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The devastation of the Covid-19 pandemic on society raised the question of how best to gauge society's psychological adaptation to continually evolving global disruptor events, such as Covid-19. This paper aims to illustrate the use of different approaches to monitor society's psychological response to Covid-19, in order to argue for a more comprehensive, multi-model, approach. The results from different approaches are presented in two studies employing measures of mental disorders and mental distress, respectively, using South African samples for demonstration. The first study presents findings from repeat administration of measures of common mental disorders (major depressive and generalized anxiety disorders) across three consecutive years, while the second study presents findings from mood response profiles (measured with the Brunel Mood Scale) collected across five time points during the Covid-19 pandemic. Both studies showed that the Covid-19 pandemic was temporally associated with adverse mental health outcomes across the mental health continuum, and that mental health profiles were associated with both time since onset of Covid-19 and subsequent wave occurrence. Elevated prevalence of common mental disorders, as well as fluctuating patterns of mood response profiles, are discussed against the context of Covid-19. The paper concludes that a multi-modal approach, for instance measuring specific mental disorders as well as more general mental distress, is crucial to comprehensively understand society's psychological adaptation to major disruptor events, and guide health sector responses. The paper serves as a reminder to continue to observe mental health more inclusively to appropriately respond to the psychological needs of communities. Plain Language Summary: Measuring mental health across Covid-19 waves The impact of Covid-19 on mental health raised the question of how can we best measure how society adapts, psychologically, to major events that disrupt life. This article looked at two specific ways to measure and monitor society's psychological response to Covid-19. The first study looked at the prevalence of mental disorders, and the second looked at levels of mental distress. Both studies used South African samples to demonstrate this. The first study presented data from a repeat administration of scales that identify depressive and anxiety disorders, completed across three consecutive years. The second study presented findings from mood response profiles (measured with the Brunel Mood Scale) collected across five time points during the Covid-19 pandemic. The results showed that the pandemic was associated with adverse mental health outcomes—across the mental health continuum—and that mental health profiles were associated with both time since the start of Covid-19 and fluctuated with the subsequent waves across the pandemic time-line. This article demonstrated the importance of using a multi-modal approach to fully understand society's psychological response to major life disruptions. It also acted as reminder to monitor mental health continuously to be able to respond to the psychological needs of communities. [ABSTRACT FROM AUTHOR]

This paper is based on a systematic literature review of published research on the educational application of Virtual Lab. The paper focuses on the use of the mobile Virtual Lab application for learning science practicals in rural school context. This paper analyses the theoretical aspects of using VL in teaching and learning of science practical experiments. The previous studies published in national and international journals and conference proceedings on science education and technologies in education, and regarding the benefits of using VL in science education, are discussed as references for integrating VL in teaching of science practicals in the rural school context. A systematic review method was adopted in this paper to explore articles that focus on Virtual Labs and the use of Virtual labs in teaching and learning. However, the aim of this paper is to provide science teachers in rural schools and education policy makers with a better understanding of the constraints and the benefits of using VL technology in mediating learning of science practical experiments and encourage teachers to adopt the use of VL as technology for conducting science practical experiments. In addition, this paper also addresses the possible factors that may affect learners' learning of science practical experiments using VL technology in rural school educational settings, giving educational policy makers and curriculum developers enlightenment as to the effective integration of VL technology in science education. We conclude by providing suggestions and recommendations on the use of VL in teaching and learning of science practical experiments in rural schools beyond COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

As the world came to grips with the coronavirus diseases (COVID-19), educational institutions and the society at large faced the challenge of figuring out how to continue with teaching and learning in such a context. Many countries, including South Africa made efforts to help contain and suppress the spread of Covid-19. In the South African education sector, about 13 million learners and 440 000 teachers were released before the end of the first school term in March 2020. In addition, 30 000 Early Childhood Development (ECD) centres, about 100 000 teachers were also required to end their term before the official closing date. For many young learners, the lockdown period meant that they would be at home with (a) Limited access to age appropriate, fun and explicitly educational resources to play with as many shops considered resources that could be used to develop children's sensory skills as not essential goods (b) They had limited exposure to structured learning and play as most caregivers are not qualified ECD practitioners (c) Children could not play outside, visit playgrounds and parks, yet, freedom of movement, activity and exercise is important for every child's development and young children learn best through play and experimenting (d) Most of their curriculum content cannot be fully taught using online platforms. Given this background, through a semi-ethnographic study, the paper documents the early literacy experiences of two 3 year old children during the Covid-19 lockdown in South Africa. In addition, analysis of parents or caregivers' feedback about their experiences in providing assistance to the young learners during the lockdown is presented. Findings of the study show that in both research contexts, literacy practices were different, but not lesser. Challenging as it was for the caregivers to support the development of literacy, the home environment provided many opportunities for learning. [ABSTRACT FROM AUTHOR]

Due to the widespread occurrence of mental disorders among adolescents, there is globally a recognised need to assess the mental well-being of higher education students. Those in extended programmes, dealing with self-esteem and capability challenges intensified by peer and institutional attitudes, might face heightened susceptibility to mental health issues. Moreover, research suggests that the 2020 COVID-19 pandemic likely worsened students' mental health difficulties. This study aimed to assess the prevalence of mental health issues among students in a South African university's extended curriculum programme in 2022 while exploring potential gender differences. Furthermore, by comparing these findings to a 2017 study, it sought to assess the COVID-19 pandemic's potential impact on the mental health of extended programme students. Paper-based questionnaires evaluated depression, anxiety, and stress symptoms among first-year extended programme students in 2017 (pre-COVID, n = 208) and in 2022 (within the pandemic, post-lockdown, n = 202). The results showed consistently high levels of mental health issues for both cohorts, with no statistically significant difference between the cohorts. However, female students in the 2022 cohort faced notably more mental health challenges than their male peers. Universities should enhance mental health education and awareness campaigns and explore new counselling methods to assist the growing number of students in need of support. Further research ought to investigate the factors behind the heightened mental health issues, especially among female students. [ABSTRACT FROM AUTHOR]

COVID-19 ushered in public health guidelines restricting face-to-face contact and movement, and encouraging social distancing, all of which had implications for conducting field-based research during the pandemic. For qualitative researchers, this meant adapting conventional face-to-face methods and resorting to virtual variations of the same in adherence to stipulated COVID-19 health protocols. Virtual qualitative research introduced new concerns and logistical challenges. This paper presents critical reflections on experiences of conducting qualitative research during the pandemic, from the perspectives of a cohort of postgraduate fellows. A critical reflection framework was utilised to explore fellows experiences and meanings ascribed to their experiences. The research findings illustrate three overarching processes which, in turn, shaped ways of thinking, doing and being. First, explicating tacit assumptions about their anticipated research journeys and interrogating these. Second, shifts in power differentials demonstrated by role reversal between researchers and participants, and between fellows and supervisors as they re-negotiated their positionalities in virtual research spaces. Third, context specific sense-making, in which - narrative accounts support the notion of knowledge as a social construct. Our findings have important implications for qualitative research practice. Our study documents methodological nuances and social implications of conducting qualitative research during COVID-19 and in a-South African context. In addition, our study exemplifies the use of critical reflection in qualitative research practice in the specific context of postgraduate academic research. Further, our study illustrates how the use of technology shapes qualitative research protocol development, data collection and analysis phases. [ABSTRACT FROM AUTHOR]

Black bodies have been the site of devastation for centuries. We who inhabit and love these bodies live in a state of perpetual mourning. We mourn the disproportionate dying in our families, communities and the dying in the black diaspora. We are yet to come to terms with the death that accompanied the AIDS pandemic. Tuberculosis breeds in the conditions within which most of us live. We die from hours spent in the belly of the earth where we dig for minerals to feed the unquenchable thirst of capital. Malaria targets our neighbors with deathly accuracy. Ebola stalks west Africa where it has established itself as a rapacious black disease. It kills us. In the black diaspora, African Americans are walking targets for American police who kill and imprison them at rates that have created a prison industrial complex. Africans die in the Mediterranean ocean and join the spirits of ancestors drowned centuries ago. With South Africa as the point of departure, this paper stages a transcontinental examination of black death. It is animated by the following questions. What are the dimensions of black death, what is its scale and how is it mourned? What does the COVID-19 pandemic mean for we who are so intimately familiar with death? [ABSTRACT FROM AUTHOR]

In this paper, we critically reflect on our conceptualization and operationalization of "rapid photovoice" as a close-up, emancipatory, action research methodology which has multiple, intersecting social-justice goals; and consider the methodology's potential for helping to achieve such goals. We first consider photovoice in relation to its typical use in public health research, as well as in prior research into student experiences of higher education. We then consider our pragmatic redesign of the methodology as rapid photovoice (RPV), which we conceptualized in response to the goals, parameters, and constraints inherent in our project, which studied student movement violence and wellbeing. In the third part of the article, we describe and discuss our operationalization of RPV in this study on four university campuses in South Africa. In the fourth section, we reflect on some of the ethical considerations arising from the topic and the methodology. In the final section of the article, we critically assess the interim outcomes of our use of RPV in terms of (1) psychologically empowering students to reflect on traumatic experiences in a safe space and enhancing their self-awareness of wellbeing, wellbeing resources and coping strategies; (2) the politically emancipatory potential of photovoice to represent student experiences authentically and with immediacy to higher education policy role-players, and (3) its ability to co-create artifacts of collective memory that provide authentic empirical material for making trustworthy knowledge claims. [ABSTRACT FROM AUTHOR]

Little is known about resilience responses to COVID-19 stressors from emerging adults in minority world contexts. In this cross-sectional study, we explored the association between self-reported COVID-19 stressors and capacity for resilience in 351 emerging adults (Meanage = 24.45, SD = 2.57; 68% female) who self-identified as Black African. We were interested in whether age, gender and neighbourhood quality influenced this association. The main findings were that higher pandemic stress was associated with a greater capacity for resilience. Older participants showed higher levels of resilience, while there was no gender difference in this regard. Those who perceived their neighbourhoods as being of a good quality also showed greater capacity for resilience, despite all participants residing in disadvantaged communities. The theoretical and practical implications of these results are considered. [ABSTRACT FROM AUTHOR]

This study explores the utility of the I-poem methodology to investigate subjective well-being in children and adolescents with ADHD in South Africa during the COVID-19 pandemic. Subjective well-being in this population has been studied extensively via quantitative methodologies. In addition, narrative studies, discourse and theme analysis, participatory and visual method studies have also contributed to deeper understandings in the field. The current study seeks to contribute to knowledge creation within this field of non-numerical studies in an attempt to decentralise the voice of researchers and highlight the voices of participants. In the I-poem methodology, self-report ratings of children and adolescents with ADHD between the ages of 10 and 18 years old (n = 376) during the COVID-19 pandemic in South Africa was captured in an open-ended question. Data was analysed through the researcher's creation of themed I-poems. The findings delineate broad categories of positive, negative and neutral feelings of subjective well-being during the pandemic. Notions of subjective well-being are related to themes of home, school, social life, self-growth and reflection, experiences of change, rules, extra-curricular activities, concerns, loss, finances, the new normal, and emotions. The study illustrates the utility of the I-poem methodology to illuminate dimensions of well-being that may otherwise remain invisible. The study also amplifies the potential of the I-poem methodology to be used in conjunction with, and complementary to, other research methodologies. [ABSTRACT FROM AUTHOR]

This article examines the potential for online activism to contest hegemonic neoliberal conservation models in South Africa, using the Covid-19 crisis as a window onto discursive struggle. National lockdown measures during the pandemic sent the vital tourism sector of an already fragile economy into deep crisis. Neoliberal and militarized conservation models, with their reliance on international travel, are examined as affected by a conjunctural crisis, the meaning of which was contested by a broad range of social actors in traditional and on social media. In 30 online news videos, racial hierarchies of land ownership and conservation labour geographies are reproduced and legitimated, as is a visual vocabulary of conservation as equivalent with guns, boots, and anti-poaching patrols. Here, hope is represented as residing in the increased privatization of public goods, and the extraction of value from these goods in the form of elite, luxury consumption. In a corpus of posts on Twitter corpus, on the other hand, significant counter-hegemonic resistance to established neoliberal conservation models is in evidence. In their replies to white celebrity conservationist Kevin Pietersen, critical South African Twitter users offer a contrasting vision of hope grounded in anti-racist equality, a rejection of any special human-animal relations enjoyed by Europeans, and an articulation of a future with land justice at its centre. The analysis supports the idea that in the "interregnum" between hegemonic social orders, pathways towards transformed futures may be glimpsed as "kernels of truth" in discursive struggles on social media. [ABSTRACT FROM AUTHOR]

Throughout the early months of 2020, COVID-19 rapidly changed how the world functioned, with the closure of borders, schools and workplaces, national lockdowns, and the rapid normalization of "self-isolation" and "social distancing". However, while public health recommendations were broadly universal, human capacity to accordingly transform everyday life has differed significantly. We use the example of South Africa to highlight the privileged nature of the ability to transform one's life in response to COVID-19, arguing that the virus both highlights and exacerbates existing inequalities in access to infrastructure. For those living in urban poverty in South Africa, where access to basic infrastructure is limited, and where overcrowding and high density are the norm, it is frequently impossible to transform daily life in the required ways. The failure of global public health recommendations to recognize these inequalities, and to adapt advice to national and local contexts, reveals significant limitations that extend beyond this specific global pandemic. [ABSTRACT FROM AUTHOR]

Background: Many countries in the world are still struggling to control COVID-19 pandemic. As of April 28, 2020, South Africa reported the highest number of COVID-19 cases in Sub- Sahara Africa. The country took aggressive steps to control the spread of the virus including setting a national command team for COVID-19 and putting the country on a complete lockdown for more than 100 days. Evidence across most countries has shown that, it is vital to monitor the progression of pandemics and assess the effects of various public health measures, such as lockdowns. Countries need to have scientific tools to assist in monitoring and assessing the effectiveness of mitigation interventions. The objective of this study was thus to assess the extent to which a systems dynamics model can forecast COVID-19 infections in South Africa and be a useful tool in evaluating government interventions to manage the epidemic through ‘what if’ simulations. Design and Methods: This study presents a systems dynamics model (SD) of the COVID-19 infection in South Africa, as one of such tools. The development of the SD model in this study is grounded in design science research which fundamentally builds on prior research of modelling complex systems. Results: The SD model satisfactorily replicates the general trend of COVID-19 infections and recovery for South Africa within the first 100 days of the pandemic. The model further confirms that the decision to lockdown the country was a right one, otherwise the country’s health capacity would have been overwhelmed. Going forward, the model predicts that the level of infection in the country will peak towards the last quarter of 2020, and thereafter start to decline. Conclusions: Ultimately, the model structure and simulations suggest that a systems dynamics model can be a useful tool in monitoring, predicting and testing interventions to manage COVID-19 with an acceptable margin of error. Moreover, the model can be developed further to include more variables as more facts on the COVID-19 emerge. [ABSTRACT FROM AUTHOR]

The coronavirus disease (COVID-19) pandemic had a global impact on family social and economic well-being. Individuals and families sought alternative living arrangements as a result of the financial crisis, health implications, and housing insecurity, with many joining multigenerational households. However, it is unknown how multigenerational family life affects children's well-being. Therefore, this qualitative study explored risks and resilience-building opportunities for children's psychological and social well-being in resource-constrained multigenerational households during the COVID-19 pandemic in South Africa. Five multigenerational families were selected through snowball sampling and case design. The three generations of participants were grandparents (n = 5), parents (n = 7), and children (n = 4). Data were gathered through a questionnaire and interviews. The study received institutional ethics approval. After thematic analysis, two themes and six sub-themes were identified. Risks were related to interpersonal conflict, family collective fear of COVID-19, and children's multiple other fears. Opportunities were identified as academic support, shared responsibilities, life skills and values acquisition, and family cohesion. Results demonstrated the potential risks and resilience-building opportunities multigenerational households present for children's psychosocial well-being. Multisystemic influences in a multigenerational household contribute to children's adjustment. These outcomes necessitate systemic school psychology interventions. Longitudinal studies are recommended to explore child well-being trends in multigenerational households in varying socioeconomic contexts. [ABSTRACT FROM AUTHOR]

As a result of South Africa recording its first COVID-19 index case in March 2020, the country imposed one of the strictest lockdowns globally. The lockdown unearthed vital lessons that climate practitioners both in South Africa – the largest emitter of greenhouse gases on the African continent – and globally can draw from to facilitate the achievement of the thirteenth Sustainable Development Goal (SDG 13). Drawing on secondary data analysis of media reports regarding South Africa's strategy to tackle the ongoing COVID-19 pandemic, with particular emphasis on the hard lockdown, three themes emerged. These were rephrased to align appropriately with the discourse on climate change (CC). These include changing the distant framing narrative of CC, prioritizing green growth and utilizing credible messengers. Each theme is discussed critically in terms of how it will aid climate policy developers and practitioners in facilitating the attainment of SDG 13. [ABSTRACT FROM AUTHOR]