Experiences of caregivers of children with Cerebral Palsy (CP) in Buffalo City Metropolitan Municipality (BCMM), South Africa

Caregivers of children with Cerebral Palsy (CP) may experience some challenges and need support in caring for these children who present with a group of neurological disorders. Cerebral Palsy has been defined as a non-progressive condition of the brain, which results from interference during its development and affects body movement, muscle coordination, including motor and cognitive impairment. The objectives of the study were; to explore, describe, and interpret the experiences of caregivers of children with CP, to interpret the meaning attached to the experiences and interpret different support for caregivers of children with CP in Buffalo City Metropolitan Municipality, South. The University of Fort Hare Ethics Committee granted ethical approval. Informed consent was obtained from the participants before data collection. Ethical principles to be followed when conducting a research study has also been discussed with participants and ensured. An Interpretive Phenomenological Analysis (IPA) was chosen for the study. Four participants were chosen purposively in this study because IPA studies use a detailed account of individual experience. The data collection method used for this study is semi-structured interviews, which were done in the participant’s comfortable environment, and lasted between 40 to 60 minutes, using an interview guide. Data analysis has been done using the 7 steps noted in IPA. The main findings of the study are lived experiences of caregivers caring for children with CP. Participants experienced financial, physical, and psychological challenges in caring for children with CP. Caregivers also received communal support from different stakeholders. Support from family, their employers, other caregivers and the government through the multi-disciplinary team and the provision of social grants. Trustworthiness was ensured by observing the principles of transferability, credibility, confirmability and dependability.Thesis (MNurs) -- Faculty of Health Sciences, 202

Experiences of caregivers of children with Cerebral Palsy (CP) in Buffalo City Metropolitan Municipality (BCMM), South Africa

Caregivers of children with Cerebral Palsy (CP) may experience some challenges and need support in caring for these children who present with a group of neurological disorders. Cerebral Palsy has been defined as a non-progressive condition of the brain, which results from interference during its development and affects body movement, muscle coordination, including motor and cognitive impairment. The objectives of the study were; to explore, describe, and interpret the experiences of caregivers of children with CP, to interpret the meaning attached to the experiences and interpret different support for caregivers of children with CP in Buffalo City Metropolitan Municipality, South. The University of Fort Hare Ethics Committee granted ethical approval. Informed consent was obtained from the participants before data collection. Ethical principles to be followed when conducting a research study has also been discussed with participants and ensured. An Interpretive Phenomenological Analysis (IPA) was chosen for the study. Four participants were chosen purposively in this study because IPA studies use a detailed account of individual experience. The data collection method used for this study is semi-structured interviews, which were done in the participant’s comfortable environment, and lasted between 40 to 60 minutes, using an interview guide. Data analysis has been done using the 7 steps noted in IPA. The main findings of the study are lived experiences of caregivers caring for children with CP. Participants experienced financial, physical, and psychological challenges in caring for children with CP. Caregivers also received communal support from different stakeholders. Support from family, their employers, other caregivers and the government through the multi-disciplinary team and the provision of social grants. Trustworthiness was ensured by observing the principles of transferability, credibility, confirmability and dependability.Thesis (MNurs) -- Faculty of Health Sciences, 202

How a turn to critical race theory can contribute to our understanding of 'race', racism and anti-racism in sport

As long as racism has been associated with sport there have been consistent, if not coordinated or coherent, struggles to confront its various forms. Critical race theory (CRT) is a framework established to challenge these racialized inequalities and racism in society and has some utility for anti-racism in sport. CRT's focus on social justice and transformation are two areas of convergence between critical race theorists and anti-racists. Of the many nuanced and pernicious forms of racism, one of the most obvious and commonly reported forms of racism in sport, racial abuse, has been described as a kind of dehumanizing process by Gardiner (2003), as those who are its target are simultaneously (re)constructed and objectified according to everyday myth and fantasy. However, this is one of the many forms of everyday racist experiences. Various forms of racism can be experienced in boardrooms, on television, in print, in the stands, on the sidelines and on the pitch. Many times racism is trivialized and put down as part of the game (Long et al., 2000), yet its impact is rarely the source of further exploration. This article will explore the conceptualization of 'race' and racism for a more effective anti-racism. Critical race theory will also be used to explore the ideas that underpin considerations of the severity of racist behaviour and the implications for anti-racism. © The Author(s) 2010

South African teachers’ views of collaboration within an inclusive education system

The development of sustainable collaborative partnerships between different role players within an inclusive education system seems to be a continuous challenge in South Africa. The focus of this research study was to understand how teachers view collaboration within an inclusive education system. Open-ended questionnaires were completed by 85 participating teachers and focus group interviews were employed with 24 educators. The findings indicate that educators still believe that they are not adequately trained and skilled to play an equal role in a collaborative partnership and prefer to rather refer learners experiencing barriers to learning to other support structures and professionals for support.http://dx.doi.org/10.1080/13603116.2013.858779http://www.tandfonline.com/doi/abs/10.1080/13603116.2013.85877