Chris Myburgh

A Model for the Role of Defined Spirituality in South African Specialist Psychiatric Practice and Training

The current bio-psycho-social approach in South African psychiatry refers to Engel’s extended model of health care. It forms the basis of the existing collaboration between medicine, nursing, psychology, occupational therapy and social work. Psychiatry also has to bridge the multi-cultural, multi-religious and spiritual diverse reality of everyday practice. It has become important to establish how, within accepted boundaries, spirituality should be incorporated into the model for practice. Referring to methods described for nursing theory development, a defined core concept was used to construct a model. It may contribute to the discourse on spirituality in local psychiatry, health and mental health.

Street Children's Experiences of Aggression during Interaction with Police

The research investigated street childrens experiences of aggression during interaction with police. The participants were 16 black male street children (aged =13 to 18 years) residing in a temporary shelter in Hillbrow of Johannesburg. Data were collected through phenomenological individual interviews, drawings and group interviews. Street children experienced aggression during interaction with police in a variety of ways which included physical abuse, verbal abuse accompanied by threats, and sexual abuse. Street children associated these experiences of police aggression with negative feelings such as fear, a sense of hopelessness and uncertainty, abandonment/rejection, sadness, loss of trust, disillusionment and intense resentment/vengeance. Life skills facilitation and peer support program could assist these children to interact with the police in healthier ways.

A Parent's Experience of the Couple Relationship After Child Bereavement in South Africa

The objective of this qualitative, exploratory, descriptive and contextual research was to explore and describe a parents experience of the couple relationship after child bereavement in South Africa. Participants were nine parents as well as the researcher who lost children. An auto-ethnographic strategy was utilized to connect personal with cultural. The research included nine in-depth interviews with seven mothers and two fathers. Data were analyzed using a descriptive method of open coding. Trustworthiness was ensured through credibility, confirmability, transferability and dependability procedures. Parents experienced extreme challenges from their loss. Adjustment could be faclitated through enhancing communication skills, expression of emotions and re-membering activities.

Competence of medical students and residents in psychiatry regarding spirituality, at a South African school of clinical medicine.

Objective: Elsewhere, curricula for undergraduate and postgraduate psychiatry have been extended to include the role of spirituality. It has also become important to establish how, within accepted professional boundaries, spirituality should be incorporated appropriately into the current model for South African practice and training. The objectives included exploring, analyzing, and describing the views and experience of local academic psychiatrists on this topic. Methods: This study was designed as an explorative, descriptive, phenomenological qualitative investigation. In-depth, semi-structured interviews were conducted with individual academic specialist psychiatrists as the primary data source. Results: Data saturation was achieved after 13 interviews. “Training of spirituality in psychiatry” emerged as one of six main themes from the integrated interview and literature content. All participants proposed that spirituality must be included in undergraduate medical and specialist psychiatric training. They have suggested that a mentorship model should be considered, which implies the reorientation of the teachers of psychiatry in this regard. Conclusions: This view concurred with the international medical literature, recommending that spirituality has to be incorporated into specialist psychiatric practice and training, but within professional boundaries and with all faith traditions and belief systems considered equally.

The lived experiences of children living on the streets of Hillbrow

Background: The effects of daily abuse and hardship on the streets lead to poor mental health in children living on the streets, resulting in them choosing ineffective and self-destructive coping strategies that impact their physical health and overall sense of wellbeing. The facilitation of the mental health of children living on the streets who are subjected to daily threats to their survival is thus crucial. Objectives: The aim of this research was to explore and describe the lived experiences of children living on the streets of Hillbrow, Johannesburg. Method: The research design was qualitative, exploratory, descriptive and contextual. A purposive sample was selected through a temporary shelter in Johannesburg, Gauteng, South Africa and consisted of 14 male children living on the streets. Data were collected using drawings, in-depth phenomenological interviews and field notes. The central interview opening statement was: ‘Tell me about your life on the street’. Results: The results obtained indicated that children living on the streets are threatened, exploited and exposed to physical, sexual and emotional abuse on a daily basis by the community, the authorities and other street dwellers. This leads to feelings of sadness, fear, anxiety, misery, despair, hopelessness, helplessness and suicide ideation, which in turn lead to drug abuse and criminal activities. In contrast, positive feelings of sympathy for other children living on the streets emerged and these children also displayed perseverance, resilience and a striving for autonomy. Conclusion: Street life exposes children to a variety of experiences, both positive and negative. A striving after autonomy is clearly depicted by these children, who are able to tap into a range of responses, both on- and off-street.

Peer Aggression by Secondary School Learners in a South African School Setting: Effects of Race, Ethnicity, and Gender

This study reports the experience of aggression by secondary school learners attending a South African school. There were 14 participants ranging in age from 16 to 19 years (Gender: 6 young women and 8 young men; Ethnicity: 7 Black; 3 Coloured; 2 Indian and 2 White). Data were collected using open ended interviews and analysed using Teschs (1990) thematic panning method. The findings suggest these learners have little understanding or appreciation of diversity in their multicultural schools. Consequently, they experience negative interpersonal relationships with peers and teachers. The accompanying aggression they experience and display has racial and gender overtones that are shaped by the violence in their communities.

Student nurses' experience working with mentally challenged individuals in South Africa

South African student nurses experience emotional discomfort that might influence their adjustment and coping while working with mentally challenged individuals. Adjustment and coping might impact on their mental health and support needed while working in this challenging context. Student nurses working with mentally challenged individuals experience emotional discomfort that may result in work-related stress. The experiences of student nurses working with mentally challenged individuals were explored and described as it may influence their adjustment, coping and result in work-related stress, impacting on their mental health. The study used a qualitative, explorative, descriptive, contextual research design with a case study as strategy. Thirteen student nurses from a specific higher educational institution in Gauteng, South Africa, participated in the focus group interviews. The researcher utilized reflective journals, a reflective letter, naïve sketches, drawings and field notes to collect data. Data analysis was done according to Teschs descriptive method of open coding and theme analysis. A central storyline emerged where student nurses described working with mentally challenged individuals as a process of personal transformation that was initiated by an engagement on a deeper emotional level with these individuals. The process of personal transformation started a journey towards the discovery of meaning for the self, as student nurses. Student nurses working in challenging environments during their training may experience emotional discomfort and need additional support in coping and adjustment within this context. The nurse educator plays an important role in providing this support to manage work-related stress as well as in creating learning opportunities for the student nurses working in challenging contexts.

Developing a Model An Illustration

Model development may seem a daunting task for the novice. The purpose of this article is to illustrate the steps of model development applied to a real-life phenomenon using an inductive theory-generating research approach. The value of the illustration is that nurse researchers can follow the application of the process as a point of departure for their own work. A logical stepwise discussion is followed for empirical theory development. The logical thought process from identifying the phenomenon to describing the model as a visual metaphor of the phenomenon is illustrated.

Experiences of Newly Married Black Women Staying with the Extended Family in a Township in South Africa

We report the results of a phenomenological study on the experiences of newly married black women staying with extended family in South African townships. Our goals for the study included in-depth interviews on experiences and guidelines to facilitate these womens mental health. We interviewed six newly married women (age range 20 to 30 years; mean period in marriage = 3 years) staying with the extended families in an urban South African township. An open central question was posed to the newly married black women who fitted the inclusion criteria and this was followed by probing questions to explore and describe the experiences of staying with the extended family in an urban township. Newly married black women who do not follow the expected practices from the teachings of the extended family experienced victimisation by the extended family. The mental health of newly married black women staying with the extended family in an urban South African township could be facilitated by empowering these women with communication skills to enable them to express their feelings and concerns effectively.

Measuring dimensions of social climate among South African higher education students

We investigated the structure of social climate among university students to characterise the relative importance of personal and interpersonal factors. Participants were 266 students from a school of education of a large South African university (females = 66.5%; black = 53.0%, white = 25.9%; coloured = 7.5%, Asian/Indian = 6.0%; mean age = 28.71 years, SD = 10.51 years). The students completed the Experience of Social Climate Questionnaire (ESCQ). Exploratory principal component factor analysis of the data yielded a three component structure of social climate comprising of (i) Constructive interpersonal relationships, (ii) Unloving towards self, and (iii) Aggression perceptions of self. Relationships and aggression appear to define social climate in a higher education student population.