/library/oar/handle/123456789/71965 2026-06-10T20:01:11Z 2026-06-10T20:01:11Z /library/oar/handle/123456789/81313 2024-08-20T07:29:44Z 2020-01-01T00:00:00Z

Title: Children and new media : a psychosocial approach to understanding how preadolescents make sense of online risks Abstract: This mixed methods research employs social representations theory to explore the way preadolescents (9-12 years) make sense of online risks. Children’s representations of online risk impact their safety behaviours; however, children’s voices are rarely heard and strategies to safeguard children are often based on adult’s cognitions, perceptions and assumptions. Data collection was carried out in three phases: a survey (n=1097) to gain a cross-sectional understanding of children’s internet usage and risk experiences, six focus groups (n=49) to explore children’s sensemaking of risk, and finally, Latent Class Analysis (LCA) was applied to the quantitative data collected. Four categories resulted from the LCA (Audacious Explorers, Savvy Adventurers, Ambivalent Users and Cautious Players), based on children’s risk perceptions, risk experiences, skills and safety measures used. To corroborate these classes, children (n=207) were asked to identify which description of the four categories they related to most. The conclusions are that children’s cognitions reflect anchoring and objectification processes related to their own and their peers’ experiences, offline risks, stereotypes, adult and media discourses. Other children only perceive risks when they are tangible, while others have self-serving biases. The main outcome of this study is that protecting children online, needs a multi-faceted and multi-stakeholder approach. Children’s representations of online risks originate, circulate and reflect the systems surrounding the connected child, although such representations do not necessarily produce an accurate assessment of online risks. Shifting these representations requires a shift within the same systems where children’s diverse social representations of risks develop. Description: PH.D.PSYCHOLOGY

2020-01-01T00:00:00Z /library/oar/handle/123456789/72811 2021-04-05T12:25:02Z 2020-01-01T00:00:00Z

Title: The experience of stress on eating behaviour in female university students Abstract: The aim for conducting this research was to explore and obtain a deeper understanding of the lived experience of stress and eating behaviour amongst six female, local university students between the ages of 18-25. This study adopted a qualitative approach, thus enabling the exploration of the unique perspectives of the university students with regards to their experiences with stress. Six semi-structured audio-recorded interviews were conducted, with the participants being recruited through snowball sampling. The data was analysed using Interpretative Phenomenological Analysis (IPA). The analysis of the data revealed six superordinate themes, including; The experience of stress, The relationship between stress and university-life, Changes in eating behaviour, Coping mechanisms, Emotional eating, and Food choice. The findings highlighted the complex relationship between stress and eating behaviour, that was influenced by a plethora of factors. University-life in itself was found to be a major instigator of stress, and in turn, this stress caused changes in eating behaviours; namely, a change in the amount and types of food consumed, with a gravitation towards foods that are more calorie-dense. In addition, binge eating, stress-induced eating, and emotional eating, were all changes in eating behaviours utilised by the students as a way to mitigate their stress. These coping mechanisms were found to do more harm than good, as they had a negative impact on both their physical and mental health. Furthermore, the findings conveyed the significant need to help educate students regarding adaptive coping mechanisms, as opposed to maladaptive coping mechanisms, that would enable them to manage their stress effectively, and in a way that would not be detrimental to their health. Description: B.PSY.(HONS)

2020-01-01T00:00:00Z /library/oar/handle/123456789/72805 2021-04-05T12:20:55Z 2020-01-01T00:00:00Z

Title: Exploring the impact of self-harm within the family : the perspective of various helping professionals Abstract: This study is focused on exploring the helping professionals’ experiences in helping the parents deal with the situation of self-harm within the family. Semi-structured interviews were used to explore the experiences of five helping professionals in how they guide parents through the feelings they experience and how they help them to deal with the situation at hand. An interpretation of the findings was carried out through the use of Thematic Analysis, a qualitative method in which six global themes emerged, together with 15 sub-themes. The global themes outline the emotional reactions, dealing with family dynamics, establishing adequate communication, the stigma within society, the therapeutic setting, and facing the challenges and moving forward. Most of the participants argued that communication between family members is paramount to ensure a successful outcome when dealing with self-harm. The professionals also give the parents skills on how to accept the situation of self-harm. Furthermore, they also expressed a hope that parents would not be ashamed to come to therapy and talk about their feelings. Description: B.PSY.(HONS)

2020-01-01T00:00:00Z /library/oar/handle/123456789/72781 2021-04-05T05:11:24Z 2020-01-01T00:00:00Z

Title: Examining the role of handedness in visual-spatial abilities Abstract: The aim of this study was to investigate the role of handedness in visual-spatial abilities, particularly, whether handedness and underlying brain asymmetries are useful variables in explaining individual differences in visual-spatial ability. A quantitative approach was adopted in this study. Participants’ visual-spatial abilities were assessed using the Visual Object and Space Perception Battery (VOSP; Warrington & James, 1991). Furthermore, participants’ degree of handedness was tested through The Briggs and Nebes (1975) modified version of the Annett Hand Preference Questionnaire (1967). The sample was recruited through the use of convenience sampling and consisted of adult participants of either gender, between the ages of 18-35. The participants were divided equally into groups of 30, left-handed and right-handed. The results indicated no relationship between type of handedness or degree of handedness and visual-spatial abilities. This study appears to indicate that handedness is not associated with visual-spatial abilities in a young and well-educated population, possibly meaning that within such a population other explanatory factors play a stronger role in shaping individual differences in visual-spatial abilities. Description: B.PSY.(HONS)

2020-01-01T00:00:00Z