In the current South African socio-political framework children have been afforded the highest priority within government, via affirmation of their rights. Not only have the rights and needs of children been entrenched in the development strategies of the government, but children themselves have been guaranteed socio-economic rights and protection from abuse, exploitation, and neglect. Subsequently, knowledge and information on the well-being of children have become important pursuits. It has also become increasingly important to obtain an understanding of what children regard as essential to their well-being. The current study explores children's subjective perceptions of well-being, with a specific focus on elucidating the discourses that children use to assign meaning to well-being. A qualitative study was conducted using a series of focus group discussions with 56 children between the ages of 13 and 15 from rural and urban geographical locations. A discourse analysis reveals a complex interplay between the social environment and the children's sense of well-being. Three key thematic domains were identified, namely, personal safety, infrastructural deficiencies, and psycho-social functioning. Central discourses to emerge from these thematic domains were closely interrelated and mutually influencing and focussed on, personal safety, the social environment and a stable self as 'non-negotiables' of well-being, helplessness and vulnerability, desensitisation, marginalisation, (non)acknowledgement and (dis)respect. A notable finding emerging from the study was the extent to which the participants' discursive constructions of well-being were ideologically configured. The findings raise important considerations for educational and intervention programmes and policies aimed at children and youth
The differences between parents and adolescents in relation to information and communication technologies (ICT) are well documented, yet little is known about how adolescents experience these differences. The study reported in this paper therefore aimed to elucidate adolescents' views on these differences, and in the process to explore the possible impact on parent-adolescent relationships. The participants comprised 23 Grade 10 learners, conveniently selected from three high schools in the Cape Peninsula, South Africa. The learners participated in focus group discussions and reported on the following: their experiences and perceptions regarding their parents' level of techno-literacy; their attitude towards, and use of, ICT in comparison with that of their parents; and parental regulations imposed on their use of these technologies. Thematic content analysis was applied to delineate themes emerging from the texts. Although the study confirmed that differences between parents and adolescents exist in relation to ICT, it calls into question other research that too readily portrays this aspect as being negatively experienced by the adolescent, and a threat to healthy parent-adolescent relationships. It was also evident that it is not possible to be conclusive about the impact that ICT may have on parent-adolescent relationships, without information on how parents and adolescents relate above and beyond these technologies. The importance of ICT in adolescents' lives emphasises the need to unravel the impact it may have on their well-being.
Analysis occurs when the space of meeting becomes the place of encounter. This place is no ordinary place, it is a place dedicated to the analysand appropriating her/his own, authentic possibilities of being. The place and process which is analysis is evoked in several ways: by the presence of analyst and analysand, the 'rules' which guide the process and the ambiance of the setting. The last of these includes the use (or not} of the analytic couch. Drawing on qualitative research into several analysts' lived experience of having an analys and use the couch this paper discusses the role of the couch in constituting intersubjective privacy and some of the ways in which the couch contributes to a particular way ofbeing-together-with, bodily attunement, the emergence of an analytic third, and reverie.
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