Ma's se persepsies van hoe afknouery gesinne beinvloed
Date
2012-08
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LitNet
Abstract
Die doel van hierdie verkennende, kwalitatiewe ondersoek was om vas te stel hoe gesinne deur die krisis van afknouery geraak word. Gesinsisteemteorie (Broderick 1993) verskaf die teoretiese raamwerk vir die ondersoek. Die navorsingsvraag vloei logies voort uit gesinsisteemteorie, naamlik: Hoe raak die afknouery van ’n kind ook die ander gesinslede? Die studiepopulasie was gesinne met laerskoolkinders wat vir ses maande of langer geboelie is in die voorafgaande drie jaar, en wat in die Suid-Kaap woon. Agt-en-veertig ma’s het as verteenwoordigers van hul gesinne aan die ondersoek deelgeneem. Elk het ’n biografiese vraelys voltooi en die volgende oop vraag beantwoord: Op watter manier het die afknouery julle gesin geaffekteer? Resultate wat deur middel van inhoudsontleding verkry is, het getoon dat gesinne op verskeie maniere deur die afknouery geraak is. Die kinders wat geboelie is, is veral geaffekteer deurdat hulle negatiewe emosies soos hartseer ervaar het, opstandig geword het by die huis, hulself onttrek het en/of nie wou teruggaan skool toe nie. Die meeste ouers is deur die afknouery geaffekteer deurdat hulle woede of ander negatiewe emosies ervaar het, en/of deurdat hulle bekommerd oor hul kind se welstand en toekoms geword het. Die afknouery het soms gesinne as geheel beïnvloed deurdat dit konflik binne die gesin veroorsaak het, terwyl dit in ander gevalle die gesin nader aan mekaar gebring het. Die bevindinge van hierdie ondersoek vul ’n leemte in die literatuur oor hierdie onderwerp en kan sinvol aangewend word in die ontwikkeling van afknoueryvoorkomings- en intervensieprogramme.
Large-scale studies on the prevalence of bullying have been conducted in various countries, including Norway, Finland, Sweden, England, the Netherlands, Canada, Spain, Ireland, Australia, Japan and the United States of America (Espelage and Swearer 2003:365; Olweus 1994:1171). A study that was conducted in Norway, in which more than 130 000 learners between the ages of seven and sixteen completed the Olweus Bully/Victim Questionnaire, found that approximately 15% of all learners in the country had been involved in bullying, whether as bullies or as victims. With regard to other countries, the prevalence of bullying ranges from 11,3% in Finland to 49,8% in Ireland (Dake, Price and Telljohann 2003:173). In South Africa the prevalence of bullying is even higher, with as many as 58,2% of learners affected by it (Neser, Ovens, Van der Merwe et al. 2004:32). Although it is often argued that bullying is a relatively normal part of growing up (Greeff 2004:1), various studies have shown the negative consequences it entails (Smith 1999:68). For example, children who are bullied often experience somatic symptoms such as headaches and stomach aches (Swart and Bredekamp 2009:405), as well as symptoms of depression, such as suicidal thoughts (KaltialaHeino, Rimpelä, Marttunen et al. 1999:351; Roland 2002:55). Although research on bullying has previously been conducted in South Africa, it focused primarily on the prevalence of bullying (De Wet 2005:82; Greeff 2004:1; Neser et al. 2004:30), as well as on learners’ and teachers’ experiences of bullying (Adam 2007:10; MacDonald and Swart 2004:33; Pillay 2004:5; Swart and Bredekamp 2009:405; Zeelie 2004:5). No studies on how families are affected by bullying were found in the South African literature. The research question for this study was, therefore: How are families affected by bullying?
Large-scale studies on the prevalence of bullying have been conducted in various countries, including Norway, Finland, Sweden, England, the Netherlands, Canada, Spain, Ireland, Australia, Japan and the United States of America (Espelage and Swearer 2003:365; Olweus 1994:1171). A study that was conducted in Norway, in which more than 130 000 learners between the ages of seven and sixteen completed the Olweus Bully/Victim Questionnaire, found that approximately 15% of all learners in the country had been involved in bullying, whether as bullies or as victims. With regard to other countries, the prevalence of bullying ranges from 11,3% in Finland to 49,8% in Ireland (Dake, Price and Telljohann 2003:173). In South Africa the prevalence of bullying is even higher, with as many as 58,2% of learners affected by it (Neser, Ovens, Van der Merwe et al. 2004:32). Although it is often argued that bullying is a relatively normal part of growing up (Greeff 2004:1), various studies have shown the negative consequences it entails (Smith 1999:68). For example, children who are bullied often experience somatic symptoms such as headaches and stomach aches (Swart and Bredekamp 2009:405), as well as symptoms of depression, such as suicidal thoughts (KaltialaHeino, Rimpelä, Marttunen et al. 1999:351; Roland 2002:55). Although research on bullying has previously been conducted in South Africa, it focused primarily on the prevalence of bullying (De Wet 2005:82; Greeff 2004:1; Neser et al. 2004:30), as well as on learners’ and teachers’ experiences of bullying (Adam 2007:10; MacDonald and Swart 2004:33; Pillay 2004:5; Swart and Bredekamp 2009:405; Zeelie 2004:5). No studies on how families are affected by bullying were found in the South African literature. The research question for this study was, therefore: How are families affected by bullying?
Description
CITATION: Roodt, E. & Greeff, A. P. 2012. Ma's se persepsies van hoe afknouery gesinne beinvloed. LitNet Akademies, 9(2):686-700.
The original publication is available at http://www.litnet.co.za
The original publication is available at http://www.litnet.co.za
Keywords
Bullying, Bullying in schools -- South Africa
Citation
Roodt, E. & Greeff, A. P. 2012. Ma's se persepsies van hoe afknouery gesinne beinvloed. LitNet Akademies, 9(2):686-700.