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Item Open Access Self-compassion as a mechanism to facilitate the adjustment of first-year students to university environments(Springer, 2023) Naidoo, Pravani; Oosthuizen, MaronéDespite high enrolment rates at higher education institutions, a perturbing number of first-year university students discontinue their studies. As first-year students constitute a vulnerable group, it is important to investigate ways in which to facilitate their adjustment to university. Extant research within student populations, including first-year students, deems self-compassion to be a robust protective factor in adjustment to university. However, studies rely largely on quantitative research designs, overlooking the voices and everyday experiences of first-year students. Accordingly, this study aimed to qualitatively explore experiences and practices of self-compassion amongst first-year students when faced with the challenges of adjusting to university. To capture in-depth, rich, thick contextual data, 12 South African first-year students participated in semi-structured interviews in their first semester, while follow-up interviews were conducted with 9 participants in the second semester. Themes generated through reflexive thematic analysis highlighted the yin and yang of self-compassion as a valuable conceptual tool to understand and promote first-year students’ experiences and practices of self-compassion. Further, students’ experiences of self-compassion are more nuanced and contradictory than previous research has indicated. Lastly, receiving social support and being self-compassionate constitute reciprocal processes that students engage with in distinct ways, affecting both the depth and breadth of their experiences. Based on this research, self-compassion is vital for strengths-based mental health programmes amongst first-year students. Programmes should promote the practice of the yin and the yang of self-compassion, foster an accepting approach to experiences, and recognise the nuanced, potentially contradictory nature of self-compassion.Item Open Access The impact of virtual reality on the psychological well-being of hospitalised patients: A critical review(Elsevier, 2024) du Plessis, Jolize; Jordaan, Jacques𝗕𝗮𝗰𝗸𝗴𝗿𝗼𝘂𝗻𝗱 𝗮𝗻𝗱 𝗼𝗯𝗷𝗲𝗰𝘁𝗶𝘃𝗲𝘀 Improving hospitalised patients’ psychological well-being (PWB) is relevant to their recovery and overall quality of life. Virtual Reality (VR) holds the potential to emerge as a novel tool for increasing the PWB of hospitalised patients. This study critically reviewed existing research concerning the use and impact of VR on the PWB of hospitalised patients with serious illnesses. The primary aim of this study was to evaluate the efficacy and practical applicability of VR in enhancing the PWB for hospitalised patients dealing with serious illnesses. 𝗠𝗲𝘁𝗵𝗼𝗱𝗼𝗹𝗼𝗴𝘆 In the initial search, the authors identified 106 sources that provided valuable insights into the broader field of VR, PWB, and the influence of VR on the psychological functioning of hospitalised patients. However, only eight articles were selected for the critical review, following the SALSA method. The SALSA method comprises the following steps: (S) Search, (AL) Appraisal, (S) Synthesis and (A) Analysis. Data extracted from these eight articles were subjected to reflexive thematic analysis, through which patterns were identified to examine the use and impact of VR on the PWB of hospitalised patients with serious illnesses. The thematic analysis process involves data gathering and familiarisation, code identification, and formulating and refining various themes to produce a thematic analysis report. 𝗥𝗲𝘀𝘂𝗹𝘁𝘀 The themes that emerged from the analysis were (i) positive psychological effects (with sub-themes including the effectiveness of VR in improving psychological symptoms, its role as an equivalent or adjunctive treatment, and symptom reduction), (ii) perceptions and the adoption of novel technology, (iii) characteristics that influence the effectiveness of VR, and (iv) statistical and practical applicability and diversity of VR. 𝗖𝗼𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻 𝗮𝗻𝗱 𝗿𝗲𝗰𝗼𝗺𝗺𝗲𝗻𝗱𝗮𝘁𝗶𝗼𝗻 The use of VR to increase the PWB of hospitalised patients is a relatively recent innovation. Nevertheless, the themes identified in this study indicate that the use of VR within the context of hospitalised patients can benefit their psychological functioning, ultimately contributing to an improvement in their overall PWB. Further in-depth studies are needed to provide a comprehensive conclusion on the potential benefits of VR on the PWB of hospitalised patients dealing with serious illnesses.Item Open Access Self-compassion as a mechanism to facilitate the adjustment of first-year students to University environments(Springer, 2023) Naidoo, Pravani; Oosthuizen, MaronéDespite high enrolment rates at higher education institutions, a perturbing number of first-year university students discontinue their studies. As first-year students constitute a vulnerable group, it is important to investigate ways in which to facilitate their adjustment to university. Extant research within student populations, including first-year students, deems self-compassion to be a robust protective factor in adjustment to university. However, studies rely largely on quantitative research designs, overlooking the voices and everyday experiences of first-year students. Accordingly, this study aimed to qualitatively explore experiences and practices of self-compassion amongst first-year students when faced with the challenges of adjusting to university. To capture in-depth, rich, thick contextual data, 12 South African first-year students participated in semi-structured interviews in their first semester, while follow-up interviews were conducted with 9 participants in the second semester. Themes generated through reflexive thematic analysis highlighted the yin and yang of self-compassion as a valuable conceptual tool to understand and promote first-year students’ experiences and practices of self-compassion. Further, students’ experiences of self-compassion are more nuanced and contradictory than previous research has indicated. Lastly, receiving social support and being self-compassionate constitute reciprocal processes that students engage with in distinct ways, affecting both the depth and breadth of their experiences. Based on this research, self-compassion is vital for strengths-based mental health programmes amongst first-year students. Programmes should promote the practice of the yin and the yang of self-compassion, foster an accepting approach to experiences, and recognise the nuanced, potentially contradictory nature of self-compassion.Item Open Access Behavioural and psychological control during adolescence: an ecological systems perspective(Routledge, 2022) Van Damme, Elizabeth Cornelia; Naude, LuzelleThis study investigated the extent and the nature of the behavioural and psychological control experienced by adolescents within four contexts (parental, peer, school, and community) of their everyday lives. The adolescents (n = 463; female = 52.5%, black African = 69.3%; mean age = 15.69 years, SD = 2.86 years) were from six public high schools in the Eastern Cape of South Africa. The participants completed adapted versions of the Parents’ Psychological Control Scale and the Peer Control Scale. Multivariate analyses of variance revealed that in the school and community contexts, early adolescents and female participants experienced significantly higher levels of control than older adolescents and male participants. Female early adolescents experienced significantly higher levels of control (school behavioural control, community behavioural control, and community psychological control) specific to the school contexts which was in the form of psychological control. Findings of this study can inform community mentors and school counsellors of the important psychological and behavioural impact that community norms and school values have on how adolescents experience their social worlds and negotiate the boundaries of various social systems.Item Open Access It's a journey... Emerging adult women's experiences of spiritual identity development during postgraduate psychology studies in South Africa(Taylor & Francis, 2022) Naude, Luzelle; Fick, LaraThe spiritual identity development of six South African, emerging adult, female, postgraduate psychology students (21 to 22 years old) was explored using reflective writing exercises and individual interviews. Interpretative phenomenological analysis revealed that spiritual identity exploration occurs continuously across the lifespan, with optimal opportunities for deepened development during emerging adulthood. Development happens in context and is enhanced by the postgraduate psychology training experience, as well as exposure to spiritual and religious diversity. Reflections on challenging events result in sophisticated meaning-making processes regarding purpose in life, as well as the authoring of a spiritual life story. There is an intricate and reciprocal relationship between the development of a spiritual identity and the psychology profession – spirituality, values and worldviews can be regarded as important aspects of the therapeutic process for many individuals.Item Open Access Insights on student leadership using social dream drawing: six propositions for the transformation role of South African student leaders(AOSIS, 2021) Pule, Neo T.; May, MichelleBackground: Student leadership is central to the South African transformation agenda in higher education. Even so the understanding of student leadership, especially regarding its purpose and its implementation varies across contexts. Aim: This article aims to present propositions for student leadership practice considering the current diverse and often fragmented understanding of student leadership. Such propositions should aid the formation of a streamlined multi-levelled and systemic co-curriculum for student leadership that equips student leaders for their significant transformation task. Setting: The study was conducted in a South African higher education institution within the associated Student Affairs department. The university where data was collected is referred to as a historically White university. Methods: Social dream drawing was utilised to elicit data that enabled insights into student leadership. The data was analysed by pluralistically fusing discourse analysis with a psychodynamic interpretation. Results: The findings reveal a preoccupation in student leadership with South African historical narratives and the implications thereof for the present, and future, of the country. Additionally, student leaders indicated that there are complex psychological implications that result from their leadership experiences. Six propositions for student leadership are presented. Conclusion: The insights gained from the research study have the potential to contribute positively to higher education legislation and student development practice, particularly regarding the psychological conflicts that student leaders experience, and to the possible ways to resolve these. Because student leaders are key to the transformation agenda in South Africa, these insights can contribute directly towards their suitability in fulfilling this role.Item Open Access South African student leadership unrest and unsettled constructions: a CIBART analysis(Stellenbosch University, 2022) Pule, N.Student leadership in South Africa is unsettled and characterised by unrest. The perturbing changes in the higher education system, including global shifts and crises, impact South African student leadership psychologically. Consequently, this article seeks to understand the system psychodynamics of South African student leadership. Data was collected during a social dream drawing (SDD) session with student leaders at a South African university before the onset of the Fees Must Fall movement. The SDD session aimed to understand the social construction of student leadership at a South African university and data was analysed through discourse analysis with a psychodynamic interpretation. For this article, a co-reflector was incorporated for secondary analysis after Fees Must Fall to reorganise, reinterpret the data and enhance the initial findings using a conflict, identity, boundaries, authority, role, task (CIBART) model. CIBART findings show that students have a need for a collective and shared vision, and find it unsettling when this need is not satisfied due to the complex environment. Thereby, their psychological safety is threatened, while anxiety is heightened in an environment characterised by transformation and decolonisation agendas. Substantial conflicts impact authority dynamics while, simultaneously, student leadership identity and boundaries are blurry and in crisis. Thus, the compromised clarity of student leadership elevates implications for the confidence that is required for the role and task of student leadership. Consequently, efforts to reduce the anxiety of student leadership ought to be a priority. Psychologists are indicated to play a crucial role in restoring the psychological safety and security of student leaders.Item Open Access Enkele voorspellers van die akademiese prestasie van eerste- jaarstudente in drie- en vierjaar- kurrikulums(University of the Free State, 2012) Keeve, Andri; Naude, Luzelle; Esterhuyse, KarelEnglish: Low success rates at South African higher education institutions instigated renewed interest in the predictors of academic performance. This study article investigates academic and psychosocial predictors of academic performance of first-year students in three- and four-year curricula. In combination, the predictors explain 20.2% of the variance in academic performance. For three-year-curriculum students, academic factors (Grade 12 performance, language proficiency) provide a significant explanation. This does not apply to four-year-curriculum students, where psychosocial factors (parents’ education level) play a role. Admission to higher education based on Grade 12 performance and language proficiency appears to be justified, but is less accurate for four-year-curriculum students.Item Open Access Mentoring children guilty of minor first-time crimes: methods, strengths and limitations(University of the Free State, 2012) Steyn, Francois; Louw, Dap; Van Rensburg, DingieEnglish: In the absence of evidence regarding the impact of mentoring on child offenders in South Africa, this article explores the strengths and limitations of this approach in a local context. It investigates the theory and methods of mentoring, and presents a case study of the strategy as practised by the National Youth Development Outreach in Pretoria. Mentoring appears ineffective for children with hardened negative attitudes and chronic offending as their value preferences may contradict those of mentors. Three months are insufficient to establish meaningful relationships and achieve mentoring goals. Reconciliation – a central objective of the Child Justice Act (75 of 2008) – is difficult to achieve given the absence of victims in the mentoring process.Item Open Access Item Open Access In search of a metaphor for the ever-eluding obligation of academic publishing(University of South Africa, 2010) Hoffman, LyzetteEnglish: Universities have an obligation to serve the community in producing knowledge. In addition, the investment of the government in tertiary education in the form of subsidies should be repaid by furthering scientific research. Publication of academic articles is one of the most important ways to communicate research and knowledge produced. Yet more than two years elapse before a researcher’s article is published. Publication pitfalls and possible solutions for optimising publishing of academic articles were investigated in a roundtable discussion. A metaphor is suggested to better understand and manage academic publication.