Antecedents and Civic Consequences of Choosing Real versus Ersatz Social Activities

Social capital (Coleman, 1990 Coleman, J. S. 1990. Foundations of social theory, Cambridge, MA: Harvard University Press.  [Google Scholar]), democracy's wellspring (Putnam, 1993 Putnam, R. D. 1993. Making democracy work: Civic traditions in modern Italy, Princeton, NJ: Princeton University Press.  [Google Scholar]; Tocqueville, 1835 Tocqueville, A. 1835. Democracy in America, Edited by: Mansfield, H. C. and Winthrop, D. Chicago: The University of Chicago Press.  [Google Scholar]/2000), must now accrue within a social fabric that has been changed by the ubiquitous adoption of technologies such as television and the Internet. Three studies (N = 313) of college students supported a theory of ersatz social behavior, which proposed that: a) the use of technological (replacement/ersatz) alternatives to real social interaction may be less conducive to the skill building and opinion formation that foster social capital; b) ersatz activities involve fewer costs (effort, risk of rejection) than real interactions; and c) ersatz alternatives are regularly chosen, even though real interaction is ostensibly preferred. The results provide increased understanding of when and how mediated interaction can be detrimental to social capital formation.     

Written on the body: Deliberate self-harm as communication

The inability to manage distress would be problematic at any time; but it is especially problematic when distress is accompanied by (or made up of) feelings of rage, cruelty and self-hatred. I will argue here that people who self-harm are communicating rage and hostility to themselves and others in ways that often leave them frustrated and hopeless; and leave professional carers aghast. I will conclude with some ideas about psychological therapies that may help such people; drawing very much upon the work of colleagues in the forensic psychotherapy field: especially Anne Aiyegbusi (2004 Aiyegbusi, A. 2004. “Forensic mental health nursing: Care with security in mind”. In A matter of security: The application of attachment theory to forensic psychiatry and psychotherapy, Edited by: Pfafflin, F. and Adshead, G. 167–192. London: Jessica Kingsley.  [Google Scholar]), Anna Motz (2008 Motz, A. 2008. The psychology of female violence: Crimes against the body, 2nd edn, Hove: Brunner Routledge.  [Google Scholar], 2009 Motz, A. 2009. Managing self harm: Psychological perspectives, London: Routledge.  [Google Scholar]) and Estela Welldon (1992).     

Institutional creativity and pathologies of potential space: The modern university

Abstract

This paper proposes the applicability of object relations psychoanalytic conceptions of dialogue (Ogden, 1986 Ogden, T. 1986. The matrix of the mind, London: Karnac.  [Google Scholar], 1993 Ogden, T. 1993. “On potential space”. In In one's bones: The clinical genius of Winnicot, Edited by: Goldman, D. Northvale, NJ: Jason Aaronson.  [Google Scholar]) to thinking about relationships and relational structures and their governance in universities. It proposes that:

• the qualities of dialogic relations in creative institutions are the proper index of creative productivity; that is of, as examples, ‘thinking’ (Evans, 2004 Evans, M. 2004. Killing thinking: The death of the universities, London: Continuum.  [Google Scholar]), ‘emotional learning’ (Salzberger-Wittenburg et al., 1983 Salzberger-Wittenburg, I., Henry, G. and Osborne, E. 1983. The emotional experience of learning and teaching, London: Routledge.  [Google Scholar]) or ‘criticality’ (Barnett, 1997 Barnett, R. 1997. Higher education: A critical business, Buckingham: Open University Press.  [Google Scholar]);

• contemporary institutions' explicit preoccupation in assuring, monitoring and managing creative ‘dialogue’ can, in practice, pervert creative processes and thoughtful symbolic productivity, thus inhibiting students' development and the quality of ‘thinking space’ for teaching and research.

In this context the paper examines uncanny and perverse connections between Paulo Freire's (1972 Freire, P. 1972. Pedagogy of the oppressed, London: Penguin.  [Google Scholar]) account of educational empowerment and dialogics (from his Pedagogy of the oppressed) to the consumerist (see, for example, Clarke & Vidler, 2005 Clarke, J. and Vidler, E. 2005. Creating citizen-consumers: New labour and the remaking of public services. Public Policy and Administration, 20: 19–37.  [Google Scholar]) rhetoric of student empowerment, as mediated by some strands of managerialism in contemporary higher education. The paper grounds its critique of current models of dialogue, feedback loops, audit and other mechanisms of accountability (Power, 1997 Power, M. 1997. The Audit Society: Ritual's of verification, Oxford: Oxford University Press.  [Google Scholar]; Strathern, 2000 Strathern M. Audit cultures: Anthropological studies in accountability, ethics and the academy London Routledge 2000 [Crossref] , [Google Scholar]), in a close analysis of how creative thinking emerges.

The paper discusses the failure to maintain a dialogic space in humanities and social science areas in particular, exploring psychoanalytic conceptions from Donald Winnicott (1971 Winnicott, D. W. 1971. Playing and Reality, London: Routledge.  [Google Scholar]), Milner (1979 Milner, M. 1979. On not being able to paint, New York: International Universities Press.  [Google Scholar]), Thomas Ogden (1986 Ogden, T. 1986. The matrix of the mind, London: Karnac.  [Google Scholar]) and Csikszentmihalyi (1997 Csikszentmihalyi, M. 1997. Creativity, New York: Harper Perennial.  [Google Scholar]). Coleridge's ideas about imagination as the movement of thought between subjective and objective modes are discussed in terms of both intra- and inter-subjective relational modes of ‘dialogue’, which are seen as subject to pathology in the pathologically structured psychosocial environment. Current patterns of institutional governance, by micromanaging dialogic spaces, curtail the ‘natural’ rhythms and temporalities of imagination by giving an over-emphasis to the moment of outcome, at the expense of holding the necessary vagaries of process in the institutional ‘mind’. On the contrary, as this paper argues, creative thinking lies in sporadic emergences at the conjunction of object/(ive) outcome and through (thought) processes.     

Expert and “novice” problem solving strategies in chess: Sixty years of citing de Groot (1946)

In a famous study of expert problem solving, de Groot (1946 de Groot, A. D. 1946. Het denken van den schaker, Amsterdam: Noord Hollandsche.  [Google Scholar]/1978 de Groot, A. D. 1965. Thought and choice in chess, The Hague: Mouton Publishers.  [Google Scholar]) examined how chess players found the best move. He reported that there was little difference in the way that the best players (Grand Masters) and very good players (Candidate Masters) searched the board. Although this result has been regularly cited in studies of expertise, it is frequently misquoted. It is often claimed that de Groot found no difference in the way that experts and novices investigate a problem. Comparison of expert and novice chess players on de Groot's problem shows that there are clear differences in their search patterns. We discuss the troublesome theoretical and practical consequences of incorrectly reporting de Groot's findings.     

The Role of Comprehension Processes in Communication and Persuasion

The impact of media communications on attitude formation and change clearly depends on how the messages are comprehended. Although the role of comprehension processes in communication and persuasion has a long history in social psychology (cf. Hovland, Janis, & Kelley, 1953 Hovland, C. I., Janis, I., & Kelley, H. H. (1953). Communication and persuasion. New Haven, CT: Yale University Press. [Google Scholar]; McGuire, 1964 McGuire, W. J. (1964). Inducing resistance to persuasion. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 1, pp. 191–229). New York, NY: Academic Press. [Google Scholar], 1968 McGuire, W. J. (1968). Personality and susceptibility to social influence. In E. F. Borgatta & W. W. Lambert (Eds.), Handbook of personality theory and research (pp. 1130–1187). Chicago, IL: Rand McNally. [Google Scholar], 1972 McGuire, W. J. (1972). Attitude change: An information processing paradigm. In C. G. McClintock (Ed.), Experimental social psychology (pp. 108–141). New York, NY: Holt, Rinehart, and Winston. [Google Scholar]; Wyer, 1974 Wyer, R. S. (1974). Cognitive organization and change: An information-processing approach. Hillsdale, NJ: Erlbaum. [Google Scholar]), it has received little attention in media research. In this article, we discuss both theory and research that have implications for how the comprehension of communication at early stages of processing can impact attitudinal responses to media communications, including print and broadcast advertising, narrative television programming, newspaper articles, political messages, and donation appeals.     

“You Just Know It’s the Only Thing You Can Think”: A Conversation with Chodorow

ABSTRACT

Nancy Julia Chodorow (1944–) is a pioneer feminist theorist who brought together academic fields of sociology, anthropology, and psychoanalysis in her work related to feminist theories and psychoanalysis. Her first book, The Reproduction of Mothering: Psychoanalysis and the Sociology of Gender (1978 Chodorow, N. J. (1978; second ed. 1999). The reproduction of mothering: Psychoanalysis and the sociology of gender. Berkeley: University of California Press. [Google Scholar]), gave primacy to a more generalized account of the developmental and familial origins of prevalent psychological differences between femininity and masculinity from a psychoanalytic sociological viewpoint. Her later books, Femininities, Masculinities, Sexualities: Freud and Beyond (1994 Chodorow, N. J. (1994). Femininities, masculinities, sexualities: Freud and beyond. Lexington, KY: University Press of Kentucky. [Google Scholar]), The Power of Feelings: Personal Meaning in Psychoanalysis, Gender, and Culture (1999 Chodorow, N. J. (1999). The power of feelings: Personal meaning in psychoanalysis, gender, and culture. New Haven, CT: Yale University Press. [Google Scholar]), and Individualizing Gender and Sexuality: Theory and Practice (2012 Chodorow, N. J. (2012). Individualizing gender and sexuality: Theory and practice. New York and London: Routledge.[Crossref] , [Google Scholar]), bring in a rich interplay among socio-structural influences (i.e., culture) as well as intra- and inter-psychic dynamic processes, emphasizing more the importance of individuality and subjectivity. Based on an interview I had with Chodorow on the development of her thought, this paper gives Chodorow’s account of her personal history and academic background, current manifestations in feminist social science research and feminist psychoanalysis based on her contribution and legacy, and reflective narratives on the unfolding of feminist and psychoanalytic theories from the 1970s onward. Chodorow’s note to the next generation of feminist psychotherapists is also included.     

Parental Bullying,Aggression, and Assertion: A Philosophical and Psychoanalytic Revisioning of Frank Summers' Case of Anna

Historically, psychoanalysis has failed to differentiate adequately between aggression and assertion. It is uncontroversial to state that bullying is a form of aggression. However, if aggression and assertion are not adequately distinguished, bullying could also be viewed as a form of assertion. Some psychoanalysts have attempted to resolve this by using the terms aggression and assertion as synonyms but introducing the notion of nondestructive aggression. Bullying, then, is understood to be hostile aggression or hostile assertion. In this article, I aim to prepare psychoanalytic and philosophical groundwork for a meaningful differentiation between aggression and assertion, and, at the same time, to shed light on the nature of bullying, parental bullying in particular. To achieve these aims, I critique an aspect of the case material presented by Frank Summers in his (2005) Summers, F. 2005. Self Creation: Psychoanalytic Therapy and the Art of the Possible, Hillsdale, NJ: The Analytic Press.  [Google Scholar] book, Self Creation: Psychoanalytic Therapy and the Art of the Possible. I also critique Parens' (2008) Parens, H. 2008. The Development of Aggression in Early Childhood, Lanham, MD: Jason Aronson.  [Google Scholar] notion of nondestructive aggression as used by him and by Summers. Additionally, I discuss some of the philosophical notions Summers introduces and discusses relevant to a critique of his notion of the analyst's vision of the patient's development in its relevance to his case of Anna.     

Reuben's fall: complicating ‘goodness’ and schoolroom disobedience

This article offers a snapshot of children's sentient and relational spirituality within a moment of disobedience in a kindergarten classroom. It is a portion of a study that employed a combination of qualitative inquiry (by Eisner in 1998 Eisner, E. 1998. The enlightened eye: Qualitative inquiry and the enhancement of educational practice, Upper Saddle River, NJ: Prentice‐Hall.  [Google Scholar]) and rhizoanalyis, adapted from the work of Deleuze and Guattari (of 1987 Deleuze, G. and Guattari, F. 1987. A thousand plateaus: Capitalism and schizophrenia, Edited by: Massumi, B. Minneapolis, MN: University of Minnesota Press.  [Google Scholar]), MacNaughton (of 2005 MacNaughton, G. 2005. Doing Foucault in early childhood studies: Applying poststructural ideas, New York: Routledge. [Crossref] [Google Scholar]). The purpose of the larger study was to present moments of kindergarten children's disobedience in order to more fully understand the complexity of each moment. Rhizoanalysis was engaged in order to open lateral paths toward new understandings and questions regarding the disobedient actions of children, and so served to destabilise and challenge the known and given texts of children's disobedience and to disrupt the assumptions often made regarding the actions and interactions of young children as ‘bad’ or ‘good’ and offer ways to ‘see’ each moment of interaction as many things – both and neither bad nor good. The moment of disobedience and discussion offered within this paper focus on the children's engagement with one another as sensory and spiritual, using Hay and Nye's notion of spirituality as awareness‐, mystery‐, and value‐sensing.     

Thérèse of Lisieux From the Perspective of Attachment Theory and Separation Anxiety

Abstract

This article interprets the life of Thérèse of Lisieux within the general theoretical context of Bowlby's (1969 Bowlby, J. 1969. Attachment New York: Basic Books..  [Google Scholar], 1973 Bowlby, J. 1973. Separation New York: Basic Books..  [Google Scholar], 1980 Bowlby, J. 1980. Loss New York: Basic Books..  [Google Scholar]) attachment theory and with reference to the Diagnostic and Statistical Manual of Mental Disorders(text rev. [DSM-IV- TR], American Psychiatric Association, 2000 American Psychiatric Association. 2000. Diagnostic and statistical manual of mental disorders, , 4th ed., text rev. Washington, DC: Author.  [Google Scholar]) criteria for separation anxiety. Recent theoretical interpretations of the religious life within the context of attachment theory by Kirkpatrick (1999) Kirkpatrick, L. A. 1999. “Attachment and religious representations and behavior.”. In Handbook of attachment theory and research Edited by: Cassidy, J. and Shaver, P. R. 803–822. New York: Guilford..  [Google Scholar] and Granqvist (2003) Granqvist, P. 2003. Attachment theory and religious conversions: A review and resolution of the classic and contemporary paradigm chasm. Review of Religious Research, 45: 172–187. [Crossref], [Web of Science ®] , [Google Scholar] are of special relevance. Thérèse's childhood psychological experiences and her later adult experiences in the religious life are presented and discussed. It is proposed that Thérèse was able to use her childhood attachment traumas and pathological experiences of separation anxiety as a positive source of motivation in her search for and response to God.     

Science,state and violence: An indian critique reconsidered

Abstract

This paper explores the work of a specific group of Indian scholar activists who, during the 1980s, produced a body of writing critical of the Indian state's science, technology and environmental policy. They have been described variously as Luddites, anti-science cranks and polemicists (Guha, 1988 Guha, R. 1988. The alternative science movement: an interim assessment. Lokayan Bulletin, 6(3): 7–25.  [Google Scholar]; Nanda, 1991 Nanda, M. 1991. Is modern science a Western, patriarchal myth? A critique of populist orthodoxy. South Asia Bulletin, 11: 110–116.  [Google Scholar]; Baber, 1996 Baber, Z. 1996. The Science of Empire: Scientific Knowledge, Civilization and Colonial Rule in India, New York: SUNY Press.  [Google Scholar]). At the same time, they have been influential among activists critical of state development policies. This paper examines one particularly polemical set of their writings. It has three broad parts. It begins by providing some context and background and describing the methodological choices made in the acquisition and presentation of the material at hand. The second, substantial section is the exposition of the argument underlying the critique being discussed. Finally, the brief last segment explores the relevance of this work for studies of science and culture.     

The Roots of Envy: The Unaesthetic Experience of the Tantalized/Dispossessed Self

In this paper I suggest that no matter how omnipotent, destructive, or perverse the currents of entitlement and hatred are that envy coils around, envy often serves as a fig-leaf for desire—a psychic figuration of refused desire. This claim invites us to consider the vicissitudes of maternal subjectivity in order to understand the patient's unconscious envy. Whereas Klein's focused on the wish to spoil the good object or take something away from her, my emphasis is on the self and the archaic wish/need to feel at-one-with/the same as the object which, when not realized, can transform into destructive envy. This paper attempts to develop the following three claims: (a) the idea of lack, abjection and/or humiliation as a narcissistic precondition for unconscious envy; (b) envy as a phantasied, pre-emptive means of identifying with the object once normal identificatory processes have gone awry (Benjamin, J., 1988 Benjamin, J. 1988. The bonds of love: Psychoanalysis, feminism, and the problem of domination New York: Pantheon..  [Google Scholar], 1995 Benjamin, J. 1995. Like subjects, love objects: Essays on recognition and sexual difference New Haven, CT: Yale University Press..  [Google Scholar]); and (c) the role of the analyst's subjectivity and unconscious communication in provoking or mitigating the patient's unconscious envy (Spillius, 1993 Spillius, E. B. 1993. Varieties of envious experience.. International Journal of Psycho-Analysis, 74: 1199–1213. [PubMed], [Web of Science ®] , [Google Scholar])—specifically, the analyst's unconscious countertransference identification.     

An Introduction to Marie-Louise von Franz’s Number and Time

Number and Time: Reflections Leading toward the Unification of Depth Psychology and Physics, by Marie-Louise von Franz (1974 von Franz, M.-L. (1974). Number and time: Reflections leading toward the unification of depth psychology and physics (A. Dykes, Trans.). Evanston, IL: Northwestern University Press. [Google Scholar]), explores parallels between the understanding of psychological healing in Jungian psychology and the theory of subatomic particles in quantum physics. Von Franz compares number symbolism in dreams with the mathematical structure of matter to link these two realms of life. The parallel role of numbers in the psyche and in matter is described to explain the interrelationship of our inner images and the outer world, as well to represent fundamental processes of personal development.     

Time and again: Intermittent Brief Dynamic Therapy

Abstract

The author notes that in many of the settings in which Brief Therapy takes place that a client may return after the ending for a further series of sessions. Time-limited therapy has placed an emphasis upon the termination phase of the therapy and linked this to the process of individuation and separation. Such an approach, as articulated by Mann (1973 Mann, J. 1973. Time-limited psychotherapy, Cambridge, MA: Harvard University Press.  [Google Scholar]), which draws conceptually from the work of Winnicott (1965 Winnicott, D. W. 1965. The maturational processes and the facilitating environment, London: Hogarth Press.  [Google Scholar]) and the notion that the infant achieves unit status from the original undifferentiated merger with the mother, is not easily compatible with Intermittent Brief Dynamic Therapy. The work of attachment theorists and Stern (1985 Stern, D. N. 1985. The interpersonal world of the infant, New York: Basic Books.  [Google Scholar]) provide an alternative basis upon which to conceive of the development of the infant. While emphasizing the importance of attending to affects at points of separation and ending, as is evidenced in the work of Della Selva (2004 Della, Selva P. C. 2004. Intensive short-term dynamic psychotherapy, London: Karnac.  [Google Scholar]), such a framework is more readily compatible with the development of Intermittent Therapy, and with the realities of the settings in which much brief work takes place. The author also comments upon the flexibility inherent in Winnicott's own practice of brief consultations, and the implications of this for the development of Intermittent Brief Dynamic Therapy. The paper includes a case study that illustrates this debate and which provides evidence for the therapeutic potency of a form of Brief Dynamic Intermittent Therapy where a dynamic focus maintains a structuring pattern to the narrative over a sequence of several periods of Brief Therapy, spread over a number of years.     

Organizational Citizenship Behavior in Sport: Relationships with Leadership,Team Cohesion,and Athlete Satisfaction

The purpose of this study was to introduce the construct of organizational citizenship behavior (OCB; Organ, 1988 Organ, D. W. 1988. Organizational citizenship behavior: The good soldier syndrome, Lexington, MA: Lexington Books. [Crossref] , [Google Scholar]) into the sport psychology literature and examine its utility in sport. Based upon OCB research in the organizational literature, the Multidimensional Model of Leadership (MML; Chelladurai, 1978 Chelladurai, P. 1978. “A contingency model of leadership in athletics”. In Unpublished doctoral dissertation, Waterloo: University of Waterloo, Canada.  [Google Scholar]), the conceptual framework of team cohesion (CFC; Carron & Hausenblas, 1998 Carron, A. V. and Hausenblas, H. A. 1998. Group dynamics in sport, 2nd., Morgantown, WV: Fitness Information Technology.  [Google Scholar]), and a model of athlete satisfaction (MAS; Chelladurai & Riemer, 1997 Chellardurai, P. and Riemer, H. A. 1997. A classification of facets of athlete satisfaction. Journal of Sport Management, 11: 133–159.  [Google Scholar]) were selected as theoretically sound antecedents to be associated with OCB in sport. A total of 193 student-athletes from a large Division I university and a smaller Division III university representing a variety of sports participated in the study. Results of the study provide preliminary evidence for OCB as a unique and meaningful construct in sport and support many of the predictions hypothesized in the MML, CFC, and MAS. Results are discussed in the context of previous literature as well as theoretical, research, and practical implications.     

The 2007 Birmingham Agreed Syllabus for Religious Education: a new direction for statutory religious education in England and Wales

The aim of this article is to introduce and summarise the main feature of the new Birmingham City Council Agreed Syllabus for Religious Education (2007 Birmingham City Council (BCC). 2007. Agreed Syllabus for Religious Education, Birmingham: City Council.  [Google Scholar]), consider the relevance of its commitments and conclusions to ongoing debates within British religious education, and, finally, offer some kind of provisional assessment of its strengths and worth. By way of introduction, attention is given both to the mounting controversy that currently attends British religious education, which has given rise to conflicting opinions and estimates of its achievements and value, and to the historical role and legal status of agreed syllabuses within English and Welsh education.     

A Commentary on Charles Goodwin's Co-Operative Action for Learning Scientists

ABSTRACT

This commentary summarizes the argument Charles Goodwin presents in Co-Operative Action (Co-A, 2018 Goodwin, C. (2018). Co-operative action. New York, NY: Cambridge University Press. [Google Scholar]), his most recent book. Through exploration of the breadth of conceptual and methodological tools that he has built over the course of his career and represents in this book, we suggest paths forward for Learning Sciences towards engaging in more equitable and relational research.     

Gibbs on Kohlberg on Dewey: An essay review of John C. Gibbs's Moral Development and Reality

According to Daniel Lapsley in his foreword to John Gibbs's Moral Development and Reality: Beyond the Theories of Kohlberg and Hoffman (2003 Gibbs, J. 2003. Moral development and reality: Beyond the theories of Kohlberg and Hoffman, Thousand Oaks, CA: Sage. [Crossref] , [Google Scholar]), “Professor Gibbs argues that Kohlberg's stage theory fails largely because his best Piagetian insights were corrupted by his fascination with Dewey's writings on internalization and group conformity.” According to Gibbs, continues Lapsley, Kohlberg's “formulation of the preconventional, conventional, and postconventional typology can be traced to Dewey.” Lapsley observes that “to call Kohlberg's Deweyan commitments the “Procrustean bed” that distorts his developmental theory is a startling claim” (Gibbs, 2003 Gibbs, J. 2003. Moral development and reality: Beyond the theories of Kohlberg and Hoffman, Thousand Oaks, CA: Sage. [Crossref] , [Google Scholar], p. viii). 1 All subsequent page number citations will be to Gibbs (2003 Gibbs, J. 2003. Moral development and reality: Beyond the theories of Kohlberg and Hoffman, Thousand Oaks, CA: Sage. [Crossref] , [Google Scholar]) unless otherwise indicated.

Indeed it is. I also believe it is false in a complex way, or at least seriously misleading. The theses of this paper are that: (1) Dewey's moral psychology includes, in any substantial way, neither (a) a three-stage developmental theory nor (b) internalization as part of that theory; that therefore either (2) Kohlberg misread Dewey, and/or (3) Gibbs misreads Kohlberg. This confusion suggests a look at what has been called a “neo-Kohlbergian approach” as a competing theory to Gibbs's “new view of life span moral judgment development” (pp. 74 – 75).     

Emotionally-focused therapy and treatment as usual comparison groups in decreasing depression: A clinical pilot study

Abstract

Decades of research have shown that depression can have deleterious effects on couple relationships. Emotionally-focused therapy (EFT; Johnson, 2004 Johnson, S. M. (2004). The practice of emotionally focused couple therapy: Creating connection. East Sussex, UK: Brunner-Routledge. [Google Scholar]) is an empirically validated form of couple therapy, which has shown effectiveness in reducing depressive symptoms in couples where the wife has depression. The aim of the current pilot study was to examine the extent to which EFT and the comparison treatment as usual (TAU) therapy group decrease depressive symptoms in distressed couples. Results show that both groups were effective in decreasing depressive symptoms, with EFT showing a clinically significant reduction. Clinical implications and future research are discussed.     

School and community participation of in-school teenagers affected by orphanhood in a rural South Africa setting

This study investigated schooling and community participation qualities of teenage learners affected by orphanhood in rural secondary South African setting. Participants were a purposive sample of 30 teenage learners, (female = 60% black = 98%, 12 to 19 years old). Data on their school and community participation were collected using semi-structured individual interviews. The data were thematically analyzed with open-coding. The findings indicated that learners need support for livelihoods, relationship development with extended family or guardians, school attendance, school task engagement and follow through. They experienced material shortages despite state support. From livelihood deprivations and forced opportunities, the learners who had been orphaned enter the working environment earlier than is typical and often do menial jobs.

Children who have been orphaned are those under the age of 18 years who have lost one or both parents from any cause (Jeff & Chris, 2002 Jeff, G., & Chris, D. (2002). Impacts and interventions. South Africa: University of Natal Press. [Google Scholar], UNICEF, 2003). This represents about 18.8% of South African children (3 374 971) and 7.3% of children (24 6373) from the Free State or central province of South Africa alone (Central Statistics South Africa, 2011). According to the World Bank (1998 World Bank. (1998). Confronting AIDS. Washington, DC: World Bank. [Google Scholar]), children affected by orphanhood are less likely to have proper schooling from lack of parenting and the resource deprivation associated with being orphaned. Under guardianship, the host family may reduce a child's attendance at school by labour demands or the inability to pay for schooling (UNICEF, 2003). From these deprivations, learners affected by orphanhood may enter the labour force prematurely, and mostly in the unregulated informal sector (UNICEF, 2012). As a matter of fact, a learner who is orphaned is deprived of childhood from the socio-economic demands on him or her which are developmentally atypical (Ganga & Maphala, 2013).