who became teenage mothers whilst at school
(Stellenbosch : Stellenbosch University, 2023-03) Haufiku, Anneli Ndapandula; Carolissen, Ronelle; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
ENGLISH ABSTRACT: The Namibian education policy, emphasising inclusion, has enabled teenage mothers to return to school after giving birth and to complete their schooling. Despite the inclusion policy, there seem to be few studies on teenage parents who completed their schooling and continued their education at university. This qualitative case study focuses on women who became pregnant while at school and who are now university students. It specifically explores the factors that assist women to remain in and complete high school, as well as the factors that assisted them to access university. Through this study, a deeper understanding was sought of what motivates women to succeed despite challenges attached to school pregnancy. This study draws on the integration of three theoretical strands at various levels, namely metatheory (Bronfenbrenner's ecological theory), individual and interpersonal theories (possible selves), and political and social levels (feminist theory), with a focus on Iris Marion Young's five faces of oppression. Based on the pre-established selection criteria, a sample of 12 university students who became pregnant while at school was chosen carefully. Individual semi-structured interviews with the aid of an interview guide were used to gather data. This study adopted a strengths-based approach rather than the deficit approach that is frequently used when researching marginalised groups, in this case, African women who have had teenage pregnancies. The study revealed that changing the policy had a positive impact on women's educational pathways. The NAMCOL programme – the university’s mature-age entry scheme, and NSFAF funding enabled the research participants to access university. Women’s self-motivation and the holistic systemic support they received strengthened their ability to remain in school and access university. The findings contest deficit approaches to teenage pregnancy, which frequently contend that African women who become pregnant while still in their adolescence are doomed to failure in terms of educational success. This is one of the few studies conducted outside of South Africa on young women's educational pathways after having teenage pregnancies in African contexts.
Exploring narratives of community among American and international students at a research intensive, U.S. university
(Stellenbosch : Stellenbosch University, 2020-12) Memaj, Eron; Carolissen, Ronelle; Stellenbosch University. Faculty of Education. Educational Psychology.
ENGLISH SUMMARY : Currently, more than four million students study in another country. There are several reasons to explain the significant increase of international student mobility within the past 15 years. First, student mobility is intertwined with the larger trends of globalization, where countries such as the United States, Canada, the United Kingdom, and Australia are competing for the best and brightest minds to not only study in their respective countries, but to ultimately immigrate. Secondly, many students look to study in other countries to better their chances of finding employment once they return home. And lastly, many cash-strapped universities look to international students to help fill in budget gaps, as these students pay significantly higher fees than their domestic counterparts. Additionally, international students have a significant impact on both local and national economies in their host countries. As the top hosting countries compete for international student numbers, global debates have ensued regarding how international students are integrating on campuses. As campus communities continue diversifying, so does the concept of finding a sense of community. However, international students may assume that domestic students already have a sense of community on a university campus, but literature suggests domestic students struggle as well. The primary aim of this study was to conduct an in-depth exploration of narratives of both international and domestic students in order to compare how these students construct sense of community in an unfamiliar campus environment. Additionally, this study explores how international and American students negotiate belonging on campus, the dynamics about community when international and American students interact, and how these students negotiate their own and others’ cultural identities. As a result, this study provides practical implications for universities to enhance the experiences of both international and domestic students. The theoretical base of this study included acculturation theory, social representation theory, third space theory, Tinto’s Model of Student Retention, and the theory of mattering. With an epistemological constructivist paradigm, this study took a qualitative research approach with a case study research design. A total of 20 international and American students participated in this study through focus groups and weekly journals. A researcher’s journal was also utilized as a way to interpret the findings of the study. The findings of this study boldly underlines the importance of sense of community, though when comparing the narratives of the international and American students, the views of sense of community had similarities and differences. When examining the surface of the narratives, both international and American students expressed satisfaction with the university community. However, a deeper dive into the data provided a different story. Both groups of students shared feelings of not mattering to the university community, but perhaps mattering to certain individuals. This study also showcases how each set of students entered this new environment with certain social representations or “lenses”, especially regarding higher education. This suggests that students need platforms and opportunities to have complex and diverse interactions in order to learn and think differently about complex issues, such as sense of community. The implication of this study is to encourage a dialogue in defining sense of community on university campuses not just in the United States, but around the world. This study reinforces the impact sense of community has on the success of university students, as well as the impact it has on student recruitment and retention. Additionally, this study showcases the complexity of identity development and the delicate nature of how one processes cultural interactions.
Exploring the interaction between depression and learning in Shona culture : a study of students and lecturers in a tertiary education institution in Zimbabwe
(Stellenbosch : Stellenbosch University, 2020-12) Mhlanga, Songile; Carolissen, Ronelle; Stellenbosch University. Faculty of Education. Educational Psychology.
ENGLISH SUMMARY : Depression is one of the most common psychological problems encountered by students in higher and tertiary education yet remains under-researched particularly in indigenous cultures. This study explores how Shona students in a tertiary institution in the Midlands Province of Zimbabwe understand depression and how it interacts with their learning. Guided by the pragmatic paradigm, the study adopted a sequential mixed-methods approach to facilitate the collection of both qualitative and quantitative data in order to make the research comprehensive. Quantitative data were initially collected through the use of the Beck Depression Inventory II (BDI-II). The questionnaire informed the study of the prevalence and severity of depressive symptoms in a sample of 367 volunteer first-year students. Qualitative data were collected using a semi-structured interview guide from 11 volunteer students exhibiting severe symptoms of depression as informed by the BDI-II ratings. Thirteen volunteer lecturers who taught these students were also interviewed. This approach facilitated triangulation of data-collection sources and methods to provide stronger evidence for conclusions through convergence and corroboration of findings. Quantitative data were analysed using the Statistical Package for Social Sciences (SPSS) and qualitative data were thematically analysed. The study discovered a 36 per cent prevalence rate of depressive symptoms with no significant differences in prevalence rates for males and females. The findings indicate that the Shona students and lecturers understand depression largely as stress, thinking too much, “kufungisisa”, sadness, “kusuruvara”, mental instability, and as spiritually orientated. The students experience somatic, emotional and cognitive symptoms of depression stipulated in the DSM-5, as well as feelings of loneliness, anger, lack of a social life, missed menstrual cycle and “pain in the heart”. Depression inhibits optimal academic performance in the students and leads to a lack of concentration and motivation, a failure to meet academic demands, indiscipline, and alcohol, drug and substance abuse. The study recommends on-campus professional counselling services and programmes to increase mental health literacy and aid the prevention of depression.
High school learners’ experiences of learning about HIV and AIDS
(Stellenbosch : Stellenbosch University, 2020-12) Tyilo, Phelicia Nonzukiso; Carolissen, Ronelle; Daniels, Doria; Stellenbosch University. Faculty of Education. Educational Psychology.
ENGLISH SUMMARY : The silence around learners’ voices and perspectives and their process of learning about the human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) motivated this study. Significant research has been conducted into HIV and AIDS education. This includes research on school-based programmes to support learners, preparing teachers to implement Life Orientation, learners’ views of HIV and AIDS and their well-being, how school children perceive gender influence, and how orphaned learners experience care and support in the context of HIV and AIDS. Despite the studies being conducted to access learners’ voices, little is said about experiences of learners when learning about HIV and AIDS in formal and informal contexts. This study, therefore, created a platform where learners in Grade 10 could share their experiences of learning about HIV and AIDS both in schools and in informal contexts. Social learning theory and ecological systems theory were the main theories that guided the study because they both emphasise the mutual influence of the individual and environment in the learning process. The study adopted an interpretive paradigm within which a qualitative research methodology was used. Since the study explored learners’ experiences, case study design was chosen to explore the phenomenon under investigation. Research participants were selected through purposive sampling to ensure that selected participants were knowledgeable about the phenomenon under study. In this case, Grade 10 learners from two selected schools were chosen for the study. Data was collected through classroom observation, focus group interviews and semi-structured interviews. I used multiple data collection methods for methodological triangulation to ensure that the study would be trustworthy and credible. The study shows that when learners learn about HIV and AIDS, there are knowledge-generation sites from formal and informal contexts that influence their learning. The formal curriculum influences the learners when learning about HIV and AIDS both positively and negatively. Some learners still face challenges when learning about HIV and AIDS as teachers and parents are not willing to talk to them openly about HIV and AIDS. Some learners also indicated that when they had an ‘older teacher’ teaching them about HIV and AIDS, they were uncomfortable, and this affected their participation in class. Despite the challenges they experienced, learners also indicated that they had The silence around learners’ voices and perspectives and their process of learning about the human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) motivated this study. Significant research has been conducted into HIV and AIDS education. This includes research on school-based programmes to support learners, preparing teachers to implement Life Orientation, learners’ views of HIV and AIDS and their well-being, how school children perceive gender influence, and how orphaned learners experience care and support in the context of HIV and AIDS. Despite the studies being conducted to access learners’ voices, little is said about experiences of learners when learning about HIV and AIDS in formal and informal contexts. This study, therefore, created a platform where learners in Grade 10 could share their experiences of learning about HIV and AIDS both in schools and in informal contexts. Social learning theory and ecological systems theory were the main theories that guided the study because they both emphasise the mutual influence of the individual and environment in the learning process. The study adopted an interpretive paradigm within which a qualitative research methodology was used. Since the study explored learners’ experiences, case study design was chosen to explore the phenomenon under investigation. Research participants were selected through purposive sampling to ensure that selected participants were knowledgeable about the phenomenon under study. In this case, Grade 10 learners from two selected schools were chosen for the study. Data was collected through classroom observation, focus group interviews and semi-structured interviews. I used multiple data collection methods for methodological triangulation to ensure that the study would be trustworthy and credible. The study shows that when learners learn about HIV and AIDS, there are knowledge-generation sites from formal and informal contexts that influence their learning. The formal curriculum influences the learners when learning about HIV and AIDS both positively and negatively. Some learners still face challenges when learning about HIV and AIDS as teachers and parents are not willing to talk to them openly about HIV and AIDS. Some learners also indicated that when they had an ‘older teacher’ teaching them about HIV and AIDS, they were uncomfortable, and this affected their participation in class. Despite the challenges they experienced, learners also indicated that they had positive experiences. Some learners indicated the positive influence that the community has through non-governmental organisations facilitating reproductive health workshops for young people. The role that parents and family members play in some families has been commendable in enhancing learners’ learning of HIV and AIDS. Furthermore, in some instances where parents are silent about HIV and AIDS, learners found teachers and peer-facilitated sessions to be the reliable sources in their learning about HIV and AIDS. The findings of this study suggest that when learners learn about HIV and AIDS, messages that are conveyed have to be diversified to deepen learners’ knowledge about HIV and AIDS. The collaboration between school, community centres and other stakeholders is encouraged through awareness workshops that empower young people both in schools and informal contexts. In-service and pre-service teacher education should also advocate that Life Orientation teachers adopt participatory teaching methods, especially in the context of HIV and AIDS education.
Narratives of educational and psychosocial support amongst black African male students at a historically white university
(Stellenbosch : Stellenbosch University, 2019-12) Saunderson, Claudia Priscilla; Carolissen, Ronelle; Stellenbosch University. Faculty of Education. Educational Psychology.
ENGLISH SUMMARY : The democratic elections in 1994 marked the formal end of apartheid in SA. As part of the action to address the inequalities of the apartheid era, the government compiled a National Plan of Higher Education (NPHE). One of the goals of this plan is: “The promotion of equity of access”. The result of this is that a growing number of students entering universities come from previously disadvantaged backgrounds and sometimes with numerous challenges. Within the South African context, this is especially the reality of Black students entering HWIs. Literature suggest that it is especially black male students that are more likely than any other group to drop out, to underperform or disengage academically. Furthermore, Black male students at HWIs often feel unwelcome and often experience a lack of support and understanding. Therefore, the primary aim of the study was to do an in-depth exploration of Black African male students’ everyday experiences at an HWI and furthermore explore what they and the university may do to enhance their educational and psychosocial experiences on campus. As the theoretical base of this study, critical race theory (CRT) as an overarching theory at a macro level as well as defining properties of micro-aggression theory (MAT) and co-cultural theory (CCT) on micro level, were utilized. Within a social constructivist paradigm, a qualitative research approach was adopted and a case study, as a research design, was most suitable for this study. Through focus group sessions as well as individual interviews, 20 Black African male students were able to share their educational and psychosocial experiences as well as their support needs. The findings of the study demonstrate how race and gender-based treatments like micro-aggressions that include negative stereotyping, criminalization, racial profiling and the questioning of their intellectual abilities impede participant’s ability to thrive at the institution. However, participants also shared positive comments about their experiences and perspectives about the institution. Positive aspects that participants mentioned about the institution include, funding opportunities, well-aligned administration processes, quality of education, supportive lecturers and they refer to the institution as a top-class university. The implication of the study is that transformation within the HE sector necessitates that aspects that are hidden in institutional culture and environment that function as barriers to transformation, needs to be explored and illuminated within a social justice framework, as proposed by CRT. A social justice stance is guided by the belief that all students are equal and entitled to appropriate, equitable, and culturally and racially responsive education and support.
Recruitment and retention of university student volunteers for South African community projects
(Stellenbosch : Stellenbosch University, 2016-12) Joseph, Bianca Monique; Carolissen, Ronelle; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology
ENGLISH ABSTRACT : This study suggests that student volunteerism at South African (SA) universities is facilitated by a social justice orientation that inculcates active citizenship, parallel to developing graduate attributes that promote employability. Six community projects across three Western Cape universities were examined as case studies in order to investigate student motives for volunteering, along with the organisational and institutional structures supporting student volunteerism within the South African context. A mixed methodology was employed with the main focus on qualitative methods. Quantitative data were collected with Likert scale items exploring the functional approach to volunteer motives among active volunteers (N = 70). Service learning students were viewed as student volunteers. However, the distinction between service learning and volunteer processes is highlighted. Project leaders (n = 14) were interviewed to gain insight into organisational structures and management styles. In some instances, focus groups (n = 3) were held with the leadership committee. Furthermore, key role players (n = 4) within each participating university were interviewed to investigate the university structures that facilitate student volunteerism. Data were triangulated. This study found that students’ reasons for volunteering were centred on the value function, citizenship and understanding function. In particular, students volunteer because they care about others, or they have a keen interest in the cause driven by the organisation (value function). Students also aim to help address social inequalities and express a sense of social responsibility (citizenship). Also, they volunteer because they want to learn about others and add depth and perspective to their knowledge (understanding function). The findings also suggest that both institutional and organisational support are needed to sustain volunteer involvement. Support is both structural and developmental as it aims to mitigate constraints to sustained participation. A framework for effective recruitment and retention of university student volunteers was compiled. The MECS 4-cornerstone model is my contribution to literature and practice. This study was conducted in response to the minimal research performed on the topic of recruitment and retention of student volunteers in South Africa. Also, the South African volunteer context is weighed down, among others, by challenges such as unemployment and poverty. The lack of funding within the non-governmental organisation (NGO) sector results in a need for more volunteers and the successful execution of programmes. Universities, in turn, have been noted as rich sources from which to recruit potential volunteers. However, research has indicated that youth volunteerism is declining. These factors also contribute to the significance of this research study.

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