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Alfred Motalenayne Modise 《Journal of Psychology in Africa》2013,23(5):453-456
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, 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), 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). 相似文献
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Alfred Motalenyane Modise 《Journal of Psychology in Africa》2013,23(2):110-113
This study investigated the resource needs of single parents as child carers. Participants were a purposive sample of 40 single parents (female?=?70%, Black?=?95%, rural 80%; age range 30 to 55 years old). Data on resource needs of single parents were collected using semi-structured individual interviews. The data were thematically analyzed. The findings indicated that single parents need relationship and socio-emotional, material and time use supports to be successful in their carer roles. Resourcing single parents in their child care roles requires a holistic approach addressing both material and socio-relational support needs. 相似文献
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Alfred Motalenyane Modise 《Journal of Psychology in Africa》2017,27(3):290-293
This study explored how students construct family and peers as resources for their HIV prevention. The participants were 20 education students from a South African technology education university (female = 60%, black = 85%; age range = 18 to 24). They completed a semi-structured interview on their access to family and peers talking about HIV/AIDS prevention in the context of perceived cultural influences. The data was thematically analysed using open-coding. Findings suggest that students shared information about HIV/AIDS prevention with peers, and less so with family. They perceived cultural taboos around sex talk to be a barrier to open discussion of HIV/ADS. Students may need to acquire strategies to negotiate HIV/AIDS prevention approaches with family in the context of culture. 相似文献
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Motalenyane Alfred Modise 《Journal of Psychology in Africa》2019,29(1):84-86
This study explored beliefs held by African community parents which are important in their children’s sexual health education. The informant parents (n = 30) were predominantly rural dwelling (female = 70%; black = 95%; rural = 80%; age range = 30 to 65 years old) from the Free State, South Africa. They reported on their child sex education beliefs; addressing appropriateness, resources, and content issues. Thematic analysis revealed that parents were more comfortable engaging in sex education with their older or young adult children rather than the younger children. Moreover, the parents considered sex education topics on sexual intercourse and instruments taboo subjects. Resourcing parents regarding sex education would require working around cultural barriers about the age appropriateness of sex education, as well as permissible content. 相似文献
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