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Fatherhood is rooted in various cultural, societal, and even religious belief systems. In the South African context, where fathers are often perceived to be absent or uninvolved, fathers' parental identity development might be hindered. This study focused on fathers' commitment, exploration, and reconsideration in the process of forming a parental identity within the South African sociocultural context. Eight emerging and early adult black South African fathers were interviewed. Through reflexive thematic analysis, a nuanced visage of fatherhood that carries both the old ideologies of material provision and the newfound valuing of nurturing care was constructed. The complexities of balancing ideas of fatherhood, manhood, and personhood were evident in how participants struggled to align their aspirations of being physically present and emotionally engaged fathers with the reality of being providers in a financially strenuous context. Participants embraced the idea of a family unit as a foundation and also appreciated the value of communal notions of child-rearing. While the challenging nature of fatherhood was often met with reconsideration, a firm commitment was evident. This qualitative inquiry into the experiences of fatherhood addresses the personal, socio-economic, and cultural aspects embedded in the formation of parental identity among black South African men. [ABSTRACT FROM AUTHOR]

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This article examined the role of biblical interpretation amid the world’s water crisis. It aimed to make biblical texts accessible to non-specialist readers by using several methods of interpretation. The methods used were a combination of biblical interpretation, revisionist ecological hermeneutics and empirical research in the form of interviews with young adults in the Anglican Church in South Africa. This combination was applied to the role of water in Ezekiel 47. It showed that while traditional biblical interpretation is important for understanding the biblical context, revisionist ecological hermeneutics can help in understanding the ecological aspect of the text. This combination fitted the interview results, in which interviewees shared how learning about ecological aspects helped to make the Bible more relevant in today’s ecological crisis. A deeper biblical understanding, a combination of traditional interpretation and ecological hermeneutics, could lead to more awareness and responsibility among Christians to care for creation. This form of hermeneutics could be applied to other Bible texts to grow awareness. Contribution: Interviewees argued that there is a lack of awareness in their environments about the causes and consequences of the ecological crisis. One of the main consequences of this crisis is related to water, with floods and droughts already becoming more severe. While this is often overlooked, the Bible could be of use in the water crisis in today’s world. This article has made a beginning in showing how biblical interpretation can effectively create climate awareness among churchgoers by speaking to their spirituality.

Poverty is a spiritual and social issue. Millions of people across the planet are dying because of a lack of basic needs, like food, drinkable water, and shelter. It questions our religious and moral position and condition. It sheds light on an underlying contestation as to whether profit should come before people, especially having a common make-up (amigo Dei) coming from a common Maker (Creator) whose missional call includes poverty eradication. The question is: is this a legitimate call as outlined in Deuteronomy 15:2? This article is set up to discuss the legitimacy of the call of poverty eradication by debt cancelling from the missio Dei perspective. Ten Cs acronyms will be used to elucidate the point, namely the call, cause, compass, challenges, constraints, classifications, conditions, convictions, constructions, and then the concluding remarks. Contribution: This article is meant to add value (a voice) in a continued debate regarding the underlying contestation on the nature of poverty and the legitimacy of eradication by debt cancelling or whether profit should come before people. This article argues that based on the fact that we have a common make-up (amigo Dei) and a common maker (Creator), despite our positions and conditions in life, our God-given mission should include poverty eradication in and outside South African context.

The aim of this study was to assess the current state and determine the development of internal communication research in South Africa over the past 21 years (from 2002 to 2022), to provide direction for future research with a view to expanding the body of knowledge in the field from a South African perspective. Research articles on internal communication that were written from a corporate communication and public relations perspective that had been published in three peer-reviewed scholarly communication journals in South Africa were systematically reviewed. Authorship information, research topics, theoretical frameworks, methodologies, and suggestions for future research indicated in 28 articles were analysed. It was found that most scholars focused on the implementation of internal communication management and internal strategies or plans in specific contexts or to attain certain outcomes. The most frequently used theories were relationship management theory and reputation management theories, and a qualitative research approach was the predominant methodical approach used, with non-probability (purposive) sampling, even though questionnaires were the prevalent data collection tools. Although internal communication as a research field has grown globally, research in the South African context is lagging behind. Future research opportunities include: (1) more quantitative studies that employ large probability samples to generalise findings, (2) the digitalisation of communication channels, (3) developing and empirically testing local theories, frameworks and models, (4) including marginalised and diverse groups as a starting point for knowledge production, and (5) adapting the findings of research conducted prior to the post-COVID-19 setting. [ABSTRACT FROM AUTHOR]

Background: Student career decision-making has attracted research attention in the last two decades especially when it comes to choosing tertiary education. Exploring current experiences that influence undergraduate students in career decision making is seen as critical to informing career counselling practice and/or intervention. Such initiatives are seen to benefit academic institutions and academic advisors. Objectives: This study explored both individual and systemic influences through gauging the experiences of a sample of undergraduate students. Method: Utilising a qualitative design and a hermeneutic phenomenological approach, the research aimed to contribute to explore trends influencing career decision making of students in higher education, through semi-structured interviews and thematically analysing interview transcripts. The interview questions were explored in relation to the ecological systems framework. Results: The study identified both internal and external factors (themes) influencing the decision-making process of students in higher education. The application of an ecological systems approach was found to be best aligned to understanding this phenomenon in practice. Conclusion: Making a career decision can be a challenging task and individuals often face many difficulties prior to or during this process. Factors identified were located at both the individual level and systemic level of influences and highlighted the significance of ecological models to design intervention. Contribution: The role of different factors that influence young people’s career decision making in developing contexts such as South Africa, contributed to knowledge on informed approaches in career decision making to support career counsellors and academics in designing appropriate career counselling intervention to address contemporary realities.

When conducting research, it is fundamentally important to adhere to universal ethical principles with the intent to minimise harm and maximise benefits. This is not always relevant as these principles are based on the Western way of doing things. In Western culture, the focus of ethics is mainly on individualism and this value undermines the essence of ubuntu. However, in the South African context, the individual is always seen in relation to significant others, meaning that relational philosophies need to inform context-specific ethics in these communities. This paper aims to advocate for the utilisation of contextually relevant ethical principles to embrace diverse South African contexts. The paper is based on the author's reflexive practice in conducting research in South Africa's rural areas. The reflection focuses on the researcher's dilemma in implementing universal ethical principles in a rural South African context. The paper highlights congruent ethical approaches in a diverse African context guided by relational ethics which is grounded in ubuntu principles. The approaches ensure that researchers remain ethical by embracing ubuntu principles. [ABSTRACT FROM AUTHOR]

The objective of this paper was to scope the challenges associated with data-sharing governance for machine learning applications in education research (MLER) within the South African context. Machine learning applications have the potential to assist student success and identify areas where students require additional support. However, the implementation of these applications depends on the availability of quality data. This paper highlights the challenges in data-sharing policies across institutions and organisations that make it difficult to standardise data-sharing practices for MLER. This poses a challenge for South African researchers in the MLER space who wish to advance and innovate. The paper proposes viewpoints that policymakers must consider to overcome these challenges of data-sharing practices, ultimately allowing South African researchers to leverage the benefits of machine learning applications in education effectively. By addressing these challenges, South African institutions and organisations can improve educational outcomes and work toward the goal of inclusive and equitable education. [ABSTRACT FROM AUTHOR]

This paper explores the extent to which pedagogical affordances of virtual and augmented reality (VAR) applications can be harnessed as a means to alleviate social injustices in science, technology, engineering and mathematics (STEM) education through open learning. The enhancement of epistemic and epistemological access in STEM education requires coherent implementation of appropriate strategic interventions which are essentially geared towards the promotion of pedagogic innovation in its broadest sense. The empirical investigation adopted a qualitative research design located within the interpretivist paradigm. Qualitative data was collected through semi-structured interviews. The study is underpinned by the theory of social justice framework as a theoretical lens. Key findings emanating from the study demonstrated that sustainable integration of VAR applications in STEM education can essentially be harnessed as a catalytic tool to address the articulation gap between school and higher education through parity of participation within the broader South African context. The realisation of this key strategic imperative hinges to a large degree on the critical interrogation of enablers and constraints about sustainable utilisation of VAR applications in STEM teaching and learning.

Gender-Based Violence (GBV) in South Africa is a post-colonial social ill. Women and young girls suffer double oppression in the country. First, they are oppressed for being women and young girls; and second, they are oppressed for being women and young girls of the lower class. This article aims to utilise one selected isiZulu and isiXhosa drama, respectively, to effectuate a meticulous examination of how and why GBV is a recurring pattern. The ultimate aim is to underline the unprejudiced reality that South African literature (isiZulu and isiXhosa, for example) engages contemporary social ills such as GBV, subordination of women and young girls, gender discrepancies, and neolithic stereotypes. African feminist technique is utilised as a conceptual framework to advance the said aims of the article. In the process, the qualitative research methodology is employed to describe and explain the nature of the data source. The discussions and findings demonstrate that although women and gender discourses research has been undertaken extensively, the fact that women and young girls continue to be tormented is enough to prove that there is a conundrum in South Africa and possibly, elsewhere.

Background: Fluency in mathematical language is essential for learning mathematics. Teachers must understand and use their diverse mathematical knowledge, including language and communication difficulties inherent to mathematics instruction. According to recent South African research, Grade 1 teachers are not equipped to utilise learners’ linguistic skills for efficient learning of mathematics. Objectives: This research investigates South African Grade 1 teachers’ mathematical language perceptions, experiences, and feelings. These Grade 1 teachers’ transcripts were analysed to discover their understanding of the language of mathematics. Method: Exploratory, descriptive, and contextual research designs were used in conjunction with an adapted interactive qualitative analysis technique. Focus group interviews, individual interviews, and lesson observations, together with a purposive sampling technique, were used to gather the data from both public and private primary schools. Results: The results showed that Grade 1 teachers view mathematics as a separate language with its own vocabulary and register. The findings highlighted the need to simplify the language of mathematics to enhance understanding. Conclusion: This research concluded that language is essential to mathematics learning and that mathematics has its own register, which is acquired like any other additional language. To help isiXhosa learners understand mathematics in English, scaffolding strategies must be aligned with their linguistic demands. Contribution: This article provides important recommendations for teachers who need to recognise the reality that English is the lingua franca and ensure isiXhosa home language-speaking learners receive the necessary support to acquire actual proficiency in the academic register of English for mathematical language learning.

Gender-Based Violence (GBV) in South Africa is a post-colonial social ill. Women and young girls suffer double oppression in the country. First, they are oppressed for being women and young girls; and second, they are oppressed for being women and young girls of the lower class. This article aims to utilise one selected isiZulu and isiXhosa drama, respectively, to effectuate a meticulous examination of how and why GBV is a recurring pattern. The ultimate aim is to underline the unprejudiced reality that South African literature (isiZulu and isiXhosa, for example) engages contemporary social ills such as GBV, subordination of women and young girls, gender discrepancies, and neolithic stereotypes. African feminist technique is utilised as a conceptual framework to advance the said aims of the article. In the process, the qualitative research methodology is employed to describe and explain the nature of the data source. The discussions and findings demonstrate that although women and gender discourses research has been undertaken extensively, the fact that women and young girls continue to be tormented is enough to prove that there is a conundrum in South Africa and possibly, elsewhere. [ABSTRACT FROM AUTHOR]

Background: Fluency in mathematical language is essential for learning mathematics. Teachers must understand and use their diverse mathematical knowledge, including language and communication difficulties inherent to mathematics instruction. According to recent South African research, Grade 1 teachers are not equipped to utilise learners’ linguistic skills for efficient learning of mathematics. Objectives: This research investigates South African Grade 1 teachers’ mathematical language perceptions, experiences, and feelings. These Grade 1 teachers’ transcripts were analysed to discover their understanding of the language of mathematics. Method: Exploratory, descriptive, and contextual research designs were used in conjunction with an adapted interactive qualitative analysis technique. Focus group interviews, individual interviews, and lesson observations, together with a purposive sampling technique, were used to gather the data from both public and private primary schools. Results: The results showed that Grade 1 teachers view mathematics as a separate language with its own vocabulary and register. The findings highlighted the need to simplify the language of mathematics to enhance understanding. Conclusion: This research concluded that language is essential to mathematics learning and that mathematics has its own register, which is acquired like any other additional language. To help isiXhosa learners understand mathematics in English, scaffolding strategies must be aligned with their linguistic demands. Contribution: This article provides important recommendations for teachers who need to recognise the reality that English is the lingua franca and ensure isiXhosa home languagespeaking learners receive the necessary support to acquire actual proficiency in the academic register of English for mathematical language learning. [ABSTRACT FROM AUTHOR]

This study aims to apply critical pedagogy and a participatory approach by including an excluded context, the South African culture, into the curriculum of foreign language classes (EFL) in Turkey because the South African context (SA) has been ignored and excluded from the curriculum of global textbooks and EFL in Turkey. This comparative educational and cultural study is based on a descriptive single case study and critical reflection in a contextualized manner. 15 undergraduates majoring in translation and interpreting in a Turkish university were involved in the study. An open-ended questionnaire of 10 questions was used to elicit their views. The questions involved topics regarding social, political and linguistic contexts. The findings show that the participants were hardly aware of these excluded socio-political issues in the SA context in the curriculum and developed a pessimistic perspective toward the solution of some socio-political and linguistic problems in both contexts because of their historical background with colonialism and nation-state ideology. While they believed that the sociopolitical and linguistic issues in SA could be included into the curriculum, the inclusion of the same issues in Turkey into the EFL curriculum seemed unlikely for them because of the oppressive political atmosphere that has engulfed Turkey for a long time. This study can be used as an example in that it can contribute to the inclusion of the excluded cultures with their socio-political issues into the curriculum by using critical pedagogy. [ABSTRACT FROM AUTHOR]

The objective of this paper was to scope the challenges associated with data-sharing governance for machine learning applications in education research (MLER) within the South African context. Machine learning applications have the potential to assist student success and identify areas where students require additional support. However, the implementation of these applications depends on the availability of quality data. This paper highlights the challenges in data-sharing policies across institutions and organisations that make it difficult to standardise data-sharing practices for MLER. This poses a challenge for South African researchers in the MLER space who wish to advance and innovate. The paper proposes viewpoints that policymakers must consider to overcome these challenges of data-sharing practices, ultimately allowing South African researchers to leverage the benefits of machine learning applications in education effectively. By addressing these challenges, South African institutions and organisations can improve educational outcomes and work toward the goal of inclusive and equitable education.

Interactive research with large non-profit organisations holds the promise of deepening scholarship, benefitting the research enterprise, and improving service delivery to vulnerable groups. Research implementation can be finessed from start to completion by not being tone-deaf to the reputational sensitivities of well-established non-profit organisations and by being reflective about how the researcher contributes to the research process. Reflexivity and sensitivity contribute to mutual trust, keep the research process flowing, and energise the building of constructive research relationships. In this article, we reflect on the lessons learned by working with two cancer organisations, one of their flagship programmes, and a cross-section of their members. We discuss the conundrums of doing this type of research, highlight the continuous process of managing access as the study progresses, and offer practical ways of overcoming some of the challenges encountered. [ABSTRACT FROM AUTHOR]

Orientation: The determination of a threshold capital structure and company specific attributes as predictors of choice between distribution strategies is crucial in the creation of shareholders’ wealth. Research aim: To investigate whether the change in regimes given a threshold capital structure maximises distribution strategies over the period 1990–2017 and 1999–2017. In addition, the study examined how the capital ratio and company specific attributes were used in the process of choosing between distribution strategies. Motivation for the study: The need to determine the impact of the capital ratio within different regions on distribution strategies motivated this study. In addition, the majority of studies on predictors of choice between distribution strategies have ignored the dual and the no distribution policy alternatives relative to share repurchases. Research approach/design and method: all the data used in this research were sourced from the Iress data bases. The research employed an advanced panel threshold regression estimation and a multinomial logistic regression (pooled and fixed effects using the generalised structural equation model). Main findings: Firstly, over the period 1990–2017 the empirical results revealed the existence of a single threshold effect between the debt-to-equity ratio and the dividend payments, and a double threshold effect between the total debt based on the book value and the dividend payment. Secondly, the choice between distribution strategies was driven by company specific attributes. Practical/managerial implication: These findings provide useful insights to South African managers for formulating and maximizing pay-out decisions. Contribution/value-add: The study contributes to the scant body of knowledge on the effect of threshold capital ratio and company specific attributes on distribution strategies.

The aim of this study was to validate the Teacher Stress Inventory (TSI) for use in a South African context. The process of scale validation also sheds significant light on this culturally diverse group of participants’ levels of psychological well-being and physical health, and its association with the level of stress that teachers reported. Using a cross-sectional survey design, Caucasian (n = 209) and African (n = 200) educators’ subsiding in the North-West Province of South Africa, completed the TSI, together with a number of self-report and physiological measures of stress and well-being. In contrast to the five factors of the TSI identified in US samples, statistical analysis yielded a two-factor model (i.e. General circumstance-related stress and Learner-related stress) with satisfactory reliability indices. Significant correlation with measures of psychological and physiological health also reflected positively on the criterion-related validity of the scale. The TSI proved to be a useful, brief self-report questionnaire for the assessment of teacher stress in this cohort of South African teachers.

In attempting to manage and cope with the coronavirus disease 2019 (COVID-19) pandemic, varying health strategies were implemented by governments worldwide. The South African government passed legislation implementing a lockdown in the country which included a prohibition of the sale and transportation of alcohol and cigarettes. In this contribution, the impact of this legislation on the mental health of those in addiction and those in recovery was explored. Against the backdrop of the global political climate of COVID-19, factors influencing the concepts of health and healing were questioned. National online recovery groups were identified as interventions aimed at promoting a sense of community in the face of social isolation and social distancing. The integration of shared ideas between Christian theology and positive psychology relating to the concept of self-control was explored. Building forth on, ‘The interface of religion, spirituality and mental health in a South African context: Naming the unnamed conflict’ attitudes of collaboration between the two worlds of psychology and pastoral ministry included, amongst others, humility, integrity, honesty and teachableness. These attitudes were linked to underlying spiritual pillars of recovery evident in the Christian-based online recovery groups of Project Exodus. Intradisciplinary and/or interdisciplinary implications: These online recovery groups provided an example of an interdisciplinary approach to healing where psychology and Christian spirituality, as represented by mental health professionals, pastors and others in community, collaborated and encouraged the taking of personal responsibility, and supported the collective love, compassion and care towards those struggling with addiction, and those in recovery during the COVID-19 lockdown in South Africa.

Orientation: The effective and timely bankruptcy prediction is crucial to the survival of companies. In order to attain a desired result an effective bankruptcy prediction tool needs to be applied within a South African context. Research purpose: The aim of this study was to determine whether bankruptcy could have been predicted within the 5 years prior to failure for the study period between 2016 and 2018. Motivation for the study: Most of the bankruptcy prediction studies in South Africa are industry- or sector-based, not many studies are found to be generic, easy to use and apply, and thus one model is applied for different industries or sectors. Research approach/design and method: From the population, the total sample consists of five companies within four different sectors, such as industrial, construction, retail, and personal and household sectors. Financial indicators (financial ratios) were obtained for both the BPIA and EMS from the INET (a South African supplier of quality financial data) McGregor BFA database, a JSE portal. A mixed-method research approach was applied by making use of a qualitative and quantitative methodology. Main findings: The findings revealed that the BPIA is an effective and reliable analytical tool to predict or detect the bankruptcy of South African companies. Practical/managerial implications: Based on the finding of the study companies within diverse industries should apply the BPIA regularly and take remedial action significantly to improve their financial well-being. Contribution/value add: The study has identified the BPIA has a better prediction accuracy than the renowned EMS model in South African context.

In attempting to manage and cope with the coronavirus disease 2019 (COVID-19) pandemic, varying health strategies were implemented by governments worldwide. The South African government passed legislation implementing a lockdown in the country which included a prohibition of the sale and transportation of alcohol and cigarettes. In this contribution, the impact of this legislation on the mental health of those in addiction and those in recovery was explored. Against the backdrop of the global political climate of COVID-19, factors influencing the concepts of health and healing were questioned. National online recovery groups were identified as interventions aimed at promoting a sense of community in the face of social isolation and social distancing. The integration of shared ideas between Christian theology and positive psychology relating to the concept of self-control was explored. Building forth on, 'The interface of religion, spirituality and mental health in a South African context: Naming the unnamed conflict' attitudes of collaboration between the two worlds of psychology and pastoral ministry included, amongst others, humility, integrity, honesty and teachableness. These attitudes were linked to underlying spiritual pillars of recovery evident in the Christianbased online recovery groups of Project Exodus. Intradisciplinary and/or interdisciplinary implications: These online recovery groups provided an example of an interdisciplinary approach to healing where psychology and Christian spirituality, as represented by mental health professionals, pastors and others in community, collaborated and encouraged the taking of personal responsibility, and supported the collective love, compassion and care towards those struggling with addiction, and those in recovery during the COVID-19 lockdown in South Africa. [ABSTRACT FROM AUTHOR]

This article explores how ministerial and leadership formation could be enabled to adopt transformational diaconia in addressing poverty in South Africa, engaging in ways in which pastoral care and leadership formation can respond to the addressing of poverty. The fact that transformation aims at changing the worldviews, paradigms and approaches to life and problem solving informs the author’s concept of transformational diaconia, which was proposed as an aspect of spiritual leadership capital (SLC), defined as, ‘The inner virtues afforded individuals by their spirituality in formulating their leadership paradigms which contributes to social capital formation for addressing social problems’. Spiritual leadership capital is hereby argued to be a transformative spirituality that can enable an understanding and sustainable responses to poverty and other social problems. This is needed for Africa and particularly for the present day South Africa, seemingly a country with the best infrastructure in Africa; yet its poverty seems pronounced because the dregs of apartheid still lurk in the social fibre, where poor people blame rich people for their plight and vice versa. Bowers Du Toit’s view that ‘[m]ost congregations respond to poverty by providing relief and not empowerment’, re-echoes here. From a mixed-methods research, SLC is a theory recently advanced as a congregational development paradigm and a theology of poverty, which views public theology as an educative praxis that can respond to transformational needs in poverty-related contexts. The authors suggest that for a Church that is responsive to the plight of society, fresh empowerment approaches to address poverty are needed.

This article explores how ministerial and leadership formation could be enabled to adopt transformational diaconia in addressing poverty in South Africa, engaging in ways in which pastoral care and leadership formation can respond to the addressing of poverty. The fact that transformation aims at changing the worldviews, paradigms and approaches to life and problem solving informs the author's concept of transformational diaconia, which was proposed as an aspect of spiritual leadership capital (SLC), defined as, 'The inner virtues afforded individuals by their spirituality in formulating their leadership paradigms which contributes to social capital formation for addressing social problems'. Spiritual leadership capital is hereby argued to be a transformative spirituality that can enable an understanding and sustainable responses to poverty and other social problems. This is needed for Africa and particularly for the present day South Africa, seemingly a country with the best infrastructure in Africa; yet its poverty seems pronounced because the dregs of apartheid still lurk in the social fibre, where poor people blame rich people for their plight and vice versa. Bowers Du Toit's view that '[m]ost congregations respond to poverty by providing relief and not empowerment', re-echoes here. From a mixed-methods research, SLC is a theory recently advanced as a congregational development paradigm and a theology of poverty, which views public theology as an educative praxis that can respond to transformational needs in poverty-related contexts. The authors suggest that for a Church that is responsive to the plight of society, fresh empowerment approaches to address poverty are needed. [ABSTRACT FROM AUTHOR]

Although much research is currently undertaken on interpreting in South Africa, the profession and academic discourse lack standardised interpreting terminology, especially in the indigenous languages. One possible reason for this relates to the unique South African interpreting context compared to the rest of the world. It is against this backdrop that a decision was taken to translate the 2008 work, Terminologie van het tolken, by Salaets, Segers and Bloemen, published by Vantilt in Nijmegen, into Afrikaans, English, Northern Sotho and Zulu. However, right from the outset it became clear that a direct translation of the lemma list would not suffice and that a domestication translation strategy should be followed for the South African context. Firstly, it was necessary to expand the lemma list to provide for educational interpreting as practised in South Africa. Secondly, it became clear that the examples used for the purposes of elucidation would have to be localised. Thirdly, the source list contains several terms that are unique to a Dutch (and European) context, but which are not relevant in South Africa. Such terms were cautiously identified and omitted from the target list. The source list includes a number of terms from foreign languages (mostly French terms, for example cheval, décalage, déclic, perroquet) that were retained in Dutch and English, but for which new terms had to be coined in the indigenous languages in order to increase semantic accessibility for a local audience. The changes in the lemma list also necessitated certain editorial interventions. This article reports on the translation and localization process and the concomitant utilization of a predominantly domestication translation strategy to accomplish this purpose.

The aim of this study was to validate the Teacher Stress Inventory (TSI) for use in a South African context. The process of scale validation also sheds significant light on this culturally diverse group of participants' levels of psychological wellbeing and physical health, and its association with the level of stress that teachers reported. Using a cross-sectional survey design, Caucasian (n = 209) and African (n = 200) educators' subsiding in the North-West Province of South Africa, completed the TSI, together with a number of self-report and physiological measures of stress and well-being. In contrast to the five factors of the TSI identified in US samples, statistical analysis yielded a two-factor model (i.e. General circumstance-related stress and Learner-related stress) with satisfactory reliability indices. Significant correlation with measures of psychological and physiological health also reflected positively on the criterion-related validity of the scale. The TSI proved to be a useful, brief self-report questionnaire for the assessment of teacher stress in this cohort of South African teachers. [ABSTRACT FROM AUTHOR]

This article was written to contribute towards developing a suitable conceptual framework for meeting the overarching research aim of developing a more profound empirically informed interpretation of the manner and extent to which religious ritual could be valued as a source of social capital formation in the South African context. With this in mind, the article first explores the concept of social capital in the light of the threefold distinction between bonding, bridging and linking forms of social capital. Secondly, from the vantage point of such exploration the connection with religion is made more pointedly. By tapping into the more recently invented notion of religious social capital, the article shows how this concept is today used meaningfully to advance a twofold perspective: on religion as a special repository of social capital, but also on the limitations of religion and its institutions in meeting the social capital needs of communities and the wider society. Finally, from the viewpoint of eliciting important conceptual value from the notion of religious social capital, the case of religious ritual as a very necessary yet untapped element in the contemporary research focus on religion and social capital formation is presented. In particular, an argument about religious ritual as the consistently missing element in this research focus is put forward and given greater substance through the identification of two pointers from the literature that can be deemed useful in starting to address this lacuna. [ABSTRACT FROM AUTHOR]

Objective: To investigate whether privately practising speech-language therapists in South Africa are fulfilling their role of identification, assessment and intervention for adolescents with written-language and reading difficulties. Further needs concerning training with regard to this population group were also determined. Method: A survey study was conducted, using a self-administered questionnaire. Twenty-two currently practising speech-language therapists who are registered members of the South African Speech-Language-Hearing Association (SASLHA) participated in the study. Results: The respondents indicated that they are aware of their role regarding adolescents with written-language difficulties. However, they feel that South-African speech-language therapists are not fulfilling this role. Existing assessment tools and interventions for written-language difficulties are described as inadequate, and culturally and age inappropriate. Yet, the majority of the respondents feel that they are adequately equipped to work with adolescents with written-language difficulties, based on their own experience, self-study and secondary training. The respondents feel that training regarding effective collaboration with teachers is necessary to establish specific roles, and to promote speech-language therapy for adolescents among teachers. Conclusion: Further research is needed in developing appropriate assessment and intervention tools as well as improvement of training at an undergraduate level.

Homelessness in South Africa requires collaborative research. Social, political, cultural and economic factors that cause homelessness must be considered to develop a common definition and understanding of homelessness. South Africa’s social complexity and diversity make it challenging to construct available results into one conceptual framework, and this in turn complicates national policy implementation and role allocation. By means of a rapid critical appraisal of literature on homelessness in South Africa, researchers provide evidence to direct and structure contextual research pertaining to homelessness. Four themes transpire: conceptualisation; demography; roles and responsibilities of key stakeholders; and strategic policy and research issues. Researchers caution that the findings are not generalisable, because of the rapid nature of the appraisal and possible selection bias of the literature. Measures of validity were used to ensure that the study accomplished its purpose through the key results and to ensure that the results are a true reflection of available evidence. [ABSTRACT FROM PUBLISHER]

Inclusive education as a global movement emerged over the past 30 years to ensure quality mainstream education for all learners. Since 1994 the newly democratic South Africa also had expectations as well as the political will to change education by adjusting legislation and policies. However, the vision of a truly inclusive education system in South Africa has been difficult to achieve and results regarding the implementation of inclusive education remain questionable. There has been a growing realisation that the advent of democracy was not in itself a sufficient condition for the elimination of historical and structural inequalities in education with as recurring theme the dissonance between the government's socio-political imperative for change and economic realities. This article focuses on the development of policy and guidelines on inclusive education in dynamic interaction with the complexity of realities in South African schools with a special focus on the policy recommendations regarding the development of full-service schools. The constant comparative analysis of the two phased case study of a full-service school in a rural town revealed interesting results illustrating the complexities regarding the implementation of inclusive education and the challenges and opportunities in bridging the gap between the idealism of policies and the realities in schools. [ABSTRACT FROM PUBLISHER]

Supervision differs in PhD and DPsych contexts. PhD supervision focuses on students' pursuit of a career in academia, with the emphasis on research. In a DPsych framework, the focus of supervision is to assist students, who are experienced practitioners in a professional field, to complete a structured course and a research component. The aim of the article is to reflect on the application of supervision principles, models, metaphors and supervisory styles within a DPsych context. This article presents a case illustration of supervision in a DPsych programme (with specialisation in child and adolescence, or DPsych Child) presented at the University of the Free State in South Africa. Supervision focuses on developing the DPsych students' doctoral identity so that they, as scientist-practitioners, could contribute ultimately to the professional context of child psychology and apply theoretical knowledge to complex challenges. The article proposes that research on supervision processes and practices within a DPsych Child context could complement explorations into the value of the implementation of the scientist-practitioner model and thus augment quality assurance of the DPsych programme. [ABSTRACT FROM AUTHOR]

This article reviews several models that are aimed at achieving fair selection in situations in which underrepresented groups tend to obtain lower scores on selection tests. Whereas predictive bias is a statistical concept that refers to systematic errors in the prediction of individuals' criterion scores, selection fairness pertains to the extent to which selection results meet certain socio-political demands. The regression and equal-risk models adjust for differences in the criterion-on-test regression lines of different groups. The constant ratio, conditional probability and equal probability models manipulate the test cutoff scores of different groups so that certain ratios formed between different selection outcomes (correct acceptances, correct rejections, incorrect acceptances, incorrect rejections) are the same for such groups. The decision-theoretic approach requires that utilities be attached to these different outcomes for different groups. These procedures are not only eminently suited to accommodate calls for affirmative action, but they also serve the cause of transparency. Opsomming Hierdie artikel verskaf 'n oorsig van verskeie modelle om billike keuring te verkry in situasies waar onderverteen-woordigende groepe geneig is om swakker op keuringstoetse te vaar. Terwyl voorspellingsydigheid 'n statistiese begrip is wat betrekking het op stelselmatige foute in die voorspelling van individue se kriteriumtellings, het keuringsbillikheid te make met die mate waarin keuringsresultate aan sekere sosiaal-politieke vereistes voldoen. Die regressieen gelyke-risiko-modelle maak aanpassings vir verskille in die kriterium-op-toetsregressielyne van verskillende groepe. Die konstante-verhoudings, voorwaardelike-waarskynlikheids- en gelyke-waarskynlikheidsmodelle manipuleer die toetsafkappunte van verskillende groepe sodat sekere verhoudings wat tussen keuringsresultate (korrekte aanvaardings, verkeerde aanvaardings, korrekte verwerpings, verkeerde verwerpings) gevorm word, vir verskillende groepe dieselfde is. Die besluitnemingsbenadering vereis dat nutwaardes geheg word aan die verskillende gebeurlikhede by verskillende groepe. Nie alleen is hierdie prosedures by uitnemendheid geskik om oproepe tot regstellende aksie te akkommodeer nie, maar hulle voldoen ook aan die eis van deursigtigheid.

Background The continued presence of stigma and its persistence even in areas where HIV prevalence is high makes it an extraordinarily important, yet difficult, issue to eradicate. The study aimed to assess current and emerging HIV/AIDS stigma and discrimination trends in South Africa as experienced by people living with HIV/AIDS (PLHIV). Methods The PLHIV Stigma Index, a questionnaire that measures and detects changing trends in relation to stigma and discrimination experienced by PLHIV, was used as the survey tool. The study was conducted in 10 clinics in four provinces supported by the Foundation for Professional Development (FPD), with an interview total of 486 PLHIV. A cross-sectional design was implemented in the study, and both descriptive and inferential analysis was conducted on the data. Results Findings suggest that PLHIV in this population experience significant levels of stigma and discrimination that negatively impact on their health, working and family life, as well as their access to health services. Internalised stigma was prominent, with many participants blaming themselves for their status. Conclusion The findings can be used to develop and inform programmes and interventions to reduce stigma experienced by PLHIV. The current measures for dealing with stigma should be expanded to incorporate the issues related to health, education and discrimination experienced in the workplace, that were highlighted by the study. [ABSTRACT FROM AUTHOR]

Orientation: The main focus of the study was to answer the question: ‘Who am I at work?’ in a post-apartheid South African organisation. Research purpose: The aim of the specific research questions was to determine which life sphere and life role elements, and which work-based identity facets were significant in forming work-based identity. Motivation for the study: The findings of the study will enable the formulation of an integrative definition of work-based identity applicable to the South African context. Research design, approach and method: Qualitative data was collected by means of unstructured interviews with 29 employees representing a range of job titles, levels and demographics in a large South African manufacturing company. A grounded theory approach (open and axial coding) was used to analyse the data. Main findings: Distinctive individual self-definitions and a number of common themes integrating social and personal identity perspectives emerged from the data. These themes provided a sound basis for the proposed integrative model to define work-based identity. Practical/managerial implications: The findings of this research will assist human resource practitioners to develop training interventions and management strategies for the potential enhancement of work-based identities. This will result in a more engaged and harmonised workforce. Contribution/value-add: This was the first study of its kind to identify and delineate significant work-based identity elements for the formation of a work-based identity within a South African work context.

Orientation: Mentoring is considered to be such an important contributor to accelerated people development in South Africa that structured mentoring schemes are often used by organisations. There are at present few sources of development and support for coordinators of such schemes. Research purpose: The aim of this research is to discover what the characteristics of coordinators of structured mentoring schemes in South Africa are, what is required of such coordinators and how they feel about their role, with a view to improving development and support for them. Motivation for the study: The limited amount of information about role requirements for coordinators which is available in the literature is not based on empirical research. This study aims to supply the empirical basis for improved development and support for coordinators. Research design and method: A purposive sample of 25 schemes was identified and both quantitative and qualitative data, obtained through questionnaires and interviews, were analysed using descriptive statistics and thematic analysis. Main findings: Functions of coordinators tend to be similar across different types of mentoring schemes. A passion for mentoring is important, as the role involves many frustrations. There is little formalised development and support for coordinators. Practical/managerial implications: The study clarifies the functions of the coordinator, offers a job description and profile and makes suggestions on how to improve the development of the coordinator’s skills. Contribution/value-add: An understanding of what is required from a coordinator, how the necessary knowledge and skills can be developed and how the coordinator can be supported,adds value to an organisation setting up or reviewing its structured mentoring schemes.

Cas Wepener is a brilliant and committed young liturgist. This book is based on his doctoral thesis in the Afrikaans language (Stellenbosch University 2004), roughly double the length of this published From Fast to Feast, but this book is a fundamental revision of the thesis. Wepener�s work on reconciliation as practised in the liturgy is still very relevant in our post-apartheid context in South Africa and will be topical for some time to come.

Self-regulation (SR), an important construct within the psychological well-being context, involves the ability to monitor behavior, to contrast it with reference values and to introduce adjustments where necessary. A lack of validated measures of SR in the South African context has contributed to the current caveat in our knowledge of the potential importance of this construct. This investigation aimed to establish the utility of the Short Self-Regulation Questionnaire (SSRQ; Carey, Neal & Collins, 2004) in a South African context. This short version of the original Self-Regulation Questionnaire (SRQ; Brown, Miller & Lawendowski, 1999) was completed by a group of 385 undergraduate psychology students. Factor analysis produced 7 factors, all of which showed significant positive correlations with other measures of psychological well-being. This first step toward establishing the importance of SR in non-Western cultures reflected positively on the potential use of the SSRQ in large epidemiological studies. [ABSTRACT FROM AUTHOR]

The aim of this study was to do a first phase screening of psychometric properties of various scales measuring facets of psychological well-being so as to address further questions in the FORT 1 project (FORT 1 = Clarifying the nature of psychological strengths). All scales (except one) were developed in a Western context, and measure facets of cognitive, affective, conative, social, and spiritual psychological well-being. As it could not be assumed that scales are valid in South African contexts, a broad screening of their psychometric properties was necessary before specific questions could be adressed. A convenience sample (N=514) including white (n=384) and black (n=130) students and adults from the North West Province and Gauteng areas completed all questionnaires. Psychometric properties of scales varied from acceptable to unacceptable for use in a specific subgroup. [ABSTRACT FROM AUTHOR]

Despite important moves toward reconciliation and dreams of a “rainbow nation,” the culture of violence impacts upon family and community life. This article is written within this context and more specifically within the writer's personal reflections on her practice of working as a family therapist in one of South Africa's largest black townships, Mdantsane. It challenges the relevance of first world theory and practice of family therapy in the third world context but is written in the first person and thus in the form of a “reflective practitioner.” The usefulness of the Milan approach is questioned and a move toward a social constructionist approach is favoured. The metaphor of dance and music is used to capture the dynamic interaction between client and therapist in the search for a relevant and respectful way of working with families in the South African context. [ABSTRACT FROM AUTHOR]