Browsing by Author "Marais, Lochner"

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    An evaluation of a family support programme in the southern Free State
    (SUN MeDIA Bloemfontein, 2012) Marais, Lochner; Ingle, Mark; Skinner, Donald; Sigenu, Kholisa
    ENGLISH SUMMARY : This article details the evaluation of an NGO Family Support Programme (FSP) that was implemented in the southern Free State's Kopanong local municipality. The FSP is primarily aimed at strengthening Early Childhood Development (ECD) in what is a very socio-economically deprived environment for small children. The article argues for the critical importance of ECD within the human development paradigm. It then reports on the actual FSP assessment and advances a number of recommendations for how the initiative could be bolstered. It concludes that the FSP methodology is sound in principle and that it warrants replication at scale.
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    A qualitative study on teachers’ perceptions of their learners’ mental health problems in a disadvantaged community in South Africa
    (AOSIS, 2019) Skinner, Donald (Medical research personnel); Sharp, Carla; Marais, Lochner; Serekoane, Motsaathebe; Lenka, Molefi
    Background: The combination of extensive poverty, violence and HIV has potential mental health impacts on children in Southern Africa. This article is nested in a broader study to evaluate the strength and difficulties questionnaire (SDQ) among Sotho speakers, and assess the mental health status of children made orphans by AIDS. Objectives: The aim of this study was to describe the mental health problems that the teachers perceive among learners in their classrooms, to understand what the teachers saw as causing these problems and to identify potential approaches to address these problems within the school setting. Method: As part of the larger study, 10 teachers were purposively selected to write a report describing the mental health problems among learners in their class. These findings were discussed at two later meetings with a larger grouping of teachers to validate the findings and obtain additional input. Results: The teachers were concerned about the emotional state of their pupils, especially in relation to depression, anxiety, substance abuse, scholastic problems and aggression. These problems were felt to arise from the children’s lived context; factors such as poverty, death of parents and caregivers from AIDS and trauma, parental substance abuse and child abuse. The teachers expressed a desire to assist the affected learners, but complained that they did not get support from the state services. Conclusion: Many learners were evaluated by teachers as struggling with mental health issues, arising from their social context. The teachers felt that with support, schools could provide assistance to these learners.
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    School connectedness as psychological resilience factor in children affected by HIV/AIDS
    (Routledge, 2019) Sharp, Carla; Penner, Francesca; Marais, Lochner; Skinner, Donald
    Children affected by HIV/AIDS are at high risk for poor mental health outcomes. Social and psychological connectedness to school has been identified as an important resilience factor for youth affected by adversity (Centers for Disease Control and Prevention. (2009). School connectedness: Strategies for increasing protective factors among youth. Atlanta, GA: U.S. Department of Health and Human Services). Defined as “the belief by students that adults in the school care about their learning as well as about them as individuals” (Centers for Disease Control and Prevention. (2009). School connectedness: Strategies for increasing protective factors among youth. Atlanta, GA: U.S. Department of Health and Human Services), school connectedness has been shown to be associated with higher academic performance, increased mental health, and quality of life. However, few studies have examined school connectedness in sub-Saharan Africa, and none have examined school connectedness in relation to mental health in children orphaned by HIV/AIDS. Further, existing studies have relied on self-report measures. Against this background, the aim of the current study was to examine orphan status, school connectedness, and their interaction in relation to child mental health by using a multimethod design. 750 children between the ages of 7–11, recruited through South African community-based organizations (224 AIDS/HIV orphans, 276 non-AIDS/HIV orphans, 250 non-orphans; 51.2% girls), completed measures of school connectedness; children, caregivers, and teachers reported on child well-being using the Strengths and Difficulties Questionnaire. AIDS/HIV and non-AIDS/HIV orphans reported lower school connectedness than non-orphans. However, results demonstrated significant relations between school connectedness and overall mental health regardless of group, suggesting that school connectedness buffers against negative mental health outcomes regardless of orphan status. This study identifies a strategic point of intervention to build resilience against the cascading effects of HIV/AIDS and poverty in children in sub-Saharan Africa.