Browsing by Department "Child Guidance Clinic"

Now showing 1 - 6 of 6
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    Group diagnostic work in the child guidance clinic.
    (1969) Stoch, M B (Mavis Belle); Grover, V.M
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    Perceptions of success among South African soccer players: An exploratory study
    (Stellenbosch University, 2004) Dawson-Squibb, John Joe; Schomer, Helgo
    This paper evaluates and describes themes surrounding the subjective perceptions of success in players and coaches at a professional South African soccer club. Literature around this topic is limited, particularly concerning the qualitative understandings of South African sportsmen and women, providing ample motivation for this investigation. Semi-structured interviews about success were conducted with professional (n=11) and academy (n=12) players and questionnaires completed by coaches (n=5). This information was coded, drawing out and comparing themes amongst the players, coaches and literature in this field. Results suggest a number of perceptions, as compared with success as an achievement and in the attainment of future goals, therefore success as a likely outcome.
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    Rites of passage: Identity and the training of clinical psychologists in the current South African context
    (2004) Kottler, Amanda; Swartz, Sally
    This article attempts to make sense of the clinical psychology training experience, as a negotiation of personal and professional identity. It suggests that the training, particularly in the first year, is a rite of passage, in many respects similar to an initiation process. Rites of passage can be seen as processes marking shifts in status and social identity. In the case of training to be a psychologist this change involves the movement from lay to professional status. There are three phases involved in the transitional process. The first involves separation from other groups of postgraduate students, and also in different ways from friends and family through involvement in course material that is often both esoteric and confidential. The second phase is marked by a fluid and often confusing marginal state between student and professional identity. The third phase involves a reintegration back into society as a fully-fledged professional, once the training is over. This article focuses on the ambiguities of the marginal state as the primary identity position during training, and explores the implications of this, both for those being trained and for trainers.
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    The factor structure of the Edinburgh Postnatal Depression scale in a South African peri-urban settlement
    (2004) De Bruin, Gideon P; Swartz, Leslie; Tomlinson, Mark; Cooper, Peter J; Molteno, Christopher
    The factor structure of the Edinburgh Postnatal Depression scale (EPDS) and similar instruments have received little attention in the literature. The researchers set out to investigate the construct validity and reliability of the EPDS amongst impoverished South African women. The EPDS was translated into isiXhosa (using Brislin's back translation method) and administered by trained interviewers to 147 women in Khayelitsha, South Africa. Responses were subjected to maximum likelihood confirmatory factor analysis. A single factor structure was found, consistent with the theory on which the EPDS was based. Internal consistency was satisfactory (a =0.89).
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    The Hanover Park Mother-Infant Project: Methodological challenges and compromises in a South African context
    (SAGE, 2003) Tomlinson, Mark; Swartz, Leslie; Landman, Mireille
    A series of randomised trials conducted in the USA examined the impact of intervention programmes for mothers and their infants. As a result, a number of guidelines were identified for implementing methodologically sound and efficacious interventions. While these guidelines are scientifically sound, they are difficult to implement in third-world contexts like South Africa where funding and professional resources are scarce. The project examined in this article is an example of a programme that falls short of these stringent guidelines and yet still has value in a context such as South Africa. While the project’s design had limitations, it nevertheless raised social awareness about the target issue, so bringing it to the attention of policy makers and funding agencies. This enabled the establishment of a better-funded project that incorporated more methodologically sound design features.
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    Women and authorship in post-apartheid psychology
    (SAGE, 2004) Shefer, Tamara; Shabalala, Nokuthula; Townsend, Loraine
    This article addresses the issue of women's authorship in psychology. It reflects on the contributions of women authors to psychological knowledge production over the last 10 years through a quantitative assessment of authorship in the South African Journal of Psychology (SAJP). Key variables utilised include ‘race’, gender, university (i.e., historically black universities versus historically white universities), sole versus collective authorship, and the order of authors in multiple authored articles. The article highlights the historical silencing of women, particularly black women, in the broader realm of knowledge production, both internationally and in local context. Some of the debates arguing for the value of women's voice in research and publishing are highlighted before the findings of the small descriptive survey are reported. Findings are both predictable and disappointing. While women as a group appear to be publishing relatively well in relation to men as a group, and the overall trend shows a closing of the gap over the last ten years, the intersection of ‘race’ and gender foregrounds the continued marginalisation of black women as authors, as well as the relative stasis of this situation over the last ten years. Furthermore, when taking the numbers of registered psychologists in South Africa into account, women as a group are in the majority, yet are represented in inverse proportion to their numbers in the profession when it comes to publishing. Women also appear to be publishing more in collectives, while men are moving significantly more towards single authorship, reflecting gender stereotypes with respect to co-operative versus individualist modes. Differences between histirically black universities (HBUs) and historically white universities (HWUs) continue, with women publishing less in the former, which is argued to relate to continued areas of inequity and lack of institutional resources and support. The article concludes by emphasising the importance of women's role as producers of knowledge in the profession. It raises a number of material recommendations for ways to support women, especially younger and black authors, in facilitating a more equitable representation of authorship in South African psychology.