New Voices in Psychology - latest Issue
Volume 11, Issue 2, 2015
Author Khonzi MbathaSource: New Voices in Psychology 11, pp 1 –2 (2015)More Less
The second issue of New Voices in Psychology of 2015 promises to be an interesting read! It contains a diverse range of contributions from different institutions. As is the culture of New Voices in Psychology, many of the contributions are from postgraduate students who co-published with their supervisors.
Source: New Voices in Psychology 11, pp 3 –15 (2015)More Less
Our research examines the role that race, racial identity and racism play in talk about student politics. In this article we examine white male and female students' accounts for non-participation in student politics at a historically black university. Our analysis of talk in focus group discussions identifies a range of conceptual dichotomies. We link these conceptual dichotomies to deeply entrenched racially binarized narratives and show how recourse to them is used to articulate and legitimize decisions not to participate in student politics. We discuss the implications of the strategies employed by white students to account for non-participation in student politics and conclude the article by giving consideration to suggestions for alternate frames for doing whiteness in contemporary South Africa.
Source: New Voices in Psychology 11, pp 16 –38 (2015)More Less
Psychological tests, particularly personality tests, are routinely employed for career guidance and counselling, in university selection procedures and therapeutic settings with adolescents. The NEO-PI-3 is the newest revision in the NEO family of personality instruments and has been revised to suit adolescent populations. This research explored the utility of the NEO-PI-3 in a convenience sample of 329 learners from a public school in Johannesburg, South Africa. Utility was established using a mixed methods approach where internal consistency reliability and construct validity of the NEO-PI-3 was explored using Cronbach's alpha and exploratory factor analysis. Learners were also asked to comment on the appropriateness of the NEO-PI-3 items. These comments were subjected to thematic analysis. Reliability coefficients for the NEO-PI-3 scales were variable. The factor structure for this sample was incongruent with cross-cultural samples but a five factor solution resembling the normative sample was found once the Compliance facet was removed. 36.2% of the sample reported experiencing difficulty with understanding words and items on the NEO-PI-3. The most dominant theme identified amongst the learners was a lack of understanding of items and words. This was followed by problems with item construction, questionnaire length and the repetitive natureof items. The results suggest that the NEO-PI-3 may not be used in its current form in the South African context. Further research and possible test adaption would be needed before using the instrument.
Author Henry D. MasonSource: New Voices in Psychology 11, pp 39 –53 (2015)More Less
Nursing is a stressful profession. Research indicates that nursing students, who may be inexperienced and still developing professional skills, may be particularly vulnerable to secondary stress. Psycho-educational stress management programmes could assist nursing students to address the challenges associated with secondary stress. This article reports on a qualitative study that explored 13 nursing students' (female = 11, mean age = 19.38, range 18-22) lived experiences of attending a psycho-educational stress management programme. Data were collected by means of in-depth interviews and narrative sketches. A central theme emerged following the qualitative analysis, namely: a journey of personal development. The central theme is presented in terms of three subthemes, namely: (1) roadblocks and opportunities: Distressing and satisfying experiences, (2) the choice: disengagement of meaning, and (3) embracing resilience. Overall the findings indicate that the psycho-educational stress management programme served as a valuable approach to address secondary stress among nursing students. Limitations and avenues for further research are discussed.
Source: New Voices in Psychology 11, pp 54 –66 (2015)More Less
Sex reassignment surgery is a process which includes a decision to change one's biological sex through the use of medical intervention. Trans-sexualism is a condition in which a person experiences a discontinuity between their assigned sex and what they feel their core gender is. For example, a person who was identified as "female" at birth, raised as a girl, and has lived being perceived by others as a "woman", may feel that their core sense of who they are is a closer fit with "male". If this sense is strong and persistent, this person may decide to take steps to ensure that others perceive them as a man. The impact of gender affirming surgery on interpersonal relationships was studied and presented. The research question was: How does an individual with incomplete sex change surgery experience him/herself in relationships with males and females? The predominant finding was one of a mixed clinical picture wherein although the sex change does bring satisfaction in one area of their lives, it also raises dissatisfaction when it comes to other aspects of their lives. Psychotherapy and surgical intervention are to be considered jointly in order to aid effective integration for individuals considering such an option.
School factors that influence female learners' development of a negative self-concept in mathematics : the case of a rural high school in central ZambiaSource: New Voices in Psychology 11, pp 67 –80 (2015)More Less
The study was aimed at ascertaining school factors, which influence the development of negative mathematics self-concept in female learners. The study used a case study approach. A sample comprising 7 grade 11 female learners with low mathematics self-concept from Kalale (pseudonym) Girls' Secondary School, situated in a rural area of central Zambia, was purposively selected. The Rosenberg self-concept scale was used to identify learners with low mathematics self-concept. In-depth face-to-face interviews and a focus group discussion were conducted with the participants. Data were analysed using the Interpretative Phenomenological Analysis (IPA) method. Findings revealed that there were six school factors that influenced the female learners to have a negative self-concept in mathematics. These factors are: bad personality attitudes of mathematics teachers; lack of support from teachers; teachers' mathematics related gender stereotypes; few female mathematics teachers; lack of adequate and consistent guidance and counselling programs in the school; and poor organisation of the mathematics club in the school.
Predicting average marks in tertiary education using cognitive testing and secondary education performanceSource: New Voices in Psychology 11, pp 81 –107 (2015)More Less
South Africa faces several challenges in higher education including numbers of graduates following drives for mass participation. This is a complex problem of which selections are one component. This institution uses the PIBSpEEx as an adjunct to grade 12 results in selections. The predictive power of this instrument and secondary schooling results was investigated in relation to 'success' in the form of average marks as well as a pass-fail model. Results indicated statistical significance for secondary schooling and sub-tests of the PIBSpEEx although effect sizes were not as expected given international research. This questions which aspects of cognition, education and selection procedures should be considered to select students with a higher likelihood of success in the South African context.
Author Janice K. MoodleySource: New Voices in Psychology 11, pp 108 –111 (2015)More Less
The book under review titled Psychology: Themes and Variations is positioned as a Higher Education introductory textbook for the study of psychology. It is the 2nd edition of the South African version of the international book series by the same name. As such it is edited and authored by a team of predominately South African psychologists working in academia and/or public/private practice.
21st Psychological Society of South Africa (PsySSA) Annual Congress, Emperors Palace (Johannesburg) 15 to 18 September 2015 : conference reportAuthor Gaogalalelwe KatideSource: New Voices in Psychology 11, pp 112 –115 (2015)More Less
The Psychological Society of South Africa (PsySSA) is the national professional body of Psychology, committed to transforming and developing psychology in South Africa and make certain that it is relevant in the South African Context. PsySSA held its 21st Annual Psychology Congress at Emperors Palace (Johannesburg) from 15 to 18 September 2015. This annual congress is one of the main events in the Psychological circles in South Africa.
International Society Conference of Health Psychology (ISCHP) : Grahamstown (East London), South Africa 12 to 15 July 2015Author Reabetswe MolobelaSource: New Voices in Psychology 11, pp 116 –118 (2015)More Less
The International Society Conference of Health Psychology (ISCHP) which was held at Grahamstown from the 12 to 15 July 2015 at Rhodes University was the first international academic conference that I attended. I was delighted when they informed me that my abstract was accepted to be presented at an international conference pending resubmission and that they had granted me the bursary that was to cover the conference fee, workshop fee, transport and accommodation during the conference. I resubmitted the abstract as requested and awaited for the day to arrive. The thought of traveling to a place I had never been to also was exciting. The conference began at the final day of the national Arts festival, which I heard a lot about and hoped I could arrive in time and have a glimpse of it. Unfortunately this did not transpire as I had to attend a workshop on neoliberalism upon my arrival. I had the luxury of meeting people with great minds and could critically tackle neoliberalism and its effects on individuals in academia.
Source: New Voices in Psychology 11 (2015)More Less