Department of Educational Psychology

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Educators’ experiences of learner involvement in transforming traditional school policies and practices at a former model c school
(Stellenbosch : Stellenbosch University, 2020-12) Williams, Dayne; Damons, Lynne; Stellenbosch University. Faculty of Education. Educational Psychology.
ENGLISH SUMMARY : Transformation is a word that has a significant and varied sense of meaning throughout South Africa. However, at its core, transformation is about movement and change. This desire for change leaves no area of civil society untouched, as illustrated by the power of the student voice in matters of social justice. From lecture halls at tertiary institutions to the classrooms at secondary schools in our country, change and movement seemingly are an inevitable and necessary part of development in our country. This study aimed to explore the attempts of one school to bring about transformation through collaboration between learners and educators. This aim was achieved by giving a voice to the educators who had been employed and active in the events leading to significant learner-led policy changes during the 2016 academic year. Based on a review of the literature and approached from a social constructivist framework, this study was used to explore the findings gathered during individual interviews and a focus group discussion. Data were then transcribed and analysed to identify five prominent themes, namely the perceptions of transformation in former Model C schools, the inclusion of civic educational elements, positioning student voices, educators’ experiences of the student voice, and acknowledging educators’ voices. The research findings suggest that the provision of student voice opportunities in schools provides the means to negotiate issues of transformation better. In addition, these opportunities serve to develop adolescent identity while educating learners to become functional members of a democratic society. Consequently, the potential for power imbalances between learners and educators because of growing entitlement may exist. However, the data linking these imbalances with perceived growing learner entitlement were inconclusive. Finally, the findings suggest that a sufficient level of management is required when allocating responsibilities such as the management of SVOs to educators, as failure to do so can lead to overburdened teachers and consequential adverse effects on teaching and learning.
Exploring the experiences of after-school programme practitioners in the Western Cape in supporting their rural/peri-urban community during the COVID-19 pandemic
(Stellenbosch : Stellenbosch University, 2024-03 ) Dees, Sandy; Damons, Lynne; Rock, Chrischar; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
ENGLISH ABSTRACT: This study aimed to examine the experiences of after-school practitioners operating in peri-urban and rural communities in the Western Cape, with a focus on their dynamic contributions during the COVID-19 pandemic. Through this research, we sought to appreciate the significant influence of these practitioners, who utilised their training, skills, expertise, and networks to navigate the challenges posed by the pandemic in their communities and organisations. The research was conducted from a social constructivist perspective and utilised a community-based participatory action research (CBPAR) methodology that prioritised the involvement of the participants in the study. The participants, all of whom had undergone specialised training, collaborated with academic researchers to explore their community contexts and address emerging issues resulting from the pandemic. A multi-theoretical approach, including elements from Bronfenbrenner’s bio-ecological model and cultural historical activity theory (CHAT), was used to analyse and interpret the data generated in this study. The triangulation of theories created an opportunity to explore the data from various vantage points and to produce new perspectives. The research process involved collecting data through semi-structured interviews, focus group discussions and World Café sessions with ASP practitioners participating in peri-urban/rural and urban CBPAR projects, as well as field journal entries. An iterative data collection process was followed by a detailed thematic analysis of the data. Thematic analysis revealed diverse experiences of after-school practitioners and the importance of further professional development, networking, building partnerships and collaborating with stakeholders in their community to sustain the after-school sector. This study sheds light on the diverse motivations of after-school practitioners, surpassing traditional limits to cater to the changing requirements of their communities. In the context of the pandemic, after-school practitioners’ responsibilities expanded beyond providing a safe space to encompass immediate needs, such as ensuring food security and offering psychosocial support to their communities. Notwithstanding the challenges presented by the digital divide and their diverse socioeconomic backgrounds, the practitioners utilised technology and cutting-edge approaches effectively to ensure continued support. They acknowledged the crucial role of professional development and training in maintaining exceptional after-school programmes and, in doing so, emphasised the need for increased funding and collaboration within the sector. The research study provides valuable insights into the ways in which the after-school sector adapted and flourished during the pandemic, underscoring the importance of further investigations in multiple settings. I hope that this study will contribute to the growing body of knowledge surrounding the factors that promote the sustainability of the after-school sector.
Exploring the identity formation experiences of a group of women who became mothers during adolescence
(Stellenbosch : Stellenbosch University, 2022-04) Rabie, Cerise; Damons, Lynne; Stellenbosch University. Faculty of Education. Dept of Educational Psychology.
ENGLISH SUMMARY: Early adolescent motherhood is an increasingly common phenomenon in South Africa, and worldwide. While teenage pregnancy is a well-researched occurrence, very few studies have collaborated with young mothers to reflect on their lived realities of early motherhood. In seeking to address the often marginalised voices of young women in the literature related to the phenomenon, this study collaborated with a group of women who had become mothers during adolescence, in the stories they tell about how their lived realities of early motherhood have influenced their identity formation in a historically marginalised community of the Western Cape. This exploratory study was embedded in the social constructivist, interpretive, and transformative paradigms, using a predominantly qualitative research design, more specifically, community-based participatory action research. Six co-researchers were intentionally selected by making use of purposive sampling with the help of a key informant from the community. Creative arts-based visual methods were used to elicit co-researchers’ lived realities by making use of the ‘river of life’, ‘photovoice’, collages and clay modelling. In light of the Covid-19 pandemic, traditional forms of face-to-face interactions had to be re-imagined through data generation methods that could be done online. This was a challenging but enriching experience that encouraged honouring the resources, limitations, experiences, and skills, both mine and of the co-researchers. The various methods and theories used in the study afforded triangulation, creating an opportunity to explore data from various vantage points; thereby adding to the rigour of the study. Thematic analysis revealed that the women’s experience of pregnancy in adolescence was complex and multifaceted, encompassing aspects of motherhood, identity, community, and resilience. The research findings reflect the daunting new role of motherhood for the young girls. The women identified various phases of identity and described their conflicts and struggles. The study showed each of the women on a journey to create a redemptive identity despite the adversity and marginalisation with which they had dealt. The results further highlight the influence that community factors, both negative and positive, have on the women’s lived experiences. The co-researchers, however, alluded to the fact that social support and religious awareness aided their personal growth, resilience, and meaning-making processes. Through this reflective process of the telling and retelling of their lived realities in new and creative ways, the study created a space for the co-researchers to re-imagine their identities. The data generated in this collaborative study added to the limited body of knowledge about how marginalised women inform their identities and has the potential to influence the way in which adolescent mothers are supported.
Factors which support school attendance in a low socio-economic peri-urban community in the Western Cape : perspectives of educators and community workers
(Stellenbosch : Stellenbosch University, 2022-04) Le Fleur, Whitney; Damons, Lynne; Stellenbosch University. Faculty of Education. Dept of Educational Psychology.
ENGLISH SUMMARY: School attendance has the potential to provide a pathway out of poverty for learners who live in and attend primary schools in low socio-economic communities. However, learners’ trajectories in education are often complex and multifaceted, encompassing aspects of resilience, and other contextual, personal, structural, socio-economic factors. This study aimed to explore factors that promote school attendance in a low socio-economic peri-urban community. The study sought to explore factors pertaining to learner absenteeism in the community and which school and community initiatives were in place to address learner absenteeism. This aim was achieved by collaborating with community-based participants and by exploring their experiences and perceptions of school attendance in a low socio-economic peri-urban community. A social constructivist research paradigm underpinned the exploratory study. The exploratory study generated qualitative data which shed light on how the participants constructed their understanding and knowledge of the factors, which promote school attendance through their experiences and reflections. A purposive sample was used to include six participants in the individual semi-structured interviews and five participants in the focus group session. A multi-theoretical lens was used to analyse and interpret the data generated in this study. Nine prominent themes emerged, and these included, the participants’ perceptions of the community, the social challenges within the community, factors that promote and hinder school attendance, the role and involvement of the community, parents and learners, the participants’ experiences of school and community initiatives. In addition, participants offered insight into intervention and prevention strategies. The research findings suggest that learner absenteeism is a common problem among learners in Sunbird community. Based on the participants’ experiences and perceptions, they conveyed several factors that maintain the high rate of learner absenteeism and pointed out factors, such as parental involvement, classroom environment, and community initiatives, that can promote school attendance. Furthermore, they shared their understanding of how role players and both school and community initiatives, can enhance school attendance and effectively address learner absenteeism.
Reflections on using community-based action research with a group of women/youth to explore the socio-emotional factors that enhance or inhibit participation in sustainable poverty alleviation initiatives
(Stellenbosch : Stellenbosch University, 2020-12) Petersen, Melanie; Damons, Lynne; Stellenbosch University. Faculty of Education. Educational Psychology.
ENGLISH ABSTRACT : Youth unemployment is a serious problem in South Africa, particularly so among women. The exacerbating rates of unemployment leave many young women in the undesirable position of being unable to provide for themselves or their families, and often developing feelings of hopelessness and depression. Moreover, their unemployed status often leaves them vulnerable to being exploited and lacking the self-esteem to break out of the trap of poverty. With women and youth constituting a major portion of the world’s population, the empowerment of women has become a worldwide priority in addressing poverty reduction. This study explored the experiences of six young women who engaged in one such an initiative which was aimed at alleviating the challenge of poverty and unemployment in their community. A social constructivist research paradigm underpinned this exploratory study which generated qualitative data through the use of semi-structured interviews and focus group interviews with six women, participant-generated artefacts, as well as a semi-structured interview with a social development officer from local government structures. A multi-theoretical lens, including aspects from Bronfenbrenner’s bioecological model, Cultural Historical Activity Theory (CHAT) and Social Interdependence Theory (SIT) were used to analyse and interpret the data generated in this study. Triangulation of theories created opportunity to explore the data from various vantage points and to produce new perspectives. This added to the rigour of the study. Thematic analysis revealed that women’s trajectories into unemployment are complex and multifaceted, encompassing aspects of personal, contextual, structural, economic and socio-emotional nature. The findings indicated that women often have to navigate many challenges in these areas, to the extent that many of them reported that their self-esteem and self-efficacy had been eroded by these adverse conditions and experiences. This lack of confidence and insecurity caused them to struggle to access the job market. The impact that their participation in a social justice initiative had on them in terms of identity formation, however, built their resilience and enabled them to exercise their agency to actively and intentionally seek opportunities to access the job market. The Global University of Lifelong Learning (GULL) initiative enabled them to develop strategies that they employed to move themselves from impoverished self-perception to taking both personal and collective responsibility to collaborate and intentionally work towards becoming self-sustainable, with the added vision of extending their own learnings to empower other community members. Building developmental relationships where care and acceptance were expressed and a sense of belonging was experienced, strengthened their engagement in this initiative, enhanced their self-efficacy and sharpened their insights into aspects of starting and managing their own businesses. The results of this study highlighted a number of socio-emotional factors, such as engaging in regular self-reflection, critical decision-making and committing to shared goals, as crucial aspects to include for poverty alleviation initiatives to be truly successful and sustainable. Women economic empowerment has thus been revealed as extending beyond personal and professional empowerment to include fundamental shifts in how economic, social and mental well-being of women are perceived and enabled.
Tertiary students' perceptions of the impact of cyberbullying on their identity
(Stellenbosch : Stellenbosch University, 2018-03) Osman, Fazeelah; Damons, Lynne; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
ENGLISH ABSTRACT :In recent years there has been an increasing interest in the role cyberbullying plays in the psychological well-being of people. While cyberbullying is a well-researched topic internationally and nationally, few studies have researched the effects cyberbullying may have on identity development. The purpose of this study was to explore the perceptions tertiary students hold about cyberbullying, and the impact that it may have on identity development within a South African context. The recent upsurge of the digital age in South Africa has not only paved the way in which people communicate and interact socially, but also plays a pivotal role in the development of a person’s identity. Adolescents and emerging adults utilize instant messaging, text messaging, cellular phones, emails, and social-media platforms to communicate with people, to gain knowledge and keep up to date with what is happening in society and the world. Social-media platforms, in particular, have been identified as the most favorable means of communication because it provides instant and constant connectivity. These new channels of communication and instant connection can often be regarded as advantageous. However, it also has the power to abuse and incur psychological and emotional upset, which in turn can make people vulnerable. These experiences can be recognized as cyberbullying. A social constructivist framework grounded this study and was used to shed light on the findings. The focus of using this lens was to present the participants meaning-making and illustrate how participants’ realities and identities may be shaped through their experiences of either being cyberbullied or witnessing it first-hand. In using a qualitative approach, participants were selected by means of purposeful and snowball sampling. The criteria that needed to be met, stipulated that the participants had to be postgraduate university students. Data was collected by means of individual semi-structured interviews and a focus group session. Seven participants participated in the individual semistructured interviews and three participants participated in the focus group session. The data that was gathered, was analyzed through a thematic analysis where seven main themes emerged. These themes included narratives around cyberbullying, bullying, social-media platforms, the role of support the role of the bystander/witness, identity development in the different life phases and intervention and prevention strategies. The research findings suggested that cyberbullying is a common problem that emerging adults experience and witness. The participants conveyed several factors that, in their opinions, maintain cyberbullying and also highlighted its perceived effects. Furthermore, the participants shared their understanding of how perceived effects of cyberbullying may impact identity development. In addition to this, participants suggested a few strategies on how to deal with cyberbullying more effectively.
Using participatory action research to strengthen the socio-emotional intelligence competencies of a group of foundation phase learners in an informal settlement
(Stellenbosch : Stellenbosch University, 2022-04) Rawlins, Liza-Mari; Damons, Lynne; Stellenbosch University. Faculty of Education. Dept of Educational Psychology.
ENGLISH SUMMARY: In recent years there has been an increasing interest in the role socio-emotional intel-ligence plays in the psychosocial, behavioural, academic, and global well-being of chil-dren. While socio-emotional intelligence is a well-researched topic, there is a limited number of qualitative research studies that reflect on the more nuanced changes that may have occurred because of children’s exposure to socio-emotional learning inter-ventions. This thesis sought to explore whether using PAR research approach and an adaptation of an already established Circle of Friends intervention programme which is used in the United Kingdom can be implemented to enhance socio-emotional intel-ligence competencies of primary-school learners within an informal historically disad-vantaged settlement in Cape Town, South Africa. This study is aligned within the social constructivist paradigm as it sought to gain insight into how the participants create their own realities by engaging in a process of mean-ing-making based on their experiences within their specific context. By interacting, col-laborating, and actively listening to the child participants I hoped to gain better insight into as well as, foster a better understanding of their perceptions, experiences, emo-tions, and learning. Working from a social constructivist lens allowed me to forefront the voices and lived realities of the child participants. The study was qualitative in na-ture and used a Participator Action research methodology which created space for the use of creative exploration that allowed for more authentic, active, and collaborative participation of the children in the research process. In utilising a qualitative approach, participants were selected by means of purposeful sampling. Data were collected through focus group sessions, participant observations. participant generated artefacts and researcher fieldnotes (research journal). The data that was gathered, was analysed through a thematic analysis where six main themes emerged. These themes included self-awareness, social-awareness, self-manage-ment, relationship skills, contextual influences and lived experiences and the delivery of Participatory Action research to co-create a pathway to strengthen socio-emotional intelligence. The thematic analysis revealed that the socio-emotional intelligence development of foundation phase learners/middle childhood children are multifaceted. The findings in-dicated that the child-participants have to navigate many personal, contextual and so-cio-economic challenges, and that these often adversely affect the development of their socio-emotional intelligence and their abilities to exert and manage themselves in educational and social spaces. The impact that the participants’ engagement in the research project had on them in terms of strengthening their socio-emotional compe-tencies, however, built their self-awareness, social-awareness, emotional self-regula-tion, self-management coping skills and relationship skills. Integrating participatory ac-tion research and an adaptation of the “Circle of Friends” intervention enabled partici-pants to understand, recognise and communicate their own feelings; show awareness of others’ feelings, and to empathise with them. Collaboration in the joint research team enabled the members to exercise their agency, manage their emotions and be-come key role players in understanding through how Participatory Action research and a “Circle of Friends” approach can experience shared ownership in co-creating a path-way to strengthen socio-emotional intelligence in young children in South Africa.

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