Effectiveness of Student Psychological Support Services at a Technical and Vocational Education and Training College in South Africa

Munyaradzi, Muchineripi; Addae, David

doi:10.1080/10668926.2018.1456379

Cited by 5 publications

(5 citation statements)

References 12 publications

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“…However, one of the barriers that exists for example in student support services in TVET colleges is that policies and procedures are developed in colleges but there is little coordination in the TVET sector to ensure that these policies come to fruition (Munyaradzi & Addae, 2019). This study similarly indicated poor coordination and that a gap exists between policy and implementation.…”

Section: Discussionmentioning

confidence: 75%

“…The TVET sector in South Africa similarly faces many challenges that pose a risk to the wellbeing of staff and students (Ronnie, 2023). Some of these include the very complex nature of TVET colleges as a result of their intensive restructuring since the 1990s (Terblanche & Bitzer, 2018); the difficulties of teaching and learning in the South African context, what with the many societal, political and infrastructural challenges people have to navigate in their daily lives; the perception that TVET colleges are inferior to other higher education institutions such as universities (Ronnie, 2023); reports on the toxic work culture that exists in many TVET colleges (Meyer & Kirsten, 2014;Waddington & Wood, 2019); poor or inadequate leadership (Terblanche & Blitzer, 2018); an implementation gap between policy and practice; low staff morale and general dissatisfaction among staff with their working conditions (Wedekind & Buthelezi, 2016); and a very large student population (DHET, 2018) that is at high risk of developing mental health problems as a result of challenges such as poverty, crime, a lack of resources, and studying at colleges that are clearly under pressure (Munyaradzi & Addae, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Exploring inclusive leadership and strategic visioning as pathways to well-being in TVET colleges

Bester

2023

JOVACET

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This exploratory case study reports on the ways in which staff and student well-being is embedded and promoted in technical and vocational education and training (TVET) colleges through inclusive-leadership practices such as policies that structure and guide well-being programmes, making them part of the strategic vision. Such well-being is also evident in the wellness programmes and initiatives in some colleges. Eleven participants in total were purposively selected from a population of 59 TVET college leaders enrolled in a TVET (PGDip in TVET) leadership development programme at the University of Pretoria during 2021 and 2022. Data were generated during teaching and learning activities when the entire population (n=59) was involved in completing a structured checklist of enablers of, and risk factors related to, well-being for their colleges. From this process, the checklists of 11 campus managers were selected. The depth and the quality of the information the managers provided about the research topic, and the insights it provided in response to the question of how well-being was promoted in their colleges, also determined their selection. The study findings suggest that well-being policies were inconsistently implemented at different colleges, and that there is a perceived lack of strategic thinking about well-being and a lack of guidance and direction from college leaders about how to deal with it. Furthermore, it became evident that student well-being was prioritised over that of the staff, with staff members experiencing burnout and fatigue as a consequence of elevated levels of stress arising from meeting deadlines, unmanageable workloads and unrealistic expectations.

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Section: Discussionmentioning

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Exploring inclusive leadership and strategic visioning as pathways to well-being in TVET colleges

Bester

2023

JOVACET

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“…It depends more on how people feel about body movements. Group dancing exercises the flexibility of the body -the process allows people to complete actions without using their brains [10]. Students communicate more through body language, so as to better understand their body and brain better.…”

Section: Relationship Between Music Activities and Rhythmic Stress Pe...mentioning

confidence: 99%

Effect of Music Activities and Rhythm Stress Perception Training on the Psychological Pressure of Students

2023

JEP

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In today's society, many young students are in the period of adolescent rebellion, and they are prone to conflict with their parents due to trivial matters and easily bullied by their classmates, resulting in excessive psychological pressure. Therefore, it is not easy to relieve students' psychological pressure. How to relieve students' psychological pressure? This study showed that music activities and rhythmic stress perception training can relieve students' psychological pressure. Music activities can improve students' emotional experience process and psychological quality. This paper used feature extraction algorithm to analyze both of them. The results suggested that the "anxiety" factor and "terror" factor of A and B before music activity and rhythmic stress perception training had the highest scores of 2.65 and 2.96 respectively, and the values after the training decreased to 1.52 and 1.62. Although it is still higher than the average score of 1.5, the gap between the two is not large, indicating that music activities and rhythmic stress perception training are conducive to relieving students' psychological stress, and there is an obvious positive relationship between the two.

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“…Bridges (2008) states that student support services, especially those offered at universities enrolling academically underprepared students, are essential to student success. The support services aim to facilitate students' transition into higher education institutions and enhance retention of students (Munyaradzi & Addae, 2019). A 2017 study by Koen et al found that investment in the well-being of students would strengthen the well-being behaviour of the organisation.…”

Section: Introductionmentioning

confidence: 99%

Access to and effectiveness of support services for students in extended curriculum programmes at a South African university

Chetty,

Kepkey

2023

JSAA

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In South Africa, many students enter university without the skills required for success in higher education. Extended curriculum programmes (ECP) were developed to provide students who showed potential but were underprepared with the necessary foundations to achieve success in higher education. Student support services are essential to student success. This has been apparent especially in universities enrolling academically underprepared students. This study, conducted by the Office of the Academic Advisor at the Faculty of Medicine and Health Sciences at Stellenbosch University, aimed to explore the effectiveness of and participation in support services available to students in the ECP. The last cohort of ECP students was accepted at the faculty in 2018 for the MBChB, BSc Physiotherapy, and BSc Speech-Language and Hearing Therapy degrees. On successful completion of the ECP, students join the second year of their respective mainstream programme and are tracked throughout their academic career with dedicated support services offered to them. As students transition from the ECP, they need to utilise their own agency to access the support services available. A quantitative survey including qualitative responses was used for data collection and was explored using thematic analysis. Specifically, the study explored students’ awareness and utilisation of, and their expressed interest in, the available support services. It was important to investigate the support needs of ECP students as an increasing need for support services had been identified during the COVID-19 pandemic. Furthermore, minimal data were evident on support needs of senior ECP students and especially on this population in health sciences. The research gave greater insight into students’ support needs. The findings indicated that students were familiar with and had accessed support services to an extent that they were able to share firsthand experiences of accessing support at the university.

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Effectiveness of Student Psychological Support Services at a Technical and Vocational Education and Training College in South Africa

Cited by 5 publications

References 12 publications

Exploring inclusive leadership and strategic visioning as pathways to well-being in TVET colleges

Exploring inclusive leadership and strategic visioning as pathways to well-being in TVET colleges

Effect of Music Activities and Rhythm Stress Perception Training on the Psychological Pressure of Students

Access to and effectiveness of support services for students in extended curriculum programmes at a South African university

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