Browsing by Author "Sonday, Amshuda"

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    A case study on the experiences of persons with disabilities of the disability grant processes occurring at SASSA Springbok in the Northern Cape
    (2021) Bock, Stacey Louisa; Sonday, Amshuda; Buchanan, Helen
    Introduction: Persons with disabilities (PWDs) living in rural areas are known to have a higher risk of living in poverty as they have the lowest levels of employment. To assist persons with disabilities to overcome these challenges, the South African government has developed interventions such as social assistance programmes which aim to prevent poverty and assure the basic minimum standard of living. Over the past five years minimal research has been published which focused on the disability grant in the South African context. More specifically, no research has been conducted in the Northern Cape, home to a high proportion of persons with disabilities. Of the research conducted in other parts of South Africa, no studies have sought to understand the experiences of persons with disabilities while engaging in the disability grant process. The research question for this study was, “How are PWDs experiencing the disability grant processes occurring at the SASSA Springbok branch in the NC?” This study therefore aimed to describe the experiences of disabled persons with the disability grant processes as they occurred at the South African Social Security Agency (SASSA) in Springbok, Northern Cape. Method: A single instrumental case study research design was utilised. Five participants were purposively sampled. Data were collected through document review of pertinent SASSA documents, non-participant observation, and semi-structured interviews. Data were analysed inductively, taking a thematic approach. Findings: The theme that emerged was Respecting differences is part of humanity. The main findings reveal that engaging with persons with disabilities as humans and not disregarding their humanity because of their disability are imperative to how they experience the disability grant process. Two categories, For us, human dignity matters, and the Impact of context on occupational rights, encapsulate two specific areas that relate to the theme. Conclusion: The experience of the disability grant process in this case study was influenced by stakeholder engagement with participants, mandatory protocols implemented due to the novel coronavirus, and the administrative aspects of the process. Recommendations for an improved overall experience of the disability grant process include streamlining the disability grant application process, the implementation of consistent Batho Pele principles by all stakeholders, suitably accommodating the disability grant application process for all types of disabilities, as well as maintaining the logistical structures put in place (albeit unintentionally) from the year 2020.
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    Caregiving of adults with acquired brain injury (ABI) a case study of mothers' perspectives
    (2013) Steinhoff Inge; Sonday, Amshuda; Duncan, Madeleine
    Includes abstract. Includes bibliographical references.
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    A case study of professional role transition for occupational therapists in specialised education in post-apartheid South Africa : a critical narrative perspective
    (2016) Sonday, Amshuda; Ramugondo, Elelwani; Kathard, Harsha
    Background: This study is a critical description and explanation of the situated nature of the professional role transition process experienced by occupational therapists working in specialised education in post-apartheid South Africa. The study posed the research question: How do occupational therapists experience the process of professional role transition within specialised education in the Western Cape? The study was framed conceptually within critical social theory and occupational science. Aim: The study aimed to describe and analyse a single instrumental case of professional role transition experienced by five occupational therapists currently working at special school resource centres in two education districts in the Western Cape, South Africa Objectives: The objectives of the study were to: Describe and explain the process of professional role transition as experienced by occupational therapists along a trajectory from 1994 to 2013; Provide insights into the occupational therapists' perceptions, thoughts, feelings and attitudes on their professional role transition experience; Determine whether there are any role changes present and the possible impact this might have on the role and scope and development of occupational therapy practice within specialised education; and Outline the influences the socio political context has on the role of occupational therapists working in special school resource centres in the Western Cape.
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    Exploring Pathways to Work through Skills Development in Sport for Youth with Intellectual Disabilities in Metropolitan Zimbabwe
    (2021) Kasu, Sandra; Lorenzo, Theresa; Sonday, Amshuda; Mlambo,Tecla
    Background Youth with intellectual disabilities usually experience poorer post-school outcomes than youth with any other disabilities and youth in the general population (McConkey, Dowling, Hassan & Menke, 2013). Youth with intellectual disabilities are often marginalized and discriminated against regarding skills development and work opportunities as society seems to place high value on an individual's intellect (International Labour Organisation, 2015). However, international experience shows that youth with intellectual disabilities can become valuable employees with adequate training (Scheef, 2016). Participation in sports has shown to have a positive correlation with quality of life, satisfaction with life, community reintegration, and mood as well as employment opportunities for persons with disabilities (Diaz, Miller, Krauz & Fredericson, 2019). Hence it became useful to explore skills development and vocational training opportunities in sports that could facilitate youth with intellectual disabilities to access work skills training and work opportunities in urban Zimbabwe. Aim The overall aim of the study was to explore how participation in activities related to sports organisations and events enables youth with intellectual disabilities to access livelihood opportunities to become economically active. Objectives The objectives of the study were: 1. To identify any possible skills development and vocational training opportunities for youth with intellectual disabilities in sports events and organisations in Zimbabwe. 2. To describe the personal factors of youth with intellectual disabilities that enable them to access skills development and vocational training. 3. To identify environmental factors that enable youth with intellectual disabilities to access self-employment, supported employment or formal employment. 4. To determine the role of family, caregivers, and guardians in shaping the livelihood options of youth with intellectual disabilities. 5. To determine the role of skills trainers in developing the pre-vocational skills and vocational training in general for youth with intellectual disabilities. 6. To determine the role of sports coaches and managers in shaping the life skills' development of youth with intellectual disabilities who partake in sports. Methodology The research was a qualitative study in the form of critical ethnography. Critical ethnography speaks on behalf of minority groups such as the point of view of youth with intellectual disabilities' by stating what is and how it can be changed (Duff, Rogers, and Ross, 2016). The design was a collective study as more than one study site was used. The research took place at two adult vocational training centres for youth with intellectual disabilities and at three sports events. Participants were recruited by purposive sampling. Six youths with intellectual disabilities, five parents, caregivers, or guardians of youth with intellectual disabilities, two sports managers or organisers, two sports coaches and two skills trainers of youths with intellectual disabilities participated in the study to make a total sample size of seventeen. Participation observations, semi-structured interviewing and reflective journaling were used as data collection methods. Findings Untapped work opportunities were identified for youth with intellectual disabilities who participated in sports; however, they remained as lost opportunities as they were not being fully utilized. The youths had potential enablers for employability, but they were not being given access to work opportunities. The youths were invisible to potential employers owing to the remote location of their vocational training centres. Female youths were being prejudiced regarding livelihoods' development owing to the remote nature of the training centres, which made it unsafe for them to travel there. There were limited resources for the livelihoods' development of the youth due to economic hardships the country was facing. The government's support for livelihoods' development of the youth was inadequate. Families, peers, and the community were segregating youth with intellectual disabilities, which had the effect of disempowering them and their parents regarding the youths' livelihoods' development. The parents had shared feelings of fear and anxiety over what would become of their youth once they finished school or if their parents died. There was a lack a collective action amongst the parents regarding the youths' livelihoods' development. The parents' support regarding their children's livelihoods' development was inadequate and their knowledge on how to enhance their youths' livelihoods development was insufficient. The parents were also not getting sufficient support from society to empower their youth. The youths with intellectual disabilities were often left out of economic activities at sports events and in the greater community. The sports coaches and skills trainers were not actively planning or advocating for the youths to participate in economic activities at sports events. Conclusion This study explored the livelihoods' developments that were possible for youths with intellectual disabilities through their participation in sports. It was necessary to find effective ways to develop youths with intellectual disabilities' opportunities to become economically active as engagement in work activities is a basic human right. This study established that the parents of the youths needed to take the initiative regarding the livelihoods' development of their children. The youths and their parents needed to take collective action and find their political voice to advocate for skills training and work opportunities to the training centres, the community, and potential employers as well as the government. The parents needed to take their negative perceptions, which were acting as indirect blocks and which were disempowering them, as motivators to enact positive change for their children's livelihoods' development. It was necessary for parents, skills trainers, and sports coaches to market the youths to potential employers. At the training centres, the administration, skills trainers, and sports coaches need to consider a curriculum change to include a work attachment for the youth in inclusive employment. Sports coaches and skills trainers need to teach life skills intentionally that are transferrable in work situations and provide the youth with opportunities to practice the skills learnt in work settings. The sports coaches and skills trainers needed further training on how to use sports participation as a medium to enhance the youths' livelihoods' development. Sports managers needed to incorporate youth with intellectual disabilities and their training schools in economic activities in sports organisations and at sports events. Female youths with intellectual disabilities needed to be encouraged to attend the vocational training centres by providing for their interests and providing them with safe transportation to attend the vocational training centres.
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    Factors contributing to drinking alcohol during pregnancy in rural Kilimanjaro Tanzania: a descriptive qualitative study
    (2022) Mbuya, Bertha Kanuth; Sonday, Amshuda
    Background: Understanding the factors that contribute to drinking alcohol during pregnancy is critical to supporting women's and children's health and wellness in rural Tanzania. The drinking of alcohol during pregnancy is a cause for concern in Tanzania. Due to high rates of foetal alcohol spectrum disorder (FASD) in the country, reducing alcohol use during pregnancy is a pressing public health priority. Purpose: Alcohol consumption is a major problem in Tanzania that needs immediate attention (Franscis, Weiss, Mshana, Baisley, Grosskurth & Kapiga, 2015). The purpose of this research was to investigate the factors that contribute to the drinking of alcohol among pregnant women in rural Kilimanjaro to inform the health promotion actions which the government, the health systems, and Tanzania Occupational Therapy Association (TOTA) need to take regarding drinking during pregnancy. Method: A qualitative research approach was used for the study, utilising a qualitative descriptive design. The study was located within the social constructivist theoretical framework (Creswell, 2013). Eight participants were selected for this study, who were eighteen years old and above, some of whom were pregnant and drinking alcohol, and some who were not currently pregnant but had engaged in drinking alcohol in previous pregnancies. In-depth interviews explored the participants' personal experiences with drinking during pregnancy, and community norms and attitudes towards maternal drinking and knowledge about FASD were observed using participant observation. Transcripts were analysed using an inductive, thematic data analysis approach. Findings: From the data analysis, three themes emerged: “Tangu enzi na enzi”(from generation to generation), “kua na muda mzuri” (to have a quality moment) and “mimi ni binadamu kama wengine”(I am a human like others). The first theme affirmed the contextual factors such as historical, cultural, physical, and social-political factors that contribute to women from rural Kilimanjaro drinking alcohol during pregnancy. This theme confirms the historical and pervasive presence of alcohol use during pregnancy. The second theme revealed social engagement and interactions, particularly due to deeply rooted values of ujamaa (familyhood/unity) in the community, as the factors influencing drinking alcohol among women during pregnancy. The third theme gave insight into how economic situations, conflicting knowledge, religion, and spirituality factors enhanced women's decision to drink alcohol during pregnancy. Implications: By examining the factors contributing to drinking alcohol during pregnancy, this study is contributing to the body of knowledge in assisting the Tanzania Occupational Therapy Association (TOTA) and the Tanzania Ministry of Health towards their goal of reducing the prevalence of FASD in rural Kilimanjaro. This research will also contribute to the capacitation of women about healthy choices regarding their drinking during pregnancy and substitution.
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    Mothers' lived experiences of caring for their child with HIV-related neurodevelopmental disorder/s
    (2014) Dangarembizi, Nyaradzai Esther; Gretschel, Pam; Sonday, Amshuda
    Although various measures, such as the Prevention of Mother to Child Transmission (PMTCT) programme, have been put in place to combat the spread of HIV/AIDS, there are still many cases of children, in Zimbabwe, being born infected with HIV. Children born to HIV parents are reported to be at risk of having neurodevelopmental disorders (NDDs), which can reduce independence in activities of daily living by imposing varying limitations on these children. Technological advances in the field of HIV/AIDS have resulted in prolonged life for people infected with HIV/AIDS and therefore there is a growing population of mothers caring for their biologic al children who are infected with HIV. The aim of this study is focused on exploring the experiences of being a mother and caring for a child with HIV-related NDDs in Zimbabwe. Specific objectives were to describe the mothers’ experiences of engaging in the daily occupations of caring for a child with NDDs; to explore and describe factors that the mothers’ perceived to impact on their experiences while caring for their children and how these experiences of caring shape the mothers ’ own occupational identities and engagement. A descriptive phenomenological approach was designed to uncover their lived experience s of caring for a child with HIV - related NDDs. In-depth data was generated from phenomenological interviews conducted with five biological mothers who have been caring for their own children who have been diagnosed with HIV - related NDDs. A thematic analysis, guided by a simplified version of the Stevick - Colaizz - Keen method, was employed. The findings revealed the transactional nature of the mothers ’ experiences of the occupation of caring for a child with HIV - related NDD. Personal factors interacted with contextual factors such as stigma, culture and socioeconomics to shape their caring experiences, making caring for their child, a difficult and demanding role that they could not easily entrust to another. Although the mothers voiced that this caring was comprised of many burdensome tasks, the mothers reframe d the concept of the caregiver burden because they placed high value on and drew meaning from being a good mother to their child, thus making it an occupation that they would not readily entrust to another. The findings of this study encourage occupational therapists to consider carefully the resilience of these mothers and how their role as carers positively shape s their identities in the design of interventions for the mothers.
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    Occupation and Resilience: An Interdisciplinary Critical Interpretive Synthesis
    (2024) Van Veenendaal, Julie Anne; Sonday, Amshuda; Williams, Elvin
    This research presents an interdisciplinary critical interpretive synthesis examining the constructs of occupation and resilience and how they are related. The construct of resilience, which is concerned with how people respond to adversity, has the potential to guide the development of more socially transformative praxis in both occupational therapy and occupational science. As theory and theorisation are the foundation of praxis, for resilience to be useful in the development of socially transformative praxis the theoretical relationship between resilience and occupation needs to be clarified. Aim: The aim of this research was to critically explore and synthesise theoretical relationships between the construct of occupation and socio-ecological understandings of resilience. Methodology: Given that resilience has been studied across many disciplines, and, that the study of occupation requires interdisciplinarity, this research was positioned within an interdisciplinary paradigm. The interpretive review methodology of critical interpretive synthesis was chosen as it is consistent with an interdisciplinary paradigm, adopts a critically reflexive stance, and can be used for the examination, synthesis, and generation of theory. Occupation and resilience were first examined as separate constructs before theory on the relationship between occupation and resilience was developed. Through a hermeneutic and iterative process, a total of 131 papers were included in the review. Sixty-three of these papers were on occupation and 68 on resilience. Patterns of meaning including key concepts, relationships between concepts and critiques of current theory were analysed through a process of thematic analysis, data abstraction and memo writing. Insights from this process and interviews with subject matter experts formed the basis of theorisation about the relationship between occupation and resilience. Findings: Occupation and resilience are best understood as overlapping constructs that describe everyday processes. Occupation describes what people do as the point of intersection between people, space, and time. As a concept, occupation can either be used as a noun to refer to specific things people do, or as a verb to refer to process of being occupied. Resilience is an overarching concept that includes understandings of available capacity, divergent processes and what people consider to be positive outcomes. Moreover, resilience can be understood as a pattern of occupational engagement that unfolds over time. As occupation is the mechanism for resilience, understanding occupation is key to understanding resilience. Conclusion: Understanding the relationship between occupation and resilience creates unique opportunities for the development of socially transformative praxis, not only within occupational therapy and occupational science, but throughout resilience studies
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    Occupational therapy for children with severe cerebral palsy in government healthcare facilities in the Western Cape: an overview of current services
    (2021) Fuller, Lauren; Sonday, Amshuda; Buchanan, Helen
    Background: There is a high worldwide prevalence of cerebral palsy, a neurological condition which impacts most areas of life of children and their families. Evidence shows that occupational therapy is effective in enhancing the child's function, participation and quality of life, especially when provided at a young age and with high intensity. Literature provides additional recommendations for occupational therapy to follow a holistic and family-centred approach, considering participation in context, rather than an individual medical focus. These notions place pressure on the strained South African healthcare system, where human and physical resources, as well as contextually-relevant evidence for practice, are limited. The aim of this research was, therefore, to obtain a baseline description of the occupational therapy services being provided to children with severe cerebral palsy, across all government healthcare facilities of the Western Cape province. Methods: A quantitative, cross-sectional descriptive study was conducted, using a selfdesigned questionnaire. The questionnaire was developed using recognised survey principles in order to maintain research rigour, reliability and validity of results, and guidelines from previousstudies of a similar nature. The questionnaire was available to participants in duplicate online and hard copy formats. The anonymous, self-report questionnaire obtained profiles of the participating occupational therapists and their departments, descriptions of current service provision (assessments, goal-setting and interventions), perceived factors influencing service selection, and an understanding of services therapists felt they should be providing more of. No sampling took place and responses were invited from all occupational therapists employed by the provincial health department. All recruitment and correspondence took place via email or telephone. Recruitment and data collection took place over a period of 16 weeks, with each participant having a maximum of two weeks to submit their responses, after which a maximum of three reminders were sent. Numerical data were analysed using non-parametric descriptive statistics and categorical data were presented in terms of frequencies and percentages. Ethical principles adhered to included respect, confidentiality, anonymity, beneficence, non-maleficence and justice. Results: There was a response rate of 53%, with all provincial health districts and levels of care represented amongst participants. Assessments frequently involved observations of the child in activities(85%) and interviews with their caregiver (98%). Goals formulated, with some input of caregivers, related to occupational performance components (91%) more often than occupational performance (77%), and largely aimed to maintain the child's condition (68%), rather than improve development or functional participation (47%). A range of interventions were provided, but appointments were infrequent (median: 1 per month), mainly took place in clinical environments (100%), and waiting periods for assistive devices and orthotics were common. Opportunities for direct therapy and interventions in the child's daily context were limited, and home programmes and caregiver education were heavily relied upon indirect intervention methods, frequently implemented by 100% and 91% of participants respectively. Key factors influencing the selection of services included resource availability (62%), therapists' training (62%) and the level of care at which they worked (59%). Therapists felt they were meeting some of the children's needs, and required the support of the multidisciplinary team to meet more of their needs effectively. Conclusion: This study provides insight into occupational therapists' roles in the government healthcare sector in the Western Cape province, and highlights the degree of alignment of services with policy and elements of best practice. Some merits are clear, in terms of the combination of direct and indirect services provided and the involvement of families in therapy processes. However, there remains a shortfall in terms of effective holistic, evidence-based, family-centred, and early and intensive approaches. This study, therefore prompts revision of strategies to implement existing policies promoting quality services for people with disabilities and align occupational therapists' training with evidence-based practice and holistic frameworks and approaches. Further research is recommended, particularly a qualitative consideration of the contextual factors influencing service provision, in order to better understand and address the barriers to meaningful and effective services for this population within the context of Primary Healthcare. With these recommendations, quality service provision, leading to participation and quality of life outcomes for children with severe cerebral palsy and their families, may be enhanced.
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    Transition from special school to post school in youth with intellectual disability: Parents' experiences
    (2015) Ellman, Emalda Rochelle; Sonday, Amshuda; Buchanan, Helen
    Transitions from one life stage to the next are considered to be a normal part of every person's life. Transitions have been described as important landmarks in the educational career of youth, as successful transitions prepare them for adult life. When youth with disabilities leave school, the transition to post school does not occur naturally. Research has found that youth with intellectual disabilities and their families find the transition from school to post school to be challenging. In South Africa, Education White Paper 6 on special needs represents the country's plan for addressing shortcomings in the education system. There is still very little information available on the preparation of intellectually disabled youth for their post school future in the South African context. Consequently, parents of intellectually disabled youth face tremendous challenges when their child reaches this transition age. This study aimed to describe parents' experience of the transition of their intellectually disabled youth from special school to post school in the West Coast. A qualitative descriptive study using in-depth interviews was conducted with five parents of youth with intellectual disability. Inductive analysis of the transcripts yielded two themes and six categories. Theme one, "It really hit us hard" had three categories: "feeling uncertain and confused", "managing without peer support" and "mixed feelings". Theme two, "Parental adjustment to post transition life" had three categories: "setting up a routine", "negotiating everyday occupations" and "accessing resources and a support system". The research found that the meanings parents attribute to their experience of transition are significantly influenced by their personal responses and coping strategies in the context they find themselves in during the transition period.