Background: A cohort of older black South African women, forcibly relocated during apartheid, has grown old in these places. Even after 50 years, residents in a rural township expressed no connection to place and ruptured intergenerational relations. Their sense of community was based almost exclusively on their links with others who shared their history of relocation.Objective: This article seeks to understand loneliness of a group of older women who have been rendered vulnerable by longstanding exclusion from community, services and material resources. We use loneliness as a metric for exclusion from social relations.Methods: Sixteen Setswana-speaking women in Ikageng, a township in North West Province of South Africa (age 61–73), participated in the Mmogo-method® and open-ended interviews. Textual data were analyzed using thematic analysis, visual data analysis of elements and symbolic representations of loneliness.Results: Loneliness is a powerfully unpleasant experience of not being able to interact with other people in general, or more specifically as a result of the loss of particular people (including spouses, parents and children) and isolation provoked by the impact of relational interactions and group dynamics. Loneliness was mitigated by socializing and gathering for traditional activities, performing spiritual rituals, and keeping busy individually or with others, thus reinforcing a core theme that any social interaction alleviates loneliness.Conclusions: Even though loneliness is powerfully unpleasant, it is an expression of the importance of social interactions formed in a particular context. In the face of longstanding societal exclusion and disconnection from community, social connections are central to identity and to survival.
This article presents a comparative case study on the ways in which children’s school ecologies facilitate their adjusting positively to first grade in risk-filled contexts in South Africa and Finland. The insights of two children (one South African, one Finnish) from socio-economically disadvantaged communities, their teachers, parents and significant others constitute the data corpus of this study. The data were collected via semi-structured interviews, ‘Day-in-the-Life’ video-recorded observations, and Draw-and-talk and photo elicitation methods. The data were analysed deductively using the seven, commonly recurring mechanisms of resilience as documented by Ungar (2015). The results demonstrate how resilience processes are co-constructed and gain their meaning within the given social ecology of a child. They underscore the importance of school ecologies being functional enough, in the face of socio-economic adversity, to continue to facilitate everyday resilience-supporting processes for children. The article ends by considering the lessons of this study for school psychologists.
Students experienced unique challenges in transitioning to their first-year during the FeesMustFall (#FMF) protest actions. It is important to examine students' first-year adjustment experiences amidst study disruptions to ensure better outcomes of first-year study experiences. The impact of protest actions on the economy, higher education institutions (HEIs) and the individual student may be harmful when not managed effectively. The current study aims to clarify the first-year experience to explore how South African first-year students enrolled at a peri-urban university campus experienced the #FMF protest actions. The peri-urban university campus serves a large rural catchment area. Using the Mmogo-method® and unstructured individual interviews, researchers gathered in-depth experiences of fifteen participants who provided insight into their subjective experiences of their first-year transitions during the #FMF movement. Thematic analysis resulted in four themes: Clashes between students and police or campus security; the impact of protest actions on students' lives; psychological experiences of trauma and physical harm; and student attitudes towards and needs in times of crisis. The study uncovered the experiences of first-year students at a peri-urban campus. The knowledge gathered could aid Greeff, Mostert, Kahl and Jonker The #FeesMustFall protests in South Africa: Exploring first-year students' experiences 79 universities to develop proactive measures to minimize the impact of the protest actions or disruptions on the institution itself, students and stakeholders involved.
South African higher education institutions (HEIs) face significant challenges with high first-year student drop-out rates due to various stressors students are facing. The current study explores the coping of first-year students studying at a South African university. This qualitative study followed an exploratory, descriptive, interpretive strategy to gain a deeper understanding of students' coping during their first academic year at university. Ten participants were recruited through a trusted gatekeeper using purposive voluntary and later snowball sampling methods. Data were collected using the Mmogo method ® and semi-structured individual follow-up interviews. Interactive qualitative and thematic analyses generated three themes: (1) the availability of and access to coping resources for first-year students; (2) coping strategies first-year students rely on to manage stressors at university; and (3) the effectiveness of selected coping strategies. Understanding the coping of first-year students could assist HEIs in intervening and supporting first-year students appropriately, to enhance their first-year experience (FYE) and overall student well-being. Though limited to a small qualitative study, the contribution to FYE literature is through exploring nuanced coping resources, strategies, and the effectiveness thereof for students, which challenges the 'one-size-fits-all' approach many universities may use. However, there are strategies and awareness of resources that could, in general, be helpful.
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