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Primary school educators' perceptions of emotional problems in children during middle childhood

T AML YNN JEFFER.IS

Bachelors Degree: Psychology & English (NWU: Vaal Triangle Campus)

Honours Degree: Psychology (NWU: Vaal Triangle Campus)

Mini-Dissertation presented for the degree Magister Artium in Research Psychology

In the

School of Behavioural Sciences At

Primary school educators' perceptions of emotional problems in children during middle childhood

SUPERVISOR:

Dr. Karen VanDer Merwe North-West University

LANGUAGE EDITOR:

Susan Lotz Stellenbosch University

DEDICATION

I would like to dedicate this research study to all the educators in South Africa who go beyond their job descriptions and assist children with emotional difficulties no matter what the personal cost. These are the true educators of our children, they are more than educators.

ACKNOWLEDGEMENTS

I would like to thank my parents for their support and encouragement throughout the years of my studies. It is because of their support that I have been able to complete this dissertation. I would also like to thank my son Nathan, he is my motivation and driving force. I would also like to thank my friend Mome Craven for his support and encouragement, as well as the inspiration for this research study.

I would also like to thank the following people for their support and guidance:

• Dr. Karen VanDer Merwe for support and guidance throughout this research study, which kept me motivated.

• Professor Chrizanne Van Eeden for support additional support throughout the journey of research.

• I would like to thank all of the educators involved in this study, without you this would not have been possible.

• I would also like to thank Marguerite Van der W aal and Susan Lotz, for their language editing services.

SUMMARY

The aim of this study was to explore the perceptions of primary school educators regarding emotional problems in children, as well as their perceived role therein. In order to reach these aims, a qualitative exploratory research design was used, and focus group interviews were conducted with primary school educators from three urban schools in Gauteng, South Africa. The focus group interviews were transcribed verbatim, and the transcripts were analysed through thematic content analysis. Themes regarding educators' perceptions include extemalised and internalised behaviours, changes in children's usual behaviour, the impact on school work, and physical or behavioural signs. In addition, the following themes emerged regarding the perceived role of educators in relation to emotional problems in children: educators identify emotional problems in children and love and support those children, they play an active role in the lives of children, and educators utilise resources to assist them with interventions. Participants in this study show insight into emotional problems in children, and are in need of extra support and resources from helping professionals such as counsellors, psychologists and social workers in order to intervene more effectively with children suffering from emotional difficulties.

OPSOMMING

Die doel van hierdie studie was om laerskoolopvoeders se persepsie oor kinders se emosionele probleme en hul beskouing van hul eie rol ten opsigte van hierdie probleme te verken. Om hierdie doelwitte te bereik is 'n kwalitatiewe verkennende navorsingsontwerp gebruik en fokusgroeponderhoude is gehou met laerskoolopvoeders in drie stedelike skole in Gauteng, Suid-Afrika. Die fokusgroeponderhoude is woord vir woord vertaal en transkripsies is aan die hand van tematiese inhoudsanalise geanaliseer. Temas wat die opvoeders se persepsies verteenwoording sluit in geekstemaliseerde en gei'ntemaliseerde gedrag, verskiHe in kinders se normale gedrag, die invloed op skoolwerk en fisieke tekens of tekens wat uit gedrag sigbaar word. Die volgende temas het na vore gekom wat betref die opvoeders se beskouing van hul rol ten opsigte van die kinders met emosionele probleme: opvoeders identifiseer emosionele probleme by kinders en gee aan hulle liefde en ondersteuning, hulle speel 'n aktiewe rol in die kinders se lewens en opvoeders gebruik hulpbronne om hulle met intervensies te help. Deelnemers in hierdie studie toon insig in emosionele probleme by kinders en het 'n behoefte aan ekstra ondersteuning en hulpbronne van die hulpprofessies soos beraders, sielkundiges en maatskaplike werkers om kinders met emosionele probleme effektiewer te kan help.

•

letter of permission

I hereby give permission that the following manuscript:

NORTH-WEST UNIVERSITY YUNIBESlTI YA BOKONE-BOPHIRIMA NOOROWES-UNIVERSITEIT VAAL TRIANGLE CAMPUS

The primary school educators' perception of emotional problems in children during middle childhood.

by Tamlynn Jeffris may be submitted as partial compliance with the requirements set for the degree MA (Research Psychology)

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TABLE OF CONTENTS

Acknowledgements IV

Summary v

Opsomming VI

Letter of permission

Declaration: Language editing

OVERVIEW OF THE STUDY

1.1 Introduction and rationale for the study 2

1.2 Problem statement 5

1.3 Research objectives 6

1.4 Central theoretical statement 6

1.5 Conceptual definitions 6

1.5.1 Primary school educator 6

1.5.2 Middle childhood 7 1.5.3 Emotional problems 7 1.5.4 Perceptions 8 1.6 Research methodology 8 1.6.1 Research design 8 1.6.2 Ontology 8 1.6.3 Epistemology 9

1.6.4 The role of the researcher 10

1.6.5 Data handling 10 1.6.6 Literature control 10 1. 7 Design map 12 1.8 Ethical considerations 13 1.9 Report outline 13 vii

I

14

MANUSCRIPT

Guidelines for authors: Journal of Psychology in Africa 17 Title page: Primary school educators' perceptions of emotional problems in

23

children during middle childhood

Abstract

24

Opsomming

25

Introduction

26

Problem statement

29

Research objectives

29

Central theoretical statement

30

Research methodology

30

Research design

30

Research method

31

Sampling

31

Participant criteria

31

Population and setting

31

Sampling method

32

32

32

34

34

35

35

Results and discussion

36

Narrative: This specific group of educators who participated in this study

65

Conclusion

66

References

68

Figure 2: Process of intervention by educators 64

CONCLUSIONS, LIMITATIONS AND RECOMMENDATIONS 1 Literature conclusions 75 2 Empirical conclusions 76 3 Limitations 76 4 Recommendations 77 5 Reflexivity 78

Appendix A All permission letters

Appendix B Informed consent form and biographical questionnaire Appendix C Excerpt of transcript from a focus group interview AppendixD Excerpt of codes from thematic content analysis

Reference list