Department of Psychology

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Browsing Department of Psychology by Subject "A-TAC"

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    Neurodevelopmental screening accessibility : translating the ‘Autism – Tics, ADHD & Other Comorbidities’ [A-TAC] inventory into isiXhosa and Afrikaans.
    (Stellenbosch : Stellenbosch University, 2022-04) Nel, Jacques; Kafaar, Zuhayr; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology.
    ENGLISH SUMMARY: Background. Much of the current knowledge surrounding developmental disabilities stems from well-resourced, higher income countries. In addition, historic disparities in resource allocation have translated into a medical treatment gap for many communities in South Africa. In this context, where low mental health literacy has been indicated in the public healthcare sector, it is important to understand the factors that hamper effective child health and wellness detection. It is furthermore important to develop screening tools that enable such early detection of disorder. Study Aims. I sought to translate and adapt the “Autism - Tics, ADHD & Other Comorbidities” (A-TAC) multi-domain neurodevelopmental screener into isiXhosa and Afrikaans, to overcome the lack of such South African comprehensive screens. I further sought to understand the perspectives and experiences of isiXhosa-speaking parents with regards to health screening and neurodevelopmental awareness. Methods. The A-TAC underwent isiXhosa and Afrikaans forward- and back-translation, and source language comparison, before adaptations commenced with first-language speakers. Additionally, a purposively sampled group of 6 isiXhosa-speaking parents were recruited. Parents assisted both in the adaptation of the translated isiXhosa A-TAC, as well as participated in a focus group interview regarding perceptions of and receptivity to healthcare forms, mental health detection and child neurodevelopmental themes. Focus group input underwent thematic analysis. Results. The A-TAC was translated into isiXhosa and Afrikaans and full, novel drafts of each screen have been produced. On the side of screening tool adaptation, 38% of Afrikaans items and 72% of isiXhosa items required significant revision to the original translations received. The current research produced a carefully deliberated set of adapted screen items in each language, with the isiXhosa version having additionally undergone focus group deliberation. From thematic analysis, four themes of note arose. 1) Language barriers: a lack of isiXhosa in clinics impedes discussion and can result in shame for parents. 2) Healthcare disillusionment: a lack of capacity and privacy in clinics may dampen engagement with the healthcare system. 3) Conceptions of disabilities: developmental concerns may not be spotted, may be understood as arising from emotional turmoil in the child, may be synonymised with poor learning or intellectual impairment, or may be understood as the result of bewitchment. 4) Management routes opted for: parents may choose inaction, or proactively pursue discipline, self-training, school support and healthcare support strategies. Conclusion. Draft translations of the isiXhosa and Afrikaans A-TAC have been successfully produced, with recommendations for further contextual adaptation and testing proposed. My research achieved its goal of unpacking parent perceptions surrounding healthcare detection and conceptions of Neurodevelopmental Disorders. Although discussion emerged within more of a biomedical framework, it highlighted barriers to healthcare service and the need for additional support avenues, including within the school environment. A novel element to emerge was the experience of language shame in the public healthcare setting.