Browsing by Author "Fluks, Lorenza Logan"

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    Psychosocial experiences related to student community engagement: A multilevel analysis
    (Stellenbosch : Stellenbosch University, 2017-03) Fluks, Lorenza Logan; Naidoo, Anthony V.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology.
    ENGLISH SUMMARY: Against the background of a growing emphasis on community engagement (CE) globally and in South Africa (SA), this study foregrounds the psychosocial aspects that inform the CE experiences of university students. In SA, CE is mandated as an integrated core function of higher education institutions towards societal transformation and it involves activities that universities undertake in collaboration with external organizations and communities. In SA’s diverse society with its apartheid history and pervasive socio-economic inequalities in particular, engaging with people from diverse backgrounds poses various challenges for students involved in CE. This study, based at Stellenbosch University (SU), follows a qualitative approach and applied strategies used in grounded theory. Focus groups were conducted with 35 purposefully selected student volunteer project leaders and students in service-learning programmes. Additionally, semi-structured in-depth interviews were conducted with eight university staff members involved in CE in various roles. Furthermore, seven community project representatives of schools and community-based organizations were interviewed. ATLAS.ti (version 7) qualitative data analysis software was used. Various coding strategies were applied to develop themes that are grounded in the data. Drawing on transformative learning theories and approached from a community psychological perspective, the experiences of students involved in CE are discussed in relation to the individual and interpersonal levels and in the university, community and societal contexts. Findings on the individual level comprise cognitive, emotional and behavioural dimensions. Themes discussed on the individual level include: enhanced self-awareness; the notion of personal engagement; experiencing internal conflict; personal growth and a strong focus on psychological preparedness. Positive emotional aspects included a sense of enjoyment; feeling appreciated, satisfied, purposeful and a sense of achievement. Negative emotional aspects included feeling anxious; a sense of failure; stress and emotional exhaustion. Students also reflected on managing sadness due to exposure to secondary trauma. On the interpersonal level, students navigate multiple differences concerning language, culture, age and socio-economic backgrounds as they learn and develop different skills in the context of relationships. Various themes are discussed on the university, community, and societal levels. These themes describe a nuanced background within which CE takes place. This study contributes to the conceptualization, implementation and management of CE as it provides a rich description from multiple perspectives. The research found that CE exposure evokes broad ranging and extreme emotions in students, from depression to elation. There was clear evidence that more attention should be devoted to improving students’ preparation and psychological support before and throughout the CE process. This is particularly important in light of the psychological storm presented in this study, which refers to a set of contextual elements that, if lacking, may leave students feeling vulnerable and exposed to deal with the complexities on their own. The findings indicate that in order to achieve the greater good, as a core outcome of CE, it is imperative to practise awareness of contextual influences on the engagement experience and to foreground student well-being as they stand in this critical position between the university and its engagement with external organizations and communities.