The influence of dissociative identity disorder on academic performance of FET phase learners in KZN rural schools
| dc.contributor.advisor | Mukuna, K.R. | en_ZA |
| dc.contributor.advisor | Mweli, P. | en_ZA |
| dc.contributor.author | Mokoena, Nelly Cynthia | en_ZA |
| dc.date.accessioned | 2025-01-08T13:03:03Z | |
| dc.date.available | 2025-01-08T13:03:03Z | |
| dc.date.issued | 2024 | en_ZA |
| dc.description | Dissertation (M.Ed.(Psychology of Education))--University of the Free State, 2024 | en_ZA |
| dc.description.abstract | This study aims to investigate how Dissociative Identity Disorder (DID) affects learners’ academic achievements, engagements, and overall school experience. The objectives were to identify the prevalence of DID among FET learners in rural KwaZulu-Natal schools, examine the impact of DID on their academic performance, and explore interventions that could support affected learners. The study gained qualitative insight from interviews and focus groups involving learners, teachers, and psychologists. This comprehensive method facilitated a nuanced understanding of DID's effects on learning and academic outcomes. Results indicated a significant correlation between learners with DID and lower academic performance when compared to their peers without DID. Qualitative findings revealed that dissociative episodes, memory lapse, and the psychological stress associated with Dissociative Identity DID adversely affected learners’ participation in class, homework completion, and exam performance. Furthermore, the study found a general lack of awareness and resources in rural schools to effectively support learners with DID, compounding the challenges they face. The study concludes with several key findings: the need for targeted training for educators in identifying and supporting learners with DID, the importance of integrating psychological support within the school system, and the potential benefits of personalized learning plans for affected learners. The focus should not merely be on academic performance but on creating a holistic experience where every learner, regardless of their challenges, feels included and valued. The study calls for further research and strategies to identify and address dissociative symptoms in learners. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12926 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Academic performance | en_ZA |
| dc.subject | Dissociative Identity Disorder | en_ZA |
| dc.subject | Distinct identities | en_ZA |
| dc.subject | FET phase Learners | en_ZA |
| dc.subject | Rural schools | en_ZA |
| dc.title | The influence of dissociative identity disorder on academic performance of FET phase learners in KZN rural schools | en_ZA |
| dc.type | Dissertation |