Journal articles on the topic 'Students – KwaZulu-Natal – Social conditions'

Objective: In South Africa, Black African women between the ages of 15 and 24 years are especially vulnerable to HIV. The heterosexual transmission of the disease is exacerbated by social and cultural conditions that perpetuate gender relations of inequality. Problematic conceptualisations of femininity increase sexual risk. The objective of this article is to examine the ways in which undergraduate university Black African female students make meaning of gender and sexuality on campus and the social processes through which femininities are produced. Design: Qualitative research study. Setting: University of KwaZulu-Natal, South Africa. Method: In total, 10 in-depth interviews and focus group discussions with 25 Black African undergraduate female students aged between 18 and 24 years old. Results: Campus life was conceived as a place of heterosexual freedom, sexual enjoyment and engagement with dating relationships. Relationships were forged based on romantic notions of love and versions of femininity based on trust lead to sexual risk and unwanted pregnancy. In the context of material inequalities, ‘sugar daddy’ relationships further limited female students’ ability to negotiate safe sex. The overall climate on campus was structured along gender power inequalities. Female students feared and were victims of verbal, physical assault and sexual coercion. The lack of campus security exacerbated female students’ vulnerability to violence on campus. Conclusion: Addressing the specific meanings expressed by Black African female students on campus can help to improve the effectiveness of campus-based health education interventions promoting safe sex, gender equality and student safety.

AbstractClimate change projections of increases in lightning activity are an added concern for lightning-prone countries such as South Africa. South Africa’s high levels of poverty, lack of education, and awareness, as well as a poorly developed infrastructure, increase the vulnerability of rural communities to the threat of lightning. Despite the existence of national lightning networks, lightning alerts and warnings are not disseminated well to such rural communities. We therefore developed a community-based early warning system (EWS) to detect and disseminate lightning threats and alerts in a timely and comprehensible manner within Swayimane, KwaZulu-Natal, South Africa. The system is composed of an electrical field meter and a lightning flash sensor with warnings disseminated via audible and visible alarms on site and with a remote server issuing short message services (SMSs) and email alerts. Twelve months of data (February 2018–February 2019) were utilized to evaluate the performance of the EWS’s detection and warning capabilities. Diurnal variations in lightning activity indicated the influence of solar radiation, causing convective conditions with peaks in lightning activity occurring during the late afternoon and early evening (between 1400 and 2100) coinciding with students being released from school and when most workers return home. In addition to detecting the threat of lightning, the EWS was beneficial in identifying periods that exhibited above-normal lightning activity, with two specific lightning events examined in detail. Poor network signals in rural communities presented an initial challenge, delaying data transmission to the central server until rectified using multiple network providers. Overall, the EWS was found to disseminate reliable warnings in a timely manner.

Background: Universities have a social responsibility to ensure that they select and train healthcare professionals (HCPs) who can meet the healthcare needs of local communities. The aim of this study was to assess the extent to which the University of KwaZulu-Natal (UKZN) contributes to the training of HCPs working in district hospitals (DHs) in KwaZulu-Natal Province, and the impact that the funding source for their training has on DH staffing.Methods: This was an observational descriptive study, with all doctors, dentists, dental therapists, pharmacists, physiotherapists and radiographers working at DHs in KZN in November 2016 being invited to participate. Data were collected through a validated questionnaire.Results: A total of 514 HCPs working in 29 DHs participated in the study; over half (57%) of the South African medical graduates had trained at UKZN, as had 62% of pharmacists, 64% of physiotherapists and 92% of dental therapists. Some 87% of the HCPs had worked in DHs for five years or less, 65% planned to leave in the near future, and 29% planned to leave at the end of 2016.Discussion: UKZN plays a significant role in training for the short-term needs of DHs in KZN. Much of the workforce is young and transient, which has implications for service provision and expanding the teaching platform to DHs. The lack of long-term staff retention suggests that UKZN needs to continually monitor the selection of students, as well as the content and context of the training, if it is to contribute to the province’s long-term staffing needs.

Youth violence is of public health and social concern. A South African cluster randomized trial (434 grade 10 students, 16 schools), used the Integrated Model for Behavior Change conceptual framework to implement a 20 module classroom-based intervention program. The study contributes to the literature and used a strong analytical technique since mixed effects linear regression assessed the impact of the intervention on physical violence endpoints and other socioeconomic confounders/factors. The intervention reduced students' experiencing physical violence compared to controls and social pressure for this, yet no differences were found for hitting others. Our results support findings that school programs against violence can reduce students' experience of physical violence, but translation of these findings to reduce the actual hitting of others may need further approaches and/or more time.

This article presents findings of a study conducted at the University of KwaZulu-Natal’s Department of African Languages on the motivation of isiZulu first language (L1) undergraduate students for studying isiZulu first language modules. In this paper, we postulate that students’ motivation for learning an African language in the South African context is a result of multiple variables that relate to relevance and socio cultural implications of the concerned language, and the effects of the pervasiveness of English in the social, cultural, economic and political spheres of life. Understanding student motivation for studying African languages as L1 is vital as an additional measure in transforming curricula in order to satisfy the multilingual needs of the global world by enforcing additive bilingualism that embraces African languages. Questionnaires were used, and the responses were analysed thematically to determine students’ motivation to enrol for isiZulu modules. The findings of the study reveal intrinsic and extrinsic motivational factors, among them, the use of isiZulu for teaching and learning, cultural affi liation and identity, career trajectories, peer and/or family pressure and a poor selection, or a lack of course alternatives.

The university period provides a critical developmental transition from adolescence to adulthood. During this period, young people establish patterns of behaviors and make lifestyle choices that affect their current and future health. Using the social constructionist paradigm that examines the development of masculinities as a mutual construct of individual, social, cultural, and historical context, this article explores the interactions between masculinities and sexual behaviors of young men at the University of KwaZulu-Natal, South Africa. The study used a qualitative approach and employed purposive sampling to recruit 36 young Black male students aged between 18 and 30 years. Four focus group discussions consisting of 8 to 10 participants were conducted according to the current year of study of male students. Data were transcribed, coded, and analyzed thematically. Our results show that the freedom and independence acquired from being away from home enabled students to enact their masculinities freely. Our findings further reveal that an individual has multiple masculinities which are often exerted to suit the present discourse they are in at any given point.

South Africa's first democratic government is today confronted with the challenge of recasting apartheid social and health policies, transforming a moribund bureaucracy's mode of governance, and restructuring a variety of public and private institutions, including the national Department of Health. In the attempt to redress racial, gender, and class inequities, enormous barriers confront health policy analysts and planners, progressive politicians, and activists within civil society who work in the field of health. This article sets the broad social policy context for the emerging strategies, documents some of the continuing inequities in the health sector, and recounts some recent experiences in one of the nine provinces (KwaZulu-Natal), to illustrate the difficulties and potentials that change of this magnitude presents under the prevailing conditions of neoliberal politics and economics.

Based on a study for a master’s dissertation, this article reports on an investigation of the information seeking behaviour of blind and visually impaired students. It investigated whether the services provided by the University of KwaZulu-Natal on its Pietermaritzburg campus (hereafter UKZN-PMB) accommodated the information seeking behaviour of blind students and those with visual impairments. The theoretical framework for the study was Wilson’s (1996) Model of Information Behaviour, Belkin’s (1982) Anomalous Stat of Knowledge approach and Oliver’s (1996) Social Model of Disability. Blind students and those with visual impairments, the subject librarians from the Main Library and the Disability Unit (DU) Co-ordinator were surveyed. The study revealed that the students exhibited information seeking behaviour that included the DU staff as an indispensable part of information access. Recommendations include developing a strategy to implement the UKZN disability policy and allocating a sufficient budget for the purchase of assistive devices or, preferably, incorporating principles of universal design in the information system.

Background: The association between Self-Rated Health (SRH) and poor health outcomes is well established. Economically and socially marginalized individuals have been shown to be more likely to have poor SRH. There are few representative studies that assess the factors that influence SRH amongst individuals in KwaZulu-Natal, South Africa. This study assessed factors associated with poor self-rated health amongst individuals from KwaZulu-Natal using data from the 2012 South African national household survey. Methods: The 2012 South African population-based nationally representative household survey employed a multi-stage stratified cluster randomised crossectional design. Multivariate backward stepwise logistic regression models were used to determine whether SRH is significantly influenced by socio-demographic and health-related factors. Results: Out of a total of 5192 participants living in KZN, 18.1% reported having fair/poor SRH. In the multivariate logistic regression model the increased likelihood of reporting fair/poor was significantly associated with being older, HIV positive, being an excessive drinker, and not having medical aid. The decreased likelihood of reporting fair/poor was associated with being educated, not having a chronic condition, being physically active, being employed, and not accessing care regularly. Conclusion: This study has shown that marginalized individuals are more likely to have poorer SRH. Greater efforts need to be made to ensure that these individuals are brought into the fold through education, job opportunities, health insurance, social support services for poor living conditions, and poor well-being including services for substance abusers.

Individual and household-level characteristics that influence sexual behavior have been extensively studied in South Africa, but community characteristics have received limited attention. We use multilevel discrete time hazard models and multilevel logistic regression models to analyze data from a representative sample of young people in KwaZulu Natal, and from several sources of community data. Results suggest that, net of individual and household characteristics, higher levels of community concentrated disadvantage are associated with increased hazard of sexual initiation and higher risk of unprotected sex. Social disorder increases the hazard of sexual initiation, while greater community social cohesion is associated with delayed sexual debut, although the latter association appears stronger for young men than for young women. We discuss these results and the ways they vary from predictions based on U.S. theory in light of conditions prevailing in contemporary South Africa.

Enhancing students’ learning experience through support structures such as tutorial sessions is essential. Students attending the tutorial sessions within the Discipline of Public Governance have never been given the opportunity to provide feedback on the sessions they have attended. They only get a chance to evaluate their lecturers using closed and open-ended questions to capture their learning experiences about modules’ structure, content, delivery and assessments. This implied a need to explore the students’ perceptions about the tutorial sessions during the normal conditions and under severe conditions like this of COVID-19. The quantitative approach was utilised and the data was collected through the distribution of questionnaires to the undergraduate students. The participants attended tutorials within the Discipline of Public Governance during the first semester of the year 2020. The study findings indicated that tutorial sessions occupy a critical role in students' development and learning. It is the platform for the students to easily interact with other students, discuss issues, and improve their performance. The study recommends that higher education institutions invest in the tutorial structure as one of the student support systems as it produces positive results in enhancing student learning. Redefining and reviewing the tutorial support structure is always crucial to improve the tutorial sessions' quality.

This study investigated the living conditions of the eZakheleni informal settlement, Durban metropolis of Kwazulu-Natal, South Africa. The utilized data were collected with the use of a well-structured questionnaire through a multistage sampling of 255 households. The descriptive results indicated low levels of educational attainment, large number of female headed households, high unemployment rates, inadequate sources of income, poor security and low government intervention programmes. The results of inferential analysis indicate that factors such as water accessibility, toilet accessibility, years of working experience, food security status, educational status and access to good health were the significant factors that were key to improving the living conditions of the residents in the study area. The study therefore concluded that education, basic housing services (water accessibility, toilet accessibility), food security, working experience, social connectivity and health are key contributors to households’ living condition in the study area and recommended several future research and policy directions which could improve the living conditions of the informal settlement.

Background:Globally, there is a lower ratio of healthcare worker to population in rural compared to urban areas. Scholars are motivated by a number of factors to choose a career in health sciences. Determining these factors among rural and urban-origin students could inform recruitment and retention strategies to redress this imbalance.Objectives:To determine and compare motivating factors for a career in health sciences among Rural-Origin (ROS) and Urban-Origin Students (UOS) at three South African universities.Methods:Three institutions (former University of Limpopo (Medunsa Campus), now Sefako Makgatho Health Sciences University (SMU), University of KwaZulu-Natal (UKZN) and University of Cape Town (UCT) participated in the study 2011. Health science students completed a self-administered questionnaire. The SAS® (version 9.2) for Microsoft statistical software was used for analysis. Statistical significance was set at p ≤ 0.05.Results:A total of 1633 health sciences students participated in the study. Parents (505; 30.9%) and personal exposure (484; 29.6%) were the main motivating factors for both ROS and UOS, with significantly more UOS than ROS motivated by these factors (p < 0.001). The contribution of role models (93; 5.7%), friends (77; 4.7%), high school teachers (77; 4.7%), mentors (36; 2.2%) and university lecturers (18; 1.1%) was minimal, with no significant difference between UOS and ROS (p > 0.05).Conclusion:There is need for the health care sector to support students’ families and encourage students’ personal exposure to health care facilities and personnel in order to motivate them towards a career in health sciences.

The objective of this qualitative study was to explore the nature of the organisational architecture of a Technical and Vocational Education and Training (TVET) campus according to the perspectives of students in KwaZulu-Natal in South Africa. Twenty-two students in a TVET campus were selected using purposive sampling and interviewed to collect data. Thematic analysis was used to deduce relevant themes. The results reveal that the organisational architecture of the TVET campus had a twin strategy of active learning and assessment-led teaching that was cardinal, but inadequate for the learning needs of students, and misaligned by unsupportive systems, distant and disconnected style of management to respond to student's problems, shortage of good lecturers and lack of critical resources. Predominantly, students who had already failed in their course were active in cultivating dropout behaviour and culture among peers. The absence of workplace learning by students was a significant gap in the organisational architecture. Critical changes in management style, systems, staff, resources, student peer relations, and reinforcement of workplace learning are imperative if the organisational architecture of the TVET campus is to be re-aligned and effective as a pathway to work for the South African youths. Received: 19 August 2020 / Accepted: 25 October 2020 / Published: 17 January 2021

Part One of this series of articles outlines the current educational situation in the Third World context of Kwazulu/Natal. It highlights the problems caused by inadequate school buildings, low school attendance, lack of adequately trained teachers and, not surprisingly, the consequent general low school achievement of pupils. To compound these already debilitating factors, pupils learn in their second language (English) and the curriculum is Western oriented. However, the writers argue that even if the material conditions were improved, the teachers' qualifications upgraded and the curriculum made more relevant, there are other factors concerning the pupils themselves which inhibit their learning. Part two analyses some of the causes of underachievement. Certain types of social environment are not conducive to cognitive development to an extent sufficient for the learner to derive optimal benefit from schooling. (Vygotsky, 1978, Brushlinsky 1979, Feuerstein, 1979). These social conditions which include poverty, disrupted family life and fragmented cultural heritage are common causes of under-achievement. A direct and primary cause of pupils' under-achievement (which is distinct from hereditary or organic factors) derives from a lack of relevant and appropriate mediated learning experiences which are necessary for school-based learning. Mediation refers to the intentional selection and interpretation of the child's experiences by an adult who helps the child to build the cognitive “scaffolding” and gradually enables him/her to make sense of the world and to gain mastery and independence in learning. The child builds on mastered concepts, the higher concepts extending and transforming the lower. It is not a question of whether the child receives mediation or not because obviously in any home environment mediation is taking place between adult and child, but whether the child receives the kind of mediation which provides the cognitive scaffolding necessary for certain kinds of learning, in this instance, formal school learning.

We investigate the role of human mobility as a driver for long-range spreading of cholera infections, which primarily propagate through hydrologically controlled ecological corridors. Our aim is to build a spatially explicit model of a disease epidemic, which is relevant to both social and scientific issues. We present a two-layer network model that accounts for the interplay between epidemiological dynamics, hydrological transport and long-distance dissemination of the pathogen Vibrio cholerae owing to host movement, described here by means of a gravity-model approach. We test our model against epidemiological data recorded during the extensive cholera outbreak occurred in the KwaZulu-Natal province of South Africa during 2000–2001. We show that long-range human movement is fundamental in quantifying otherwise unexplained inter-catchment transport of V. cholerae , thus playing a key role in the formation of regional patterns of cholera epidemics. We also show quantitatively how heterogeneously distributed drinking water supplies and sanitation conditions may affect large-scale cholera transmission, and analyse the effects of different sanitation policies.

ABSTRACTIn many sub-Saharan African communities, caring for vulnerable children in the era of HIV/AIDS appears to be creating deep financial, physical and psychological strains for care-givers, the great majority of whom are ageing women or ‘grandmothers’. Yet, limited primary research has been carried out with older women in specific communities, and therefore grandmothers' collective responses, sources of support, complex lived experiences, and diverse family situations are not well understood. This paper presents the findings of research undertaken in four communities in KwaZulu-Natal, South Africa, between 2006 and 2010. The purpose was to understand the daily stresses, collective responses and mobilisations of older women in these communities. The research involved repeated focus groups, interviews and participant observation involving approximately 100 older women. In the analysis, attention is given to the diversities among participants, the ways in which HIV/AIDS intermingles with other stresses in their lives to drive their mobilisations, and their collective responses, even amidst highly constrained conditions. Through these lenses, the paper illuminates how older women in these communities are organising in response to the combined, devastating and diverse effects of HIV/AIDS, poverty, violence and illness. It also suggests that, counter to some stereotyping of ‘African grandmothers’ as frail or passive, these women are forming associations in order to generate incomes, resist stigma, connect with broader support networks and provide care to hundreds in their communities.

Tourism industry in the central Drakensberg region has enjoyed a noteworthy growth in visitor influx and earnings as well. Conversely, poverty and poor living conditions in and around villages positioned nearby to major tourist destinations in the country continues to degenerate, which ultimately raised the issue regarding the contribution of host communities in tourism decision making and informative consultation processes. Community consultation and participation in decision making processes constitute a crucial component that offers assurance to the host community that tourism benefits will be shared with the community and that their views will be considered when making tourism decisions. Thus, this paper aims at exploring the existing extent of community consultation and participation in tourism decisions making, using a case study of Umhlwazini, Bergville, KwaZulu-Natal. The study incorporates a qualitative research approach with the use of interviews, focus groups and observations. The research findings show that the informative consultation process of community in the study area has been centralised, controlled, and minimal to none regardless of the constant aspirations of the host community to participate in decision making processes. Agreements and decisions relating to tourism and the community resources are agreed upon by outsiders who have no interest of the community at heart. The study recommends a private-public partnership, financial support for small local business enterprises, policy development and amendment to promote active community participation in tourism consultation and decision-making processes. This study contributes to a broader context of community participation in decision making structures, and present scholarly significance to researchers, students and academicians, and theoretical value to government, policy makers, investors and tourism authorities.

Tourism industry in the central Drakensberg region has enjoyed a noteworthy growth in visitor influx and earnings as well. Conversely, poverty and poor living conditions in and around villages positioned nearby to major tourist destinations in the country continues to degenerate, which ultimately raised the issue regarding the contribution of host communities in tourism decision making and informative consultation processes. Community consultation and participation in decision making processes constitute a crucial component that offers assurance to the host community that tourism benefits will be shared with the community and that their views will be considered when making tourism decisions. Thus, this paper aims at exploring the existing extent of community consultation and participation in tourism decisions making, using a case study of Umhlwazini, Bergville, KwaZulu-Natal. The study incorporates a qualitative research approach with the use of interviews, focus groups and observations. The research findings show that the informative consultation process of community in the study area has been centralised, controlled, and minimal to none regardless of the constant aspirations of the host community to participate in decision making processes. Agreements and decisions relating to tourism and the community resources are agreed upon by outsiders who have no interest of the community at heart. The study recommends a private-public partnership, financial support for small local business enterprises, policy development and amendment to promote active community participation in tourism consultation and decision-making processes. This study contributes to a broader context of community participation in decision making structures, and present scholarly significance to researchers, students and academicians, and theoretical value to government, policy makers, investors and tourism authorities.

What has been the role of politics within and around the community telecentres (TCs)? The background is the depoliticized international discourse that has accompanied ICT4D policies. The focus is on multi-purpose TCs run by non-governmental organizations, equipped with computers and internet connectivity, tasked to implement public ICT-to-the-poor policies. Specifically, the article discusses the differences of technical-social functionality of such TCs within the same country and policy context. The assumption is that empowerment, particularly of the local operating organization and its personnel, is a key factor. The strategy is to combine stakeholder and power analysis to assess the extent of empowerment by exploring a multi-dimensional framework for understanding power relations. Four TCs in KwaZulu-Natal, South Africa, were studied over a two-year period of repeated visits of intensive fieldwork of participatory observation and interviews. The research found that big differences existed between the TCs in terms of empowerment. Changes in power relations are necessary, although not sufficient, conditions for a community TC to function in the way desired. Moreover, three stages of empowerment are suggested, highlighting the Operating Organization, the TC manager/staff and the TC users, respectively. The article concludes by reflecting on the analytical-theoretical framework for power relations.

In antithesis to the 2030 Agenda on Sustainable Development (socioeconomic inclusion for all) and a relatively progressive refugee policy framework (Refugee Act 130 of 1998), refugees in South Africa continue to face targeted exclusion and reduced living potentials. Impediments to refugee groups ability to ‘thrive and not just survive’ (as called for in the 2018 Global Compact on Refugees), are examined in this paper through a synopsis of the conditions surrounding their access to legal documents (a conduit to socioeconomic rights), their equitable participation/inclusion within the formal labour markets, financial sectors etc. In examining these issues, a case-study-based interpretive research design technique with eight FGD participants and two life history participants (drawn from Congolese refugees’ residing in KwaZulu-Natal, South Africa) was done. Several conceptual frameworks as well as a single principal theory (Murphy’s theory of monopolization) were utilized so as to fully examine forced migrant groups socioeconomic participation/inclusion in South Africa. This articles findings revealed that primary cultural, as well as structural agentive processes of obstruction significantly inhibit refugee groups full socioeconomic participating in the life of their host communities. The said obstructions included but were not confined to: adverse forms of incorporation, opportunity hoarding, as well as the normative unobtainability of social, cultural, and symbolic forms of capital.

Purpose The high prevalence of bullying in South African schools in recent times is a cause for serious concern. Bullying is traumatic and has a painful, corrosive and damaging impact on children, families and society. Hence, curbing the problem before it spirals out of control in secondary schools requires immediate urgent attention from all stakeholders of the school. The purpose of this paper is to report on part of the investigation done for a doctoral thesis (Singh, 2016), which looked at the factors contributing to bullying perpetration in secondary schools and on the basis of the findings, recommend a model that may be used to curb bullying in secondary schools. A qualitative research design was used to investigate the problem through an interview process with participants from secondary schools, as well as a circuit manager from the Uthungulu district of KwaZulu-Natal. The findings confirmed that the problem of bullying emanated at the level of the family, the school and the community. The paper concludes with the provision of a model to manage and curb bullying in these secondary schools. Design/methodology/approach A qualitative research approach, in particular a case study design, was selected to give a clear understanding of participants’ views and experiences (Johnson and Christensen, 2011; Mason, 2013). The design involved a social constructivist paradigm, which was primarily concerned with meaning and understanding people’s “lived experiences” and “inner-worlds” in the context of the conditions and circumstances of their lives, which in this particular instance was bullying in secondary schools, occurring within a social context, which was the school (Johnson and Christensen, 2011). Purposeful sampling was used to identify five secondary schools in the Uthungulu district of KwaZulu-Natal where the problem of bullying was most prevalent principals at circuit and district-level meetings complained about the high incidence of bullying perpetration in their schools. Findings This paper highlights the findings in respect of the factors contributing to bullying perpetration in schools and presents a management model to curb bullying in secondary schools in KwaZulu-Natal. Factors contributing to bullying: the findings from the empirical investigation avowed that the three key factors contributing significantly to bullying behaviour are located at the level of the family, the school and the community. First, influence at family level: “60–70 per cent of our learners come from broken homes”. An overwhelming majority of participants in all five secondary schools attributed the escalation of bullying in schools directly to the influence at the family level. Broken homes, poor upbringing, the absence of positive role models and the influence of media violence on learners have had a negative impact on the culture of discipline, teaching and learning in the classroom and the general ethos of schools. Second, influence at school level: “the foremost problem here is peer pressure”. An overwhelming number of participants identified several factors at the school level that contributed to bullying in secondary schools. Learner 3 (School A) highlighted the problem of peer pressure and the need to belong to a group as a critical factor in advancing bullying in schools. Third, influence at community level: “they come from that violent environment”. Participants explained that the absence of after-school programmes and a lack of facilities, particularly in rural communities, misdirected youngsters into engaging in other destructive vices such as forming gangs and indulging in drugs and alcohol, to keep themselves occupied. Originality/value Various studies have been conducted in South Africa to understand the phenomenon of bullying and violence in South African schools. While the current body of research highlights the problem of bullying in schools and provides some guidelines on what measures may be adopted to address the problem, the suggested methods are not effective enough, resulting in the problem continuing unabated. This study therefore suggests a model to manage and curb bullying in secondary schools in South Africa.

Background: Studies documenting the socioeconomic impact of education leading to employment of rural youth, specifically in the healthcare professions, are lacking. The Umthombo Youth Development Foundation (UYDF) is an NGO that provides financial support for rural students to train as healthcare professionals (HCPs) as a way of addressing staff shortages at rural hospitals. The aim of this study was to understand the social and economic impact on individuals and their families of qualifying as an HCP and being employed at a rural district hospitalMethodology: A mixed methodology was used to collect data from 40 graduates at eight district hospitals in rural KwaZulu-Natal province. The research tools had qualitative and quantitative questions, with additional data being extracted from the UYDF database. The qualitative data were analysed thematically, with STATA software being used for the quantitative analysis.Results: The findings indicate that graduate household assets increased significantly, as did their socioeconomic circumstances, compared with before they qualified as HCPs. Graduates attached high value to education that led to their employment, which provided them with money to afford assets. Having a permanent job and regular income also transformed their families’ lives, as they were able to care for their siblings and extended family members.Conclusions: Training rural youth for employment in scarce skills that leads to employment, such as a career in the health sciences, boosts their socioeconomic circumstances and that of their families. This contributes to the staffing of rural hospitals, job creation and the economic development of the country.

Recent progress and innovation are testament to the willingness of municipal authorities to address climate change. However, urban regions worldwide exhibit an immense diversity of conditions, capabilities and responses to the challenges of changing climatic conditions. While separated by politico-administrative borders, adjacent municipalities within such regions are connected through biophysical, politico-economic, and social systems likely to be reconfigured under changing climatic/environmental conditions. Yet, to date, politico-administrative borders have largely determined the parameters of local government climate change adaptation strategies, with insufficient attention to the role of inter-municipal collaboration, especially between neighbouring rural, peri-urban and urban municipalities, for co-ordinating such policies and interventions. Within a multi-level governance framework, this paper considers the recent evolution of climate agendas in the eThekwini (formerly Durban City Council) metropolitan municipality and the adjacent Ugu (predominantly rural) district municipality on the south coast of KwaZulu-Natal province (KZN), South Africa, focusing particularly on cross-border collaboration within the greater city region. The challenges were investigated by means of 53 in-depth, semi-structured interviews with municipal, regional and local authority association staff in November 2009, March 2012, and August 2017. Our core argument is that weak inter-municipal collaboration, particularly between urban, peri-urban and rural areas within metropolitan and functional city regions, has been a significant impediment to realizing transformative adaptation within such regions. The experiences of these two contiguous yet contrasting municipalities represent a microcosm of the dramatic discontinuities and inequalities on all variables within adjacent urban metropolitan and rural contexts in South Africa and beyond. Despite promising recent signs, the challenges of inter-municipal collaborative action are therefore formidable.

Purpose Using a South African district of education as a case study, the purpose of this paper is to explore how high-stake assessments informed by marketisation and managerialism have been embedded in the South African education system. Design/methodology/approach This papers draws on data that were collected through a mixed method approach in the secondary schools of the uMgungundlovu District, which is in Kwazulu-Natal province (KZN) in the eastern part of South Africa. This paper emerged from multiple sources of data, that is, from documents, interviews, questionnaires, and observation as well as secondary sources. Findings The paper demonstrates how the pincer movement of markets and managerialism have used high-stake testing as a mechanism of performativity. It illustrates how test scores are published in newspapers to provide consumers with information that is needed for full participation in the marketised education system. Practical implications The insights from this paper have profound implications for school managers and policy makers. While high-stake tests are logically consistent and theoretically defensible, overdependence on them portends the replacement of traditional values of schools by the market value of the education. Originality/value The study contributes profound insights into how the high-stake testing serves the purpose of social control and subjugation mechanisms for students, schools, and teachers by the state and the invisible arm of the markets. The problem with the use of high-stakes testing as performativity mechanisms is not just that they hinders learning and teaching, but it changes the work of schools and teachers who are at the chalkface of education system.

Empirical studies have shown a positive correlation between learners’ academic success and parental involvement. This notion is widely acknowledged by teachers and society at large as a remedy in addressing some of the most predominant educational challenges. A formidable alliance between schools and parents as a strategy to promote learners’ educational success has been the highlight of different departmental policies. This advocacy equally possesses a longstanding basis in research. The purpose of this article is to investigate teachers’ perceptions of parental involvement in selected underperforming secondary schools within the Pinetown District, Durban, KwaZulu-Natal. Arguably, parental involvement is seen as a crucial success factor in students’ academic achievement, while the level of communication between the parents and schools can be perceived as influential in their communicative meetings. The challenge that emerges from a lack of parental involvement can be attributed to ineffectual or noncommunication amongst parents and schools. Invariably, when a learner underperforms in school, parents and teachers blame each other for learners’ poor performance. The study stresses the need for active involvement of parents in their children’s education so necessary and timely interventions may be applied if need be. The findings also suggest that parents from underprivileged schools show less concern for learners’ educational endeavors, while some are concerned and make concerted efforts to be involved in their children’s academic activities, but their social and educational background limits their level of involvement. However, at the secondary school level, research evidence is less supportive. Lastly, teachers also assert that mutually beneficial collaboration between parents and teachers is of great importance in children’s learning and success in school.

Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) is a new strain of virus in the Coronavirus family that has not been previously identified. Since SARS-CoV-2 is a new virus, everyone is at risk of catching the Coronavirus disease 2019 (Covid-19). No one has immunity to the virus. Despite this, misconceptions about specific groups of people who are immune to Covid-19 emerged with the onset of the pandemic. This paper explores South African communities’ misconceptions about who is most vulnerable to Covid-19. A rapid qualitative assessment was conducted remotely in Gauteng, KwaZulu-Natal and the Western Cape provinces of South Africa. Recruitment of study participants took place through established relationships with civil society organizations and contacts made by researchers. In total, 60 key informant interviews and one focus group discussion was conducted. Atlas.ti.8 Windows was used to facilitate qualitative data analysis. The qualitative data was coded, and thematic analysis used to identify themes. The results show a high level of awareness and knowledge of the transmission and prevention of SARS-CoV-2. Qualitative data revealed that there is awareness of elderly people and those with immunocompromised conditions being more vulnerable to catching Covid-19. However, misconceptions of being protected against the virus or having low or no risk were also evident in the data. We found that false information circulated on social media not only instigated confusion, fear and panic, but also contributed to the construction of misconceptions, othering and stigmatizing responses to Covid-19. The study findings bring attention to the importance of developing communication materials adapted to specific communities to help reduce misconceptions, othering and stigmatization around Covid-19.

Abstract Background Young women in South Africa are at particularly high risk for acquiring HIV, yet implementation of HIV prevention programmes in rural settings lags. We examined the experiences and perceptions of young women initiating pre-exposure prophylaxis (PrEP) in a rural setting under real-world programmatic conditions, in order to strengthen future PrEP delivery to this population. Methods Young women initiating PrEP in Msinga, a municipality in KwaZulu-Natal province, were interviewed about their motivation to start PrEP and their experiences in taking PrEP. Interviews were conducted at PrEP initiation and longitudinally as they returned to clinic monthly for medication refills. Results Among seventeen sexually active at-risk young women (IQR 18–22.5 years old) who initiated PrEP, 71% lived in a household receiving a government grant, 24% had history of an STI and 71% reported inconsistent condom use. All participants disclosed PrEP use to a family member, but only 20% informed their male sexual partner. All expressed uncertainty regarding their partners’ sexual activities as a primary motivation for PrEP initiation. Social support from family and friends as well as interacting with other young women taking PrEP were identified as important facilitators. Barriers to PrEP included lack of community awareness about PrEP, limited clinics offering PrEP, HIV stigma, and logistics of accessing healthcare facilities. Young women valued a peer PrEP champion to facilitate and maintain successful engagement in care, as well as patient-centered PrEP delivery models that allow for care outside traditional clinic facilities. Conclusion Input from young women has the potential to significantly enhance and expand PrEP implementation. Tailored implementation efforts should include strengthening the role of community health workers, improving community-wide PrEP education, empowering women within their relationships, facilitating skill building for PrEP disclosure to partners, incorporating community PrEP champions, and developing alternative PrEP delivery models including community-based delivery. Disclosures All Authors: No reported disclosures

Purpose Cyberbullying occurs when a minor is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another child. Given that cyberbullying entails defamation or spreading false information or portfolios about someone, it is regarded as a violation of the ethical code of information use. The purpose of the study was to explore the perceptions, experiences and challenges of post-high school youth with regards to cyberbullying. This is a quantitative study that used a survey approach to gather data using a self-administered questionnaire, which was distributed to 60 youth from the KwaZulu-Natal computer literacy community engagement project. The findings attest that youth recognise that cyberbullying might have detrimental effects on victims, such as alcohol and drugs abuse, low self-esteem, high level of absenteeism, poor grades and depression and suicidal thoughts. There is a low percentage of victims and perpetrators of cyberbullying in rural contexts in South Africa. It is hoped that findings may will a positive impact in the rural communities and enable the youth to interact with the modern technologies and handle them in an ethical manner. The study recommends that parents need to take cognisance of the probable possible dangers of the various technologies so that they could be instrumental in educating their children about children cyberbullying. Further, the schools and the Department of Education can play a fundamental role in educating children about cyberbullying and cyber ethics. Design/methodology/approach This survey was conducted to explore youth perceptions and experiences, as well as violations, of ethics through cyberbullying as experienced by the rural community at Mbazwana in the North Coast of KwaZulu-Natal. Convenience sampling was used, because although the questionnaire was distributed to all 60 participants in the project, not all of them completed the instrument, as participation was voluntary. Only 43 were completed, which is equal to 72 per cent response rate. The validity of the data collection instrument used was enhanced by the fact that questions were derived from the main objective of the study. Some themes of the instrument were self-designed and others were adapted from a similar study by Dehue et al. (2008), who looked at cyberbullying experiences of youth. The instrument was tried out in a pilot study in grade 12 classes in two high schools at Mbazwana in a bid to find out whether the learners would understand the questionnaire. Post-high school learners were considered to be at a similar level as the grade 12 learners polled. The pilot study proved its own importance: students who filled in the questionnaire indicated that they were not familiar with some terms and the researchers had to simplify the language to make it more understandable. Findings A large portion of the youth studied (45 per cent) indicated that they used their smartphones to access the internet, 25 per cent identified libraries as their source of access to the internet and 13 per cent reported accessing the internet from community laboratories (usually found in Department of Education centres). In total, 13 per cent of respondents reported accessing the internet from friends’ computers. Last, the smallest proportion at 4 per cent reported having internet access via their home desktop computers. The South African Mobile Report (2014) reveals that a great majority of South Africans access the internet via their own smartphones. These findings might indicate that many people nowadays do indeed have internet access in their regions. Research limitations/implications The results of this study indicate that not all households own a desktop computer, as some people rely on community laboratories and others rely on friends who own desktop or laptop computers. Practical implications The study results reveal that most students who did the computer literacy course consider themselves at an “intermediate” level. It was noted that cellphones/smartphones play a significant role in gaining access to the internet and to social networking applications in rural communities. The social media applications most visited by youth in this study were shown to be Facebook and WhatsApp. Only a relatively low percentage of the respondents in this study in a rural context in South Africa reported being either victims or perpetrators of cyberbullying. Social implications Social media give people ample opportunities to interact and socialise with other people in global context. Only a relatively low percentage of the respondents in this study in a rural context in South Africa reported being either victims or perpetrators of cyberbullying. It is hoped that insights gained from these findings may have a positive effect in the rural communities if awareness programmes are put in place to enable the youth to interact with the modern technologies and handle them in an ethical manner. Originality/value The contribution to the world of knowledge is that this study gives a clear indication of experiences and perceptions of cyberbullying in rural areas in South Africa. This will inform other scholars who want to engage in similar studies in different contexts that can be compared with the results of this study. It is notable that one cannot predict one’s own knowledge of a certain aspect of a community until one has fully engaged in research. Prior to this study, the researchers did not know whether the rural community youth participated in cyberbullying.

<p><strong>List of abstracts and authors:</strong></p><p><strong>1. Antipsychotics in anxiety disorders</strong></p><p>Christer Allgulander</p><p><strong>2. Anxiety in somatic disorders</strong></p><p>Christer Allgulander</p><p><strong>3. Community rehabilitation of the schizophrenic patient</strong></p><p>Orlando Alonso Betancourt, Maricela Morales Herrera</p><p><strong>4. Dual diagnosis: A theory-driven multidisciplinary approach for integrative care</strong></p><p>David Blackbeard</p><p><strong>5. The emotional language of the gut - when 'psyche' meets 'soma'</strong></p><p>Helen Clark</p><p><strong>6. The Psychotherapy of bipolar disorder</strong></p><p>Franco Colin</p><p><strong>7. The Psychotherapy of bipolar disorder</strong></p><p>Franco Colin</p><p><strong>8. Developing and adopting mental health policies and plans in Africa: Lessons from South Africa, Uganda and Zambia</strong></p><p>Sara Cooper, Sharon Kleintjes, Cynthia Isaacs, Fred Kigozi, Sheila Ndyanabangi, Augustus Kapungwe, John Mayeya, Michelle Funk, Natalie Drew, Crick Lund</p><p><strong>9. The importance of relapse prevention in schizophrenia</strong></p><p>Robin Emsley</p><p><strong>10. Mental Health care act: Fact or fiction?</strong></p><p>Helmut Erlacher, M Nagdee</p><p><strong>11. Does a dedicated 72-hour observation facility in a district hospital reduce the need for involuntary admissions to a psychiatric hospital?</strong></p><p>Lennart Eriksson</p><p><strong>12. The incidence and risk factors for dementia in the Ibadan study of ageing</strong></p><p>Oye Gureje, Lola Kola, Adesola Ogunniyi, Taiwo Abiona</p><p><strong>13. Is depression a disease of inflammation?</strong></p><p><strong></strong>Angelos Halaris</p><p><strong>14. Paediatric bipolar disorder: More heat than light?</strong></p><p>Sue Hawkridge</p><p><strong>15. EBM: Anova Conundrum</strong></p><p>Elizabeth L (Hoepie) Howell</p><p><strong>16. Tracking the legal status of a cohort of inpatients on discharge from a 72-hour assessment unit</strong></p><p>Bernard Janse van Rensburg</p><p><strong>17. Dual diagnosis units in psychiatric facilities: Opportunities and challenges</strong></p><p>Yasmien Jeenah</p><p><strong>18. Alcohol-induced psychotic disorder: A comparative study on the clinical characteristics of patients with alcohol dependence and schizophrenia</strong></p><p>Gerhard Jordaan, D G Nel, R Hewlett, R Emsley</p><p><strong>19. Anxiety disorders: the first evidence for a role in preventive psychiatry</strong></p><p>Andre F Joubert</p><p><strong>20. The end of risk assessment and the beginning of start</strong></p><p>Sean Kaliski</p><p><strong>21. Psychiatric disorders abd psychosocial correlates of high HIV risk sexual behaviour in war-effected Eatern Uganda</strong></p><p>E Kinyada, H A Weiss, M Mungherera, P Onyango Mangen, E Ngabirano, R Kajungu, J Kagugube, W Muhwezi, J Muron, V Patel</p><p><strong>22. One year of Forensic Psychiatric assessment in the Northern Cape: A comparison with an established assessment service in the Eastern Cape</strong></p><p>N K Kirimi, C Visser</p><p><strong>23. Mental Health service user priorities for service delivery in South Africa</strong></p><p>Sharon Kleintjes, Crick Lund, Leslie Swartz, Alan Flisher and MHaPP Research Programme Consortium</p><p><strong>24. The nature and extent of over-the-counter and prescription drug abuse in cape town</strong></p><p>Liezl Kramer</p><p><strong>25. Physical health issues in long-term psychiatric inpatients: An audit of nursing statistics and clinical files at Weskoppies Hospital</strong></p><p>Christa Kruger</p><p><strong>26. Suicide risk in Schizophrenia - 20 Years later, a cohort study</strong></p><p>Gian Lippi, Ean Smit, Joyce Jordaan, Louw Roos</p><p><strong>27.Developing mental health information systems in South Africa: Lessons from pilot projects in Northern Cape and KwaZulu-Natal</strong></p><p>Crick Lund, S Skeen, N Mapena, C Isaacs, T Mirozev and the Mental Health and Poverty Research Programme Consortium Institution</p><p><strong>28. Mental health aspects of South African emigration</strong></p><p>Maria Marchetti-Mercer</p><p><strong>29. What services SADAG can offer your patients</strong></p><p>Elizabeth Matare</p><p><strong>30. Culture and language in psychiatry</strong></p><p>Dan Mkize</p><p><strong>31. Latest psychotic episode</strong></p><p>Povl Munk-Jorgensen</p><p><strong>32. The Forensic profile of female offenders</strong></p><p>Mo Nagdee, Helmut Fletcher</p><p><strong>33. The intra-personal emotional impact of practising psychiatry</strong></p><p>Margaret Nair</p><p><strong>34. Highly sensitive persons (HSPs) and implications for treatment</strong></p><p>Margaret Nair</p><p><strong>35. Task shifting in mental health - The Kenyan experience</strong></p><p>David M Ndetei</p><p><strong>36. Bridging the gap between traditional healers and mental health in todya's modern psychiatry</strong></p><p>David M Ndetei</p><p><strong>37. Integrating to achieve modern psychiatry</strong></p><p>David M Ndetei</p><p><strong>38. Non-medical prescribing: Outcomes from a pharmacist-led post-traumatic stress disorder clinic</strong></p><p>A Parkinson</p><p><strong>39. Is there a causal relationship between alcohol and HIV? Implications for policy, practice and future research</strong></p><p>Charles Parry</p><p><strong>40. Global mental health - A new global health discipline comes of age</strong></p><p>Vikram Patel</p><p><strong>41. Integrating mental health into primary health care: Lessons from pilot District demonstration sites in Uganda and South Africa</strong></p><p>Inge Petersen, Arvin Bhana, K Baillie and MhaPP Research Programme Consortium</p><p><strong>42. Personality disorders -The orphan child in axis I - Axis II Dichotomy</strong></p><p><strong></strong>Willie Pienaar</p><p><strong>43. Case Studies in Psychiatric Ethics</strong></p><p>Willie Pienaar</p><p><strong>44. Coronary artery disease and depression: Insights into pathogenesis and clinical implications</strong></p><p>Janus Pretorius</p><p><strong>45. Impact of the Mental Health Care Act No. 17 of 2002 on designated hospitals in KwaZulu-Natal: Triumphs and trials</strong></p><p>Suvira Ramlall, Jennifer Chipps</p><p><strong>46. Biological basis of addication</strong></p><p>Solomon Rataemane</p><p><strong>47. Genetics of Schizophrenia</strong></p><p>Louw Roos</p><p><strong>48. Management of delirium - Recent advances</strong></p><p>Shaquir Salduker</p><p><strong>49. Social neuroscience: Brain research on social issues</strong></p><p>Manfred Spitzer</p><p><strong>50. Experiments on the unconscious</strong></p><p>Manfred Spitzer</p><p><strong>51. The Psychology and neuroscience of music</strong></p><p>Manfred Spitzer</p><p><strong>52. Mental disorders in DSM-V</strong></p><p>Dan Stein</p><p><strong>53. Personality, trauma exposure, PTSD and depression in a cohort of SA Metro policemen: A longitudinal study</strong></p><p>Ugashvaree Subramaney</p><p><strong>54. Eating disorders: An African perspective</strong></p><p>Christopher Szabo</p><p><strong>55. An evaluation of the WHO African Regional strategy for mental health 2001-2010</strong></p><p>Thandi van Heyningen, M Majavu, C Lund</p><p><strong>56. A unitary model for the motor origin of bipolar mood disorders and schizophrenia</strong></p><p>Jacques J M van Hoof</p><p><strong>57. The origin of mentalisation and the treatment of personality disorders</strong></p><p>Jacques J M Hoof</p><p><strong>58. How to account practically for 'The Cause' in psychiatric diagnostic classification</strong></p><p>C W (Werdie) van Staden</p><p><strong>POSTER PRESENTATIONS</strong></p><p><strong>59. Problem drinking and physical and sexual abuse at WSU Faculty of Health Sciences, Mthatha, 2009</strong></p><p>Orlando Alonso Betancourt, Maricela Morales Herrera, E, N Kwizera, J L Bernal Munoz</p><p><strong>60. Prevalence of alcohol drinking problems and other substances at WSU Faculty of Health Sciences, Mthatha, 2009</strong></p><p>Orlando Alonso Betancourt, Maricela Morales Herrera, E, N Kwizera, J L Bernal Munoz</p><p><strong>61. Lessons learnt from a modified assertive community-based treatment programme in a developing country</strong></p><p>Ulla Botha, Liezl Koen, John Joska, Linda Hering, Piet Ooosthuizen</p><p><strong>62. Perceptions of psychologists regarding the use of religion and spirituality in therapy</strong></p><p>Ottilia Brown, Diane Elkonin</p><p><strong>63. Resilience in families where a member is living with schizophreni</strong></p><p>Ottilia Brown, Jason Haddad, Greg Howcroft</p><p><strong>64. Fusion and grandiosity - The mastersonian approach to the narcissistic disorder of the self</strong></p><p>William Griffiths, D Macklin, Loray Daws</p><p><strong>65. Not being allowed to exist - The mastersonian approach to the Schizoid disorder of the self</strong></p><p>William Griffiths, D Macklin, Loray Daws</p><p><strong>66. Risky drug-injecting behaviours in Cape Town and the need for a needle exchange programme</strong></p><p>Volker Hitzeroth</p><p><strong>67. Neuroleptic malignant syndrome in adolescents in the Western Cape: A case series</strong></p><p>Terri Henderson</p><p><strong>68. Experience and view of local academic psychiatrists on the role of spirituality in South African specialist psychiatry, compared with a qualitative analysis of the medical literature</strong></p><p>Bernard Janse van Rensburg</p><p><strong>69. The role of defined spirituality in local specialist psychiatric practice and training: A model and operational guidelines for South African clinical care scenarios</strong></p><p>Bernard Janse van Rensburg</p><p><strong>70. Handedness in schizophrenia and schizoaffective disorder in an Afrikaner founder population</strong></p><p>Marinda Joubert, J L Roos, J Jordaan</p><p><strong>71. A role for structural equation modelling in subtyping schizophrenia in an African population</strong></p><p>Liezl Koen, Dana Niehaus, Esme Jordaan, Robin Emsley</p><p><strong>72. Caregivers of disabled elderly persons in Nigeria</strong></p><p>Lola Kola, Oye Gureje, Adesola Ogunniyi, Dapo Olley</p><p><strong>73. HIV Seropositivity in recently admitted and long-term psychiatric inpatients: Prevalence and diagnostic profile</strong></p><p>Christina Kruger, M P Henning, L Fletcher</p><p><strong>74. Syphilis seropisitivity in recently admitted longterm psychiatry inpatients: Prevalence and diagnostic profile</strong></p><p>Christina Kruger, M P Henning, L Fletcher</p><p><strong>75. 'The Great Suppression'</strong></p><p>Sarah Lamont, Joel Shapiro, Thandi Groves, Lindsey Bowes</p><p><strong>76. Not being allowed to grow up - The Mastersonian approach to the borderline personality</strong></p><p>Daleen Macklin, W Griffiths</p><p><strong>77. Exploring the internal confirguration of the cycloid personality: A Rorschach comprehensive system study</strong></p><p>Daleen Macklin, Loray Daws, M Aronstam</p><p><strong>78. A survey to determine the level of HIV related knowledge among adult psychiatric patients admitted to Weskoppies Hospital</strong></p><p><strong></strong> T G Magagula, M M Mamabolo, C Kruger, L Fletcher</p><p><strong>79. A survey of risk behaviour for contracting HIV among adult psychiatric patients admitted to Weskoppies Hospital</strong></p><p>M M Mamabolo, T G Magagula, C Kruger, L Fletcher</p><p><strong>80. A retrospective review of state sector outpatients (Tara Hospital) prescribed Olanzapine: Adherence to metabolic and cardiovascular screening and monitoring guidelines</strong></p><p>Carina Marsay, C P Szabo</p><p><strong>81. Reported rapes at a hospital rape centre: Demographic and clinical profiles</strong></p><p>Lindi Martin, Kees Lammers, Donavan Andrews, Soraya Seedat</p><p><strong>82. Exit examination in Final-Year medical students: Measurement validity of oral examinations in psychiatry</strong></p><p>Mpogisheng Mashile, D J H Niehaus, L Koen, E Jordaan</p><p><strong>83. Trends of suicide in the Transkei region of South Africa</strong></p><p>Banwari Meel</p><p><strong>84. Functional neuro-imaging in survivors of torture</strong></p><p>Thriya Ramasar, U Subramaney, M D T H W Vangu, N S Perumal</p><p><strong>85. Newly diagnosed HIV+ in South Africa: Do men and women enroll in care?</strong></p><p>Dinesh Singh, S Hoffman, E A Kelvin, K Blanchard, N Lince, J E Mantell, G Ramjee, T M Exner</p><p><strong>86. Diagnostic utitlity of the International HIC Dementia scale for Asymptomatic HIV-Associated neurocognitive impairment and HIV-Associated neurocognitive disorder in South Africa</strong></p><p>Dinesh Singh, K Goodkin, D J Hardy, E Lopez, G Morales</p><p><strong>87. The Psychological sequelae of first trimester termination of pregnancy (TOP): The impact of resilience</strong></p><p>Ugashvaree Subramaney</p><p><strong>88. Drugs and other therapies under investigation for PTSD: An international database</strong></p><p>Sharain Suliman, Soraya Seedat</p><p><strong>89. Frequency and correlates of HIV Testing in patients with severe mental illness</strong></p><p>Hendrik Temmingh, Leanne Parasram, John Joska, Tania Timmermans, Pete Milligan, Helen van der Plas, Henk Temmingh</p><p><strong>90. A proposed mental health service and personnel organogram for the Elizabeth Donkin psychiatric Hospital</strong></p><p>Stephan van Wyk, Zukiswa Zingela</p><p><strong>91. A brief report on the current state of mental health care services in the Eastern Cape</strong></p><p>Stephan van Wyk, Zukiswa Zingela, Kiran Sukeri, Heloise Uys, Mo Nagdee, Maricela Morales, Helmut Erlacher, Orlando Alonso</p><p><strong>92. An integrated mental health care service model for the Nelson Mandela Bay Metro</strong></p><p>Stephan van Wyk, Zukiswa Zingela, Kiran Sukeri</p><p><strong>93. Traditional and alternative healers: Prevalence of use in psychiatric patients</strong></p><p>Zukiswa Zingela, S van Wyk, W Esterhuysen, E Carr, L Gaauche</p>

In The United States of America, higher education is seen as the beacon of social mobility. If one is born without access to wealth, power, or prestige, which are all increasingly interconnected, they are encouraged to change their circumstances by working hard in school and getting a degree, thus giving them higher earning power. This narrative is the one the middle and upper class public thinks is happening; the one lived by low-income people is drastically different. There are many contributing factors to differing outcomes in higher education for people from different socioeconomic backgrounds: biased standardized test questions, access to test prep programs, primary and secondary school quality, and even pre-natal conditions, to name a few. Students’ socioeconomic backgrounds correlate with educational attainment and outcomes of students; these influence students’ future earning power and socioeconomic status, which then directly and indirectly influences the outcomes of their children. Thus, the widening income gap is directly related to the post-secondary achievement gap and creates a self-perpetuating cycle of socioeconomic inequity. This paper addresses the inequality of the American education system, with a specific focus on higher education attainment.

This article reports on a descriptive study aimed at exploring the perceptions of student nurses about the past, present and future of the discipline. In-depth interviews with 12 students from KwaZulu- Natal were transcribed and analysed. Students showed a realistic appraisal of the discipline. They valued the essence of the profession, and were positive about their work and their training. They felt, however that nurses are not treated well by others, that the working conditions are poor and the quality of care often bad. They saw their current role as more autonomous than in the past, and saw the nurse as moving more into the community, becoming more specialised, and more entrepreneurial in future. They saw the challenges of the future in the areas of quality of care, improving training, recognition of the profession, and management, and dealing with the problem of HIV/AIDS.

The field of theology and development is a relatively new sub-discipline within theological studies in Africa. The first formal post-graduate programme was introduced at the University of KwaZulu-Natal, Pietermaritzburg, South Africa during the mid-1990s. In the early years it was known as the Leadership and Development programme and since 2000, as the Theology and Development programme. Over the past twenty years, this programme has graduated over 160 BTh Honours, 100 MTh, and 15 PhD students. This article outlines the history of the programme, addresses its ideological orientation, its pedagogical commitments and preferences in curriculum design. It further argues that theological reflection on “development” must seek to understand the prophetic role of the church in responding to the complexities of the social issues facing the African continent. Key to this discussion is the contested nature of “development” and the need for theological perspectives to engage this contestation through a social analysis of the global structures of injustice. This requires an engagement with the social sciences. It is this engagement of the social sciences with theological reflection, the essay argues, that has enabled the students who have graduated from the Theology and Development Programme at the University of KwaZulu-Natal to assist the church and faith-based organisations to become effective agents of social transformation.

Historically, religion has played a key role in the destiny of human beings. It has provided reasons for its existence and shaped the social, cultural, economic, and political behavior of individuals and society. Specifically in the 21st century, the globe has become a multi-faith space with diverse religious philosophies, ways of religious expressions, norms, and values. For the young university students, it provides a space for critical reflection, awareness of one's self and an environment in which one's values and norms are tested and perhaps reshaped. Given the abstractness of the university environment and exposure to a vast range of beliefs and practices, it may challenge the religious belief structure of students to an extent that one may go on to question long held religious beliefs and practices. It is against the background of this context that this article tests the nature of religious associational life of on-campus black African Christian students at the University of KwaZulu-Natal, Howard College Campus. The methodological approach to the study embraced both qualitative and quantitative data gathering tools. Semi-structured self-administered questionnaires were used to gather data. A total of 123 respondents, selected purposively, participated in the study. The results of this study suggest that on-campus, religious associations play an integral role in reinforcing the religious and spiritual identity of students. It impacts both their personal and academic life. Additionally, the study highlights that although religious tolerance featured in the study, there was a need for inter-religious dialogue, given the diversity of faith groups in the country.

Background: Good communication is integral to social accountability, and training is included in medical curricula internationally. In KwaZulu-Natal, training is conducted in English, in spite of most public sector patients being mother tongue isiZulu speakers. Communication challenges with patients are common, but good communication and African language teaching are not emphasised in teaching.Aim: This study explored communication training and how it related to social accountability at a single institution in KwaZulu-Natal.Setting: This exploratory, qualitative case study design at the medical school explored participants’ perceptions about communication and social accountability and reviewed relevant educational documentation for evidence.Methods: Purposive sampling was used to select medical students, educators and stakeholders from the educational and service platforms. Focus group discussions and semi-structured interviews were conducted. The data were thematically analysed with reference to Boelen’s social obligation scale for medical schools.Results: Good communication was valued, but often poorly role-modelled. Participants agreed that communication and isiZulu teaching were insufficiently supported to respond adequately to the needs of local communities. Social accountability was not well understood by students, while medical school educators and other stakeholders indicated that, despite aspirations, this goal had not yet been achieved.Conclusions: Learning isiZulu language and culture in an integrated manner in both preclinical and clinical phases would improve communication with patients, contribute to socially responsive health care, and better address health care needs. Incorporating a social accountability framework in curriculum review would highlight the importance of measuring health outcomes and community impacts, and so enhance the educational mission of the medical school.

Background: Sub-Saharan African countries have been the worst affected by the high incidence of maternal and child mortality rates and HIV/AIDS (human immunodeficiency virus/acquired immunodeficiency syndrome) pandemic. Preventive care is the area that requires serious attention as a lot of maternal and child morbidity and mortality can be averted through rendering comprehensive care to women of child-bearing age. Preconception care (PCC) is recognised as an important factor in improving pregnancy outcome; yet, most primary health care (PHC) nurses lack the necessary resources to render PCC.Aim: To describe the PHC nursing student’s knowledge of and attitude towards the provision of PCC.Setting: Higher Education Institution that offers PHC programme at six different sites to nurses working in the PHC clinics in the province.Methods: A quantitative, non-experimental, descriptive study design was used. The total population from three sites selected, based on their geographical location were all invited to participate in the study. Questionnaire was used to collect data which was subsequently analysed using the Statistical Package for Social Sciences (SPSS) version 24.Results: The response rate was approximately 85% (n = 138). The respondents have practised in the PHC clinic for more than 1 year. Study centre, age and area of employment were found to be predictors of knowledge, but no direct association was found between the demographic factor and attitude. Furthermore, a significant difference was found between knowledge and age, and between the area of employment and attitude.Conclusion: PHC nursing students were knowledgeable and had a favourable attitude towards PCC, but the absence of PCC resources in many practices has hindered them to a greater extent. It is recommended that for proper implementation of PCC to occur, health care workers should be provided with the necessary resources.

A renewed focus should be on human aspects and change behaviour in the uptake of e-learning. Thus, the overriding purpose of the study was to provide a diagnostic insight into how different factors come into play in the context of best practices of e-learning. The research aimed to help build a robust approach to the phenomenon. A dominant quantitative and less dominant qualitative method using survey approach was adopted. A total of 2,718 undergraduate students of the School of Social Sciences at two campuses of the University of KwaZulu-Natal, UKZN, South Africa participated in the survey. The theoretical framework adopted to underpin the research was the Unified Theory of Acceptance and Use of Technology Model (UTAUT). The findings identified the criticality of factors such as perceived ease of use, complexity, ease of use, attitude, subjective norm, social factors and image to best practices of e-learning. The significance of the study has the potential to impact on the policy, implementation and best practices of e-learning. Theoretically, the context of South Africa in contrast to early adopter countries was employed to advance the frontiers of global knowledge and improve an understanding of the UTAUT model to explain e-learning best practices.

Background: The quality of nursing care rendered today is markedly reducing and the amount of time spent with patients listening to and explaining issues concerning their conditions is gradually diminishing. The therapeutic touch and the listening ear of the nurse are no longer accessible to the patient. Understanding what non-technical skills are and their relevance for healthcare practitioners has become a new area of consideration. Although recent literature has highlighted the necessity of introducing soft skills training and assessment within medical education, nursing education is yet to fully embrace this skills training.Objectives: The aim of this study was to explore nursing students’ understanding of the concept of soft skills and to acquire their perception on the need for soft skills training to promote quality nursing care.Methods: A quantitative research design with descriptive and explorative strategies was used. One hundred and ten nursing students were sampled after permission to conduct the study was requested and obtained from the University of KwaZulu-Natal Ethics Committee.Results: The results indicated that a majority (68.8%) of respondents understood the concept of soft skills and agreed with the definition of ‘soft skills’. They furthermore agreed that soft skills should be part of the training that student nurses receive during their professional training.Conclusion: The study revealed that there is a need for nursing students to be educated in soft skills and that this will enhance their job performances in the clinical environment and improve the way in which they communicate with their clients.

A context of multiple deprivation poses challenges to teaching and learning. This article explores the vocational calling of female teachers teaching in multiple-deprived circumstances in South Africa. Based on a qualitative investigation, individual interviews were conducted with 12 female teachers from primary schools in Gauteng, KwaZulu-Natal and North West. The aim was to understand what the factors are that define female teacher existence in a school context of multiple deprivation. The findings show that female teacher conduct in such conditions relates to being a mother figure to the core, being a fundraiser to arrange resources for learners, and being a social worker in the parent community. These tasks are achieved through responding jointly to the learning needs of learners exposed to absolute poverty. The findings contribute to the discourse on teacher input to successful learning.