The effects of prolonged exposure to phobic situations upon agoraphobic patients treated in groups

Nineteen female agoraphobic patients were treated by exposure to imaginal and real phobic stimulation in groups. There were three groups, including 7, 5 and 6 patients respectively, and each group received 9 hr of treatment spread over three sessions. The first two treatment hours of the first two sessions were arranged as a crossover design, patients being randomly allocated at the first session to imaginal or reality treatment for an hour followed by the other treatment for an hour, and receiving the treatments in reverse order at the second session. On both occasions there was a third hour of treatment after 1 hr unstructured group discussion over lunch. Psychological and behavioural measures were made before and after each part of treatment, and at follow-up 5 months after treatment.

Patients were significantly helped by this procedure. Practice sessions were associated with much more improvement than imaginal ones, and there was also an order effect, the first treatment received on each treatment day being more effective than the second. Group discussion over lunch did not improve the patient's phobias. The implications of these findings are discussed.     

The Prevalence of Well-Being on Teachers in Afri Twin Schools as Well as Non Afri Twin Schools

This study investigated the self-perceived preparedness of students from a historically disadvantaged rural South African setting for psychology studies at a university. The study sample comprised 399 beginning students with a historically Black university (age M = 22.8 years, SD = 5.1; 72.2% women; 65.7% rural background) students. The students responded to a questionnaire investigating, inter alia, prior awareness of the subject, access to psychology literature, awareness of psychologists in their communities, perceived relevance to or clashes with their culture, and parental awareness of the subject. Of the sample, 48.1% first heard about psychology upon entering a university, 75.7% had no access to books on the subject, and only 44.6% received information from their school teachers about psychology as a career. Significantly more urban (65.2%) than rural (34.8%) students had received information about psychology before coming to university.     

The role of educational psychologists in promoting ethical research conducted with children: an exploratory study

This study explored perceptions of educational psychologists on their role in promoting ethical research involving children. Participants were 10 South African educational psychologists (females = 60%; males = 40%) from mostly public services (90%). Data on their perceived roles in research ethics monitoring and implementation were collected through individual interviews and a brief questionnaire. The data were thematically analysed. Findings suggest that educational psychologists have a role in protecting children from harm during research participation while also monitoring benefits due to the children. A social justice perspective appears to explain the role of educational psychologists in research protection for children.     

Community Psychology Doctoral Theses: A South African University Case Study

The present investigation analysed the Community Psychology doctoral thesis trends with respect to student demographics, thesis topics, research methodology, research participant demographics, rural/urban focus, community empowerment focus, and programme development and evaluation at one institution. Of the 51 students who completed the course, 45.1% were Educational Psychologists, 33.3% Clinical Psychologists and 21.6% Counselling Psychologists. Self-help programmes, school-based programmes and non-professional-help programmes predominated. Of the 51 theses, seven addressed HIV and AIDS and one studied sexual violence. The majority used qualitative methodologies, and focused on adults. Only 11.8% focused specifically on rural communities, while 74.5% included community empowerment, 62.7% were programme evaluations.     

Effect of heat treatment on the NO2-sensing properties of sputter-deposited indium tin oxide thin films

Transparent conducting indium tin oxide (ITO) films were deposited onto glass substrates by radio-frequency magnetron sputtering at 648?K, under an oxygen partial pressure of 1?Pa. The effect of annealing on the electrical properties of the films was studied. Characterization of the coatings revealed an electrical resistivity below 6.5?×?10^??3?Ω?cm. The ITO films deposited at 648?K were amorphous, while the crystallinity improved after annealing at 700?K. The surface morphology examined by scanning electron microscopy appears to be uniform over the entire surface area after annealing. The NO₂-sensing properties of the ITO films were investigated and showed sensitivity at concentrations lower than 50?ppm, at a working temperature of 600?K.     

Bullying experiences and literacy achievement amongst primary school children

This study investigated the association between school bullying and literacy achievements in a sample of primary school children from Johannesburg, South Africa. The children (n?=?443; females?=?56%, males?=?44%) attending six primary schools in the Soweto area suburbs, self-reported their experience of bullying by peers. In addition, they completed tests of literacy. The results indicate that learners who self-reported being bullied performed poorly in literacy tests when compared to their peers, who were not subjected to bullying. In particular, those who experienced bullying scored lower on tasks that required literacy skills in phonics, spelling, and word choice. The findings indicate that learner support for school bullying survivors should aim to address the deleterious effects of bullying on literacy development.     

Counsellor-delivered HIV risk reduction intervention addresses safer sex barriers of people living with HIV in KwaZulu-Natal, South Africa

This study developed an HIV risk reduction intervention for people living with HIV (PLWH) obtaining care at primary healthcare clinics in KwaZulu-Natal, South Africa by (1) conducting elicitation research to understand the dynamics of risk behaviour among PLWH, (2) modifying an existing HIV risk reduction intervention based on research findings and (3) conducting a pilot study to evaluate feasibility, acceptability and fidelity of the modified intervention implemented by trained lay counsellors at a rural clinic in KwaZulu-Natal. A total of 61 healthcare providers and 77 HIV+ patients from four primary healthcare clinics participated in 14 focus groups and 20 individual interviews to identify informational, motivational and behavioural skills (IMB) factors contributing to PLWH's sexual risk behaviour. Elicitation research findings were incorporated into a revised version of Options for Health, an evidence-based risk reduction intervention for PLWH in clinical care. In a 5-day training, lay counsellors learned strategies to address IMB barriers to safer sex identified in elicitation research. The revised intervention, which was implemented by six counsellors with 39 patients, was feasible to implement, acceptable to patients and counsellors, and implemented with good fidelity. This study makes an important contribution towards development of a theory-based HIV risk reduction intervention for PLWH linking prevention with treatment in South Africa.