Browsing by Author "Rawlins, Liza-Mari"

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    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.