Research proposal

Experiences, challenges and coping strategies of

mothers raising children with autism spectrum disorder
in Matjhabeng Local Municipality

Degree
Masters in Social Work
Name
Tlali Samuel Madia
Student number
41998650
Contact number
083 568 3533
Address
26 Beck Street
Hennenman
9445
Supervisor
Ms. Winnie Morake

1
 CV &Summary of research experience
Qualifications: Researcher, Tladi Madia, completed Bachelor of Social Work degree
from University of South Africa in 2015.

Work experience and current occupation: Researcher started working for Matjhabeng
Local Municipality (Social Development Branch now Wellness Section) since 2005 to
date. After completion of Social Work Degree (2016), the researcher was allowed to
work directly with employees, local counsellors, community members, NGOs where he
had an opportunity to attend and interact with different cases ranging from family
matters, HIV, substance abuse etc. The experience of attending community programs,
where disability centres were visited, instigated the curiosity about experiences,
challenges and coping strategies of mothers in raising children with autism spectrum
disorder. The researcher has three years experience of working as a social worker and
has experience in conducting social research.

Knowledge and experience of research: The researcher conducted research on the

challenges and coping strategies of primary caregivers in raising a child with a disability
within a rural context.

2
Table of contents

Abstract iv
1. 11.1 General introduction
1
1.2 Problem statement 9
1.3 Rationale for the study 11
1.4 Theoretical framework 13
2. 132.1 Research question
14
2.2 Research goal 14
2.3 Research objectives 15
3. 163.1 Research approach
16
3.2 Research design 18
4. 204.1 Population
21
4.2 Sampling 21
4.3 Sampling methods 21
4.4.1 Preparation for data collection 23
4.4.2 Methods of data collection 24
4.5 Pilot testing 26
4.6 Method of data analysis 27
4.7 Methods of data verification 28
5 346. 376.1
Autism Spectrum Disorder (ASD) 37
7. 398. 399.
39BIBLIOGRAPHY 41
ADDENDA 46
Addendum A: Participant Information Sheet 46
Addendum B: Consent 51
Addendum C: Permission letter 52
Addendum D 54
RISK ASSESSMENT TOOL 56

3
4
Abstract
Mothers raising children with autism spectrum disorder experiences a range of different
emotions due to their children‘s conditions. They are also faced with different challenges
with regard to raising autistic children, as a result they have to develop coping strategies
so that they can be able to support their children. Qualitative research approach will be
used to explore, describe, and contextualise the experiences, challenges and coping
strategies of mothers who are raising children with autism spectrum disorder in
Matjhabeng Local Municipality based in Free State Province. Purposive and snowball
sampling method will be used to draw a sample of research participants. Data will be
collected through face to face-to- face interviews using semi- structured interviews as
guide.To analyse data gathered from the participants, Tesch’s eight steps of data
analysis will be utilised. Data verified through methods such as confirmability,
transferability, credibility and dependability. From the findings deduced from the
participants, recommendations for policy and social work practice and future research
will be made.

5
1. INTRODUCTION AND PROBLEM FORMULATION
The section on introduction and problem formulation will summarise literature on the
following themes, mothers raising children with autism spectrum disorder (ASD)
challenges and coping strategies, description of autism spectrum disorder, prevalence,
findings of research that has been done on the topic internationally, regionally and in
South Africa. A brief description of the problem statement and rationale for the study will
be outlined.

1.1 General introduction

Raising a child with autism spectrum disorder is frustrating for the parent as it often
requires an exhaustive physical commitment as well as coping with emotional reactions
to the child‘s situation (Kang, Choi & Ju. 2016: 2). Mothers of children with autism
spectrum disorder are faced challenges both at home and in the community. They also
show higher level of parenting stress as compared to a mother of a typically developing
child (Chu, Normal, McConell, Tan and Singh, 2018: 1). Stigma is one of the most
difficult public encounters experienced by parents of children with autism spectrum
disorder. Mothers may end up blaming themselves for having an autistic child due to
stigma, which is linked with shame, discredit, guilt or disgrace. Mothers raising children
with autism spectrum disorder are are usually faced with the following examples of
stigma, i.e. labelling, stereotyping, status loss and discrimination (Gona, Newton,
Rimba, Mapenzi, Kihara, Vijver & Abubakar. 2016: 3517). Other families may go to an
extent of locking the child in the house because they fear taking the child out in public,
and this lessens the quality of life for the family (Broady Stoyles, & Morse, 2017; Chu,
Normal, McConnel,Tan & Singh: 2018: 1). Below is the description of autism spectrum
disorder.

According to Bilgin & Kucuk, (2010: 92); Alli, Abdoola & Mupawose, (2015: 1), autism
spectrum disorder is a developmental disability, which impairs an individual’s social
interaction and communication. It also results in restricted, repetitive and stereotype
patterns of behaviour. A child with autism spectrum disorder will show unusual
behaviour, interests and activities. The child usually shows difficulties in the areas of
social and communicative behaviour. Bilgin & Kucuk, (2010: 92); furher suggest that

1
symptoms of autism spectrum disorder appear during the early years of childhood. This
is when parents realise that, their child has not achieved expected milestone of child
development. The child does not respond to parental cues of affection or
communication and the child is not interested to speak like other children. In addition,
the child exhibits disorderly behaviour. They respond inappropriately in conversations,
misreading nonverbal interactions, or having difficulty building friendships appropriate to
their age. They are also too dependent on routines, highly sensitive to changes in their
environment. The symptoms of people with ASD vary, with some individuals presenting
mild symptoms and others having much more severe symptoms (Ooi, Ong, Jacob and
Khan, 2016: 745-762; American Psychiatric Association.2013:2). The term autism was
altered to Autism Spectrum Disorder (ASD) due to its resemblance to other disorders
like Asperger Syndrome (Agyekum, 2018: 1). According to Autismspeaks report,(2018)
it is estimated that 31 percent of children with ASD have an intellectual disability, 30 to
61 percent are affected by Attention Deficient Hyperactivity Disorder (ADHD), More than
50 percent have one or more chronic sleep problems, an estimated 11 to 40 percent are
affected by anxiety disorder and an estimated 7% are affected by depression. The
report further alludes that children with autism are nearly eight times more likely to
suffer from one or more chronic gastrointestinal disorders than are other children and as
many as one-third of people with autism have epilepsy (seizure disorder). Furthermore
an estimated 32 percent of 2 to 5 year olds with autism are overweight and 16 percent
are obese. Below are some of the challenges experienced by mothers raising children
with autism spectrum disorder.

Parents face challenges and huddles in raising a child with Autism Spectrum Disorder at
different stages of their child’s development. Mothers’ challenges amongst others, is
obtaining relevant information about ASD and accessing the best services for their child
in quest for a professional diagnosis. Access to resources such as professional help
(speech therapy) and intervention centres for people with autism spectrum disorder are
also a challenge for these mothers and it may lead to late diagnosis to children (Chu,
Normal, McConell, Tan & Singh, 2018: 1-2). Some parents might have to pay out of
their pockets for services or drive long distance to access treatment facilities. As a result
of financial challenges, some mothers of children with autism spectrum disorder might
need to relocate their family to ensure they are able to recover the cost associated with

2
services (Depape & Lindsay, 2015: 569-583). Below is some of the coping strategies
used by mothers raising a child with autism spectrum disorder.

Mothers raising children with autism spectrum disorder employ family practice as one of
the coping strategies as it maintains stability in the family. In a family practice strategy,
two or more family members are involved in taking care of the concerned child on a
regular basis. The child becomes the responsibility of the family not only the mother
alone, and this play important role in child health, parent-child harmony, academic
achievement, emotional support as well as positive family well-being (Schlebusch,
Samuels and Dada, 2016: 1-2). Another coping strategy for mothers is to accept the
condition of the child and focus on the positive experiences. They may also
communicate with others about the disorder, providing them with the information and
raising awareness with community. Partaking in encouraging behaviours for other
people is vital as it increases their sense of well-being. It also helps to build support
networks. Religion also has a significant contribution to mothers’ levels of confidence
and hope. Mothers believe that, an autistic child is a gift from God and they have to
accept this and this belief improves their socio-emotional well-being (Balubaid & Sahab,
2017: 143). Below is the prevalence of children with autism and studies conducted on
the topic.

According to Professor Petrus de Vries and Professor Sue Struengmann of Child and
Adolescent Psychiatry, ( year and page),in United States, one in every 68 children live
autism but not much is known about the extent of disorder in the rest of the world
particularly in low- and middle-income countries, where 90% of children with autism live
as there are no studies that have been done that focus on the prevalence of autism in
Africa. Professor De Vries and his interdisciplinary research team at the Centre for
Autism Research in Africa, are acknowledging the emergent need to address autism in
low- and middle-income parts of the world, (University of Cape Town Centre for Autism
Research in Africa.2017). Below is the table of some of the studies conducted, it is
important to note that most studies were conducted internationally.

Table 1: Studies conducted

3
Author Year Title Methodology

Miranda, A, Mira, A, 2019 Parenting Stress in Mothers of Qualitative

Berenguer, C, Rosello, Children with Autism without
B, Baixauli, I. Intellectual Disability. Mediation of
Behavioural Problems and Coping
Strategies.

Agyekum, H, A. 2018 Challenges and Coping Stratergies for Qualitative

Parents with Autistic Children.

Catalano, D, Holloway, 2018 Mental Health Interventions for Parent Qualitative

L & Mpofu, E Carers of Children with Autistic
Spectrum Disorder: Practice
Guidelines from a Critical Interpretive
Synthesis (CIS) Systematic Review.

Chu,S, Y, Normal, S, 2018 Challenges faced by parents of Qualitative

N, S, McConell, G.E, children with autism spectrum disorder
Tan, J.S and Signh, S, in Malaysia: Speech, Language and
K, D Hearing.

Gobrial 2018 The Lived Experiences of Mothers of Qualitative

Children with the Autism Spectrum
Disorder in Egypt

Prata, J, Lawson, W & 2018 Parent training for parents of children Qualitative
Coelho, R. on the autism spectrum:

Balubaid, R & Sahab, 2017 The Coping Strategies Used by Qualitative

L. Parents of Children with Autism in
Saudi Arabia.

Gona, J. K, Newton, 2016 Challenges and Coping Strategies of Qualitative

C.R, Rimba, K.K, Parents of Children with autism on the
Mapenzi, R, Kihara, M, Kenyan Coast.
Vijver, F. W, Abubakar,
A. 2016. . Gona, J. K,
Newton, C.R, Rimba,
K.K, Mapenzi, R,
Kihara, M, Vijver, F. W,
Abubakar, A.

Ooi, K, L, Ong, Y, S. 2016 A meta-synthesis on parenting a child Qualitative

Jacob, S. A. & Khan, T. with autism.
M.

Schlebusch, L., 2016 South African families raising a child Qualitative

Samuels, A.E., and with autism spectrum disorders:
Dada, S. relationship between family routines,

4
 cognitive appraisal and family quality
of life.

Young Kang, G, Soon 2016 Parenting Experience of Mothers with

Choi & Jin Ju. Children with Autism Spectrum
Disorder: An Analysis of the Mothers’
Diaries.

Alli, A & Mupawose, A. 2015 Parents’ Journey into the World of Qualitative
Autism.

Alli, A, Abdoola, S & 2015 Parents’ Journey into the World of Qualitative
Mupawuse, A. Autism:

Depape, A, M & 2015 Parents’ experiences of raising a child Qualitative

Lindsay, S. with autism spectrum disorder: A
qualitative metasynthesis.

Kuhaneck, H. M, 2015 Effectiveness of Interventions for Qualitative

Madonna, S, Novak, A Children With Autism Spectrum
& Pearson, E. Disorder and their Parents:

Obeid, R & Daou, N 2015 The effects of coping style, social Qualitative
support and behavioural problems on
the well being of mothers of children
with autism spectrum disorder in
Lebanon.

Seymour, M, Wood, C, 2013 Fatigue, Stress and coping in Mothers Qualitative

Giallo, R and Jellett, R. of children with an Autism Spectrum
Disorder

Divan, G,Vajaratkar, V, 2012 Challenges and coping strategies, and Qualitative

Desai, M, U, Strik- Unmet needs of families with a child
Lievers, and Patel, V. with Autism Spectrum Disorder in Goa,
India

Glazzard, J and 2012 Living with autistic spectrum disorder: Qualitative

Overall, K. Parental experiences of raising a child
with autistic spectrum disorder (ASD)

Hayes, S, A, Watson, 2012 The Impact of Parenting Stress: A Qualitative

S, L. Meta-analysis of studies comparing the
experience of Parenting Stress in
Parents of children with and without
Autism Spectrum Disorder.

Bilgin, H, R, N, Kucuk, 2010 Raising an Autistic Child: Respective Qualitative

5
L, Kucuk, R, N. from Turkish mothers.

Dabrowska, A & Pisula, 2010 Parenting Stress and coping styles in Qualitative
E. mothers and fathers of pre-school
children with autism and Down
syndrome.

The international studies below agree on the stress experienced by mothers and
parents raising a child with autism spectrum disorder. The study on parenting stress and
coping styles in mothers and fathers of pre-school children with autism and Down
syndrome findings, indicate that mothers of children with autism scored higher levels of
stress than fathers (Dabrowska & Pisula. 2010:266). The study on raising an Autistic
Child: Perspectives from Turkish Mothers also agrees that mothers experience stress
because of their child’s behaviors associated with autism, as well as their own role and
future expectations, and the complexity of care needed by their children at home (Bilgin
& Kucuk. 2010.92). The study on the impact of parenting stress: A meta-analysis of
studies comparing the experience of parenting stress in parents of children with and
without Autism Spectrum Disorder, findings confirm that parents of children with autism
spectrum disorder experience more parenting stress than families of children diagnosed
with other disabilities (Hayes & Watson. 2012: 630). The study on fatigue, stress and
coping in mothers of Children with an Autism Spectrum Disorder findings, confirms that
raising a child with an autism spectrum disorder can be stressful and exhausting, which
has the potential to impact on parental health and wellbeing. The significance of fatigue
on maternal wellbeing was highlighted as an important area for consideration in families
of children with an ASD (Seymour; Wood; Giallo: Jellet.2012: 1547). The study on
challenges, coping strategies, and unmet needs of families with a child with Autism
Spectrum Disorder in Goa, India. The findings reflects the major impact as emotional
distress. Parents struggled with managing various relationships with spouses, other
children and extended family members due to the increased attention required for their
child (Divan, Vajaratkar, Desai, Strik-Lievers, & Patel.2012:197). The study on parents
experiences of living with an adolescent diagnosed with Autism Spectrum Disorder
indicates that parents reported being mentally and physically tired (Mount &
Dillan.2014:70).

6
Mothers of children with autism spectrum disorder experience personal stress,
interpersonal relationships challenges and loneliness. They also experience high levels
of stress and low levels of satisfaction with family life and often the levels of stress are
elevated by the following factors; child‘s behavioural problems of which can be difficult
to manage, lack of sufficient professional support and social attitude towards individual
with autism. Autism spectrum disorder is also costing some families their marriage as
the challenges that come with it may lead to spouses divorcing,(Gobrial.2018:133;
Gona, Newton, Rimba, Mapenzi, Kihara, Vijver & Abubakar, 2016: 3517 and Depape &
Lindsay. 2015: 569-583).Therefore, stress is an important factor in mothers raising a
child with autism spectrum disorder. Below are the study findings on support.
.......(????)

The study Ludlow; Skelly & Rholeder,(2011:702)., on parents experiences, challenges

and coping mechanisms concluded that parents raising children with autism spectrum
disorder need support in dealing with challenging behaviour of their children, dealing
with judgement from the communities, impact on family and coping, amongst others The
study on parents’ experiences of caring for a child with Autism Spectrum Disorder
conducted by DePape & Lindsay, (2015:569) proposed that family members are
affected by a diagnosis of ASD, including parents, siblings and grandparents. The study
recommends culture sensitive programs and services to be provided to family members
On a disappointing note, The study on living with autistic spectrum disorder: parental
experiences of raising a child with autistic spectrum disorder (ASD) carried out by
Glazzard & Overall,(2012:43) confirms that there is a lack of support for parents raising
children with autistic spectrum disorder, and a lack of public awareness of the disorder
and these issues need to be addressed at local, regional and national level. Below are
some of the intervention strategies.

The study on the effects of coping style, social support, and behavioural problems on
the well-being of mothers of children with Autism Spectrum Disorders in Lebanon,
emphasises the significance of providing interventions and awareness-raising measures

7
for mothers who are raising children with ASD (Obeid & Daou. 2015:68). Mothers need
to be empowered so that they can be able to effectively manage the situation of having
a child with autism spectrum disorder. One of the relevant programmes is parent
education, whereby they are taught skills such as socialising their children and how to
emotionally regulate, manage problem behaviours and improve parent- child
relationship (Prata, Lawson & Coelho, 2018: 2). Some parent training programmes
include one on- one sessions with the parent and the child. This approach is very
important because it has the advantage of focusing on the specific needs of the child
and increasing mothers’ knowledge of autism, may also increase self-efficacy because
they would be better able to understand the child’s behaviour and the child ‘s
underlying needs and wants (Kuhaneck, Madonna, Novak and Pearson, 2015). Group
model programme is another important measure of intervention. In this model mothers
are taught in groups. They learn from one another, share stories with others who may
have had similar experiences, exchange ideas and information regarding autism and
learn from others as to how they respond and cope with the child’s condition.
Furthermore, through the support of other similar mothers, they are able to normalize
their experiences and become more aware of their children’s needs (Catalano,
Holloway & Mpofu, 2018: 341). The very same group may function as a social support
group as well and help mothers to have a sense of belonging (Kuhaneck, Madonna,
Novak and Pearson, 2015). Due to advanced technology, there is also a self-directed
technological training programes, where individual parents are able to operate and learn
more on intervention programmes regarding autism and how can one best manage the
situation (Prata et al, 2018: 3). There are also some strategies to address the unmet
needs of families. First, there is a need to build awareness of ASD and its impact on
families in order to help early discovery and to combat stigma and discrimination.
Second, there is a need to expand the coverage of evidence-based services by the
health, social, and educational sectors (Divan, Vajaratkar, Desai, Strik-Lievers, &
Patel.2012:198). Below are some of the studies conducted in Africa and South Africa.

According to Gona; Newton; Rimba; Mapenzi, Kihara; Vijver & Abubakar,(2016: 1) the
study on challenges and coping strategies of parents of children with autism on the
Kenyan coast, observed that parents of children with autism on the Kenyan coast
experienced common challenges including stigma, lack of appropriate treatment,

8
financial and caring burdens regardless of their religious and cultural backgrounds. To
counter these, parents applied coping strategies such as emotion-focused aspects that
consist of beliefs in supernatural powers, prayers and spiritual healing among others.
Another study done in South Africa on parents’ journey into the world of autism findings
refer to the communication challenges of children with ASD. Having a child with ASD
affects family’ functioning in areas such as family events, planning of activities and
marital relationships (Alli; Abdoola; Mupawose. 2015: 83).

Based on the reviewed literature above and the fact that most studies on the topic have
been explored internationally, the researcher finds it necessary to investigate what are
the experiences, challenges and coping mechanisms of mothers raising a child with
autism spectrum disorder in Matjhabeng Local Municipality, Free State Province in
South Africa. Below is the description of the proposed study problem statement.

1. style, social support, and behavioural problems on the well-being of mothers of

children with Autism Spectrum Disorders in Lebanon (Obeid & Daou. 2015:68);
challenges and coping strategies of parents of children with autism on the Kenyan
coast (Gona; Newton; Rimba; Mapenzi, Kihara; Vijver & Abubakar.2016: 1).
2. The recommendation from the study conducted in South Africa on parents journey
into the world of autism is that more culturally sensitive studies on the experiences
and challenges of parents raising children with autism spectrum disorder should be
conducted (Alli; Abdoola; Mupawose. 2015: 83).

Therefore, it is a major concern that there is minimal knowledge specifically on

experiences, challenges and coping strategies on mothers raising children with autism
spectrum disorder in South Africa. Hence, the proposed study will explore the question;
what are the experiences, challenges and coping strategies of mothers raising children
with autism spectrum disorder in Matjhabeng Local Municipality in the Free State
Province, South Africa. Below is the brief description of the rationale for the study.

9
1.2 Rationale for the study
Rationale for the study is reflected by the researcher’s argument to convince and make
the reader understand that the proposed research can contribute to additional research
and literature, social policy, effective practices or the participant’s interest (Rossman &
Rollis. 2012: 131). The main reason of the motivation of the study is to persuade the
reader that the proposed research is indeed typical and valuable and worth pursuing
(Mathipa & Gumbo, 2015: 35). The project should be justifiable by explaining, why the
research is thought-provoking to a broader audience, why the research is essential,
what the research would improve, what the research will challenge, and what
knowledge gap will the research fill (Newsome, 2016: 92). Therefore, rationale is the
motivation for the choice of the research topic and study and how the findings will
benefit research, practice and participant

1.3 Problem statement

Problem statement is about an area of concern, a condition to be improved, or a
worrying question that exist in literature, that points to the need for meaningful
understanding and purposeful investigation (Bryman. 2013: 37). A problem statement is
an issue to be addressed or situation to be improved. It defines the gap between the
existing situation and desired state of a process or product. It focuses on the facts and it
is designed to address the five Ws, that is, what, who, where, when and why (Craig,
DeCrlo and Williams. 2015:66). Problem statement conveys a specific problem
(Creswell, 2013: 50 and Creswell & Plato .2011: 417). A problem statement is therefore
a precise description of the issue or a concern that need to be investigated to solve an
existing problem or situation. Therefore, the problem statement for the proposed study
is based on the following; (i) major issue and concern derived from international studies
confirming the high stress levels, challenges and lack of support for mothers raising
children with autism spectrum disorder, (ii) dearth of knowledge on the topic
experiences, challenges and coping strategies of mothers raising children with autism
spectrum disorder specifically in South Africa and (iii) recommendation from the South
African study.

3. What is known from previous research conducted internationally is the confirmation

and agreement that mothers raising children with autism spectrum disorder has high
levels of stress and experience challenges and lack of support (Chu, Normal,
McConell, Tan & Singh, 2018: 1-2; McConell, Tan & Singh, 2018: 1; Agyekum. 2018:

10
 1; Gobrial.2018:133; Gona, Newton, Rimba, Mapenzi, Kihara, Vijver & Abubakar,
2016: 3517; Depape & Lindsay. 2015: 569-583; Hayes & Watson. 2012: 630;
Seymour; Wood; Giallo: Jellet.2012: 1547; Divan, Vajaratkar, Desai, Strik-Lievers, &
Patel.2012:197; and: 569-583; Chu, Normal, Glazzard & Overall.2012:43;
Dabrowska & Pisula. 2010:26 rs raising a child with autism spectrum disorder is a
social work call for concern.
Social work profession in order to improve practice may benefit from evidence based
knowledge derived from research. It is a concern that there is minimal knowledge in
South Africa on the topic experiences, challenges and coping strategies for mothers
raising children with autism spectrum disorder. Most research on the topics relating to
mothers’ experiences, challenges and coping mechanisms has been explored
internationally and regionally, i.e. parenting stress and coping styles in mothers and
fathers of pre-school children with autism and Down syndrome (Dabrowska & Pisula.
2010:266); raising an Autistic Child: Perspectives from Turkish Mothers (Bilgin & Kucuk.
2010.92); the impact of parenting stress: A meta-analysis of studies comparing the
experience of parenting stress in parents of children with and without Autism Spectrum
Disorder (Hayes & Watson. 2012: 630); fatigue, stress and coping in mothers of
Children with an Autism Spectrum Disorder (Seymour; Wood; Giallo: Jellet..2012:
1547); challenges, coping strategies, and unmet needs of families with a child with
Autism Spectrum Disorder in Goa, India (Divan, Vajaratkar, Desai, Strik-Lievers, &
Patel.2012:197); parents experiences of living with an adolescent diagnosed with
Autism Spectrum Disorder (Mount & Dillan.2014); parents experiences, challenges and
coping mechanisms (Ludlow; Skelly & Rholeder.2011:702); parents’ experiences of
caring for a child with Autism Spectrum Disorder (DePape & Lindsay. 2015); living with
autistic spectrum disorder: parental experiences of raising a child with autistic spectrum
disorder (Glazzard & Overall.2012:43); the effects of coping s.

In many instances the research topics should come from day to day activities and
interactions encountered in the work situation (Fouche & De Vos .2011: 51). The
researcher is a registered social worker employed by Matjhabeng Local Municipality. He
is engaging daily with fellow employees, institutions, NGOs and community at large
through councillors. The researcher observed it since 2012 when he started attending
activities in Leboneng Special School, and working hand in hand with the school social

11
worker and parents of children with autism spectrum disorder were frustrated, stressed
and feeling helpless. The researcher engages with mothers raising children with autism
spectrum disorder during meetings and events (heritage day, child protection week,
world aids day, international world autism day, etc) at Leboneng Special School.. Based
on the interaction, the researcher motivated to explore in a form of research the
experiences, challenges and coping strategies of mothers who are raising a child with
autism spectrum disorder.

Raising a child with autism spectrum disorder is linked to high level of stress, and
mothers as primary care givers, are generally faced with a huge burden of caring as
they take on the primary responsibility to care for their children, resulting in amplified
mental stress which may lead to depression and anxiety. In addition, studies that
measured stress and psychological well-being in mothers of children with autism
spectrum disorder concluded that behavioural tendencies in children increased the
stress level in mothers (Fewster, Govender and Uys, 2019: 139). Therefore, the study
will make contribution in social work practice by contributing knowledge based evidence
that may inform the development of intervention strategies to support mothers and
families raising a child with autism spectrum disorder. Furthermore, the study will
advance the knowledge base of all the professionals working in the field of disability. It
will also contribute in ensuring that, local council amend and approves its policies
regarding disability and support employees, community members and institutions with
autistic children.

Therefore, the proposed study is justified as it will add a body of knowledge to the
academic field in the area under study, secondly it will benefit professionals such as
social workers in dealing with mothers and families raising children with autism
spectrum disorder, lastly it the research will inform disability policies of Matjhabeng
Local Municipality. Below is the description of the appropriate theoretical framework for
the study.

12
1.4 Theoretical framework

A theoretical framework is the blueprint or guide for a research (Grant & Osanloo,
2014:120).Theoretical framework consists of theoretical principles, constructs,
concepts, and tenants of a theory. The importance of a theoretical framework in
research is that it provides structure that shows how a researcher defines the study
philosophically, epistemologically, methodology and analytically (Grant and Osanloo,
2014:123 -124). Theoretical framework assists researcher in situating and
contextualising formal theories into their studies and it positions studies in a scholarly
and academic fashion. Therefore, theoretical framework guides the researcher to
achieve acceptable research findings that meet academic research standards.

This study will be guided by Bronfenbrenner’s (1977) Ecological Systems Theory (EST)
framework. According to this theory, the lifelong development and functioning of an
individual is subjective to four correlated environmental systems with the individual
existing at the centre. The four systems are (i) the micro system, the individual’s primary
environment that consists of elements such as the family, friends, school, and church;
(ii) the mesosystem, which comprises the interconnections between the microsystems
(for example a connection between the individual’s family and church or family and
school); (iii) the exosystem, the interface and processes of two or more social settings
that indirectly impact the individual (for example, the person’s neighbourhood); and (iv)
the macrosystem, which encompasses the individual’s cultural setting, such as
customs, beliefs, social systems, and resources (Shogren, 2013: 123; Suarez-Balcazar,
Garcia-Ramirez, & Taylor-Ritzler. 2014).

This framework (EST) is reckoned to be suitable for this study because the theory
focuses on understanding the functioning within the context of the individual human
environment. The mothers’ experiences, challenges and coping mechanisms raising a
child with autism spectrum disorder in Matjhabeng Local Municipality will be guided and
analysed based on the four systems, namely, the micro, meso, exo and macro.

2. RESEARCH QUESTION, GOAL AND OBJECTIVES

This section will outline the research question, goals and objective of the research
study.

13
2.1 Research question
A research question is a question that the research study sets out to answer. The major
aim of research study is to answer the research question, which makes the research
question vital and the focus of the study. Therefore, the researcher must outline the
research question clearly and accurately (Creswell,2014: 34). Research question
defines what the study is about and reflects the inquisitiveness of the researcher. The
researcher must pose a research question in order to develop knowledge about a
particular subject. The research question should lead to research results. The research
question should be appropriate to the research topic (Alvesson & Sandberg .2013: 1).
The significance of the research question is to inhibit the researcher from being
distracted by isolated and unproductive matters that may not contribute to the study
(Corbin & Strauss, 2014: 66).Therefore, research question is what the study sets out to
investigate. It is the backbone of the study and directs the study. Based on the above
information, the research question for the proposed study is:

What are the experiences, challenges and coping strategies of mothers raising children
with autism spectrum disorder in Matjhabeng Local Municipality?

The proposed study question is aimed at exploring the experiences, challenges and
coping strategies of mothers raising children with autism spectrum disorder in
Matjhabeng Local Municipality

2.2 Research goal

A goal is a desired outcome that one plans and pledges to achieve. A goal infers the
wider more abstract conception of something which you plan to do or achieve (De Vos,
Strydom, Fouche & Delport .2012: 94). Research goal is the overall target of the
research which paints the picture of the study. It accentuates what needs to achieved
and concerns the long term study results,(Creswell, 2012: 44). Research goal aims to
create new knowledge or expand understanding of issues or a topic (Schimel, 2012.
67). Therefore, research goal is desired results to be achieved in the study.

The research aim for the study is to:

14
● Develop an in depth understanding experiences, challenges and coping strategies of
mothers raising children with autism of spectrum disorder in Matjhabeng Local
Municipality.
● Make recommendations on the programmes that will cater the emotional needs and
support the mothers raising a child with autism spectrum disorder.

The objectives derived from the research goal will be outlined below.

2.3 Research objectives

Research objectives are descriptions of what is to be accomplished by the study. They
are clear, concise, declarative statements which deliver course to investigation,
(Schimel. 2012:35). Research objectives are derivative from the purpose. They set out
what is to be accomplished in a research study in precise terms. They are critical in any
research since they define the kind of questions and techniques to be used in data
collection, and analysis (Creswell,2014:46). Research objectives are realistic steps to
be taken at grassroots level within a certain time frame so as to realise desired
outcomes (De Vos et al. 2012:94). Therefore, research objectives are specific;
measurable; achievable and have a time frame. They guide the researcher on what is to
be done and how.

The following are the objectives of this study;

● To explore mother’s experiences, challenges and coping mechanisms in raising

children with autism spectrum disorder in Matjhabeng Local Municipality.
● To describe the experiences, challenges and coping mechanisms of mothers
raising children with autism spectrum disorder in Matjhabeng Local Municipality.
● To draw conclusions and make recommendations on the experiences,
challenges and coping mechanisms of mothers raising children with autism
spectrum disorder in Matjhabeng Local Municipality.

Below is the brief description on how the researcher will undertake research
methodology.

15
3. RESEARCH METHODOLOGY
Research methodology refers to a system of methods, principles and procedures of
logical thought, processes which are applied to a scientific investigation (Fellows& Liu
.2015: 31). Methodology is an assortment of methods in which a specific piece of
research is undertaken and adjudged to be valid. This is the strategy or plan of action
which lies behind the choice and use of a particular method (Salvador. 2016: 115).
Therefore, research methodology is a system of methods or strategy to be applied in an
investigation.

3.1 Research approach

Research approach refers to strategy and processes comprising logical steps from
assumptions to provide a clear detailed method of data collection, analysis and
interpretation (Mertens, 2016: 54; Phillip & Burbules . 2015: 33). Research approach is
a plan of action that provides direction to systematic and efficient execution of the
research study. There are three main approaches which are qualitative approach,
quantitative approach, and mixed method approach (Creswell (2015: 45). Qualitative
approach is suitable for exploring and understanding the meaning individuals or groups
ascribe to a social or human problem (Creswell.2014: 4). Qualitative approach is an
inquiry process of understanding based on distinct methodological traditions on inquiry
that explores a social or human problem. Qualitative approach centres on the
experiences of participants and how they make sense of the reality in their usual
environment (Khan.2014: 225). Therefore the most appropriate research approach for
the study, experiences, challenges and coping strategies of mothers raising children
with autism spectrum disorder in Matjhabeng Local Municipality is qualitative approach,
as focuses on participants’ experiences and interpretations thereof.

The following characteristics of qualitative approach make it more relevant to the study
under investigation than any other approach:

● The researcher collects data directly from the participants, through one to one
interviews or group interviews or by observation.
● Concepts and theories are developed from data collected that can help us to
understand the social world.
● It seeks to gain a better understanding of people’s thoughts, attitudes, and
behaviours.

16
 ● It is concerned with the opinions, experiences, and feelings of individuals
producing subjective data.
● It is rooted in people’s everyday lives; how they experience and make sense of
phenomena occurring in their lives.
● It requires clear information and detail analysis of the respondents’ opinions.
● It describes social phenomena as they occur naturally.
● It is conducted in real life and day-to-day settings.
● It focuses on individual, and person to person interactions.
● A researcher needs to spend time in the research settings with the participants.
● The data are presented in a narrative form, i.e. in the words of the individuals
participating.
● It is context-bound, and researchers must be context sensitive.
● It seeks to establish a holistic perspective of a given situation.
● It focuses on discovery and understanding which requires flexibility in the
research design.
● The product of it is richly descriptive.
● A researcher is an essential part of the research process. The issue is not one of
minimizing the influence of the researcher, but of knowing how the researcher
was involved in data collection and analysis in order to assess better the
information they provide.
● Data collection and data analysis progress together.
● The findings are in the form of themes, categories, concepts or tentative
hypotheses or theories (Mohajan. 2018: 17)

Based on the above advantages, qualitative approach fits the study, and is also the most
suitable approach for investigating the experiences, challenges and coping strategies
for mothers in raising children with autism spectrum disorder in Matjhabeng local
Municipality.

17
3.2 Research design
Research design is the logical method chosen by a researcher to bring together
different features of the research in a systematic style to guarantee that, a research
problem is addressed (Creswell, 2012: 42; Vogt, Gardener and Haeffele, 2012: 45).
Research design is the plan that holistically directs data collection to attain the goals
and objectives of research (Regoniel, 2017: 12). The most significant purpose of
research design is to guarantee that, evidence obtained from the investigation permits
the researcher to fully and logically address the research problem (De Vaus, 2014: 32).
Therefore, research design is a plan entailing procedures researchers chose to follow in
order to execute the research to achieve the desired goals.

The study on experiences, challenges and coping strategies of mothers raising a child
with autism spectrum disorder is grounded on phenomenology research design which is
a description of an individual‘s experiences (Edmonds & Kennedy, 2017: 168).
Phenomenology is the study of lived experiences arranged through awareness.It strives
to comprehend how people make sense of their reality in particular circumstances.
Phenomenology is a way of describing something that exists as a part of the world in
which people are living (Friesen, Henricksson & Saevei, 2012: 1).

Characteristics of phenomenological research are stated below.

 It is conducted largely through in-depth interviews. .

 Interview questions are open-ended to allow the participants to fully describe the
experience from their own view point.

 sample sizes are common in phenomenological studies

 Data collected is qualitative and analysis includes an attempt to identify themes

regarding how a particular phenomenon is actually perceived or experienced
(Meason. 2015: 7).

 is centred on the participants’ experiences.

18
  It focuses on these aspects of a lived experience (space, time and human
relations).

4. Phenomenology is relevant to this study as it focuses on individual experiences and

the study seeks to have an in depth understanding of the experiences, challenges
and coping mechanisms of mothers raising children with autism 6 and Bilgin &
Kucuk. 2010.92). Therefore, the social and emotional wellbeing of mother
spectrum disorder. The following research design techniques will also be applied to
the study.

Started here

Explorative research design

Explorative research design refers to research technique which explores into the
phenomenon or situation. It is employed in circumstances where the problem must be
clearly and properly defined to gain additional information (Creswell, 2014:59).It is a
research technique that is employed on a problem or topic that has not been
researched or little information is known about it hence the need to explore in pursuit to
discover more information (Schimel: 2012). It arises out of lack of basic information on a
new area of interest, topic or problem (De Vos; Strydom, Fouche & Delport (2012: 95).
Therefore, exploratory research technique is employed to research on a topic or
situation that has not been properly researched or little knowledge has been provided,
hence the need to explore more and discover the truth. The technique fits well in the
study because, the researcher’s goal is to explore experiences, challenges and coping
strategies of mothers who are raising children with autism spectrum disorder in
Matjhabeng Local Municipality. The researcher selected the exploratory technique to
gain new information, discover new ideas and to increase knowledge of being involved
in the study. Most importantly, little information is known with regard to autism spectrum
disorder in the area, hence the study.

19
Descriptive Research technique

Descriptive research technique is defined as description of the characteristics of the

population or phenomenon that is being studied. The technique focuses more on the
“what” of the research subject than the “why” of the subject (Starks & Brown 2015:63). It
is also defined as a scientific method which embroils observing and describing the
behaviour of the subject without influencing it, to obtain a general overview of the
subject (De Vos et al .2012:34). The technique is relevant to the study because the
researcher will describe the in depth understanding of experiences, challenges and
coping strategies of mothers who are raising children with autism spectrum disorder in
Matjhabeng Local Municipality.

Contextual technique

Contextual research technique captures activities as they happen practically in

participants’ own setting. This includes among others, cultural activities, the sequence
of which they are happening and information flow.This technique banks on three
principles which are context, partnership and focus (Hycner, 2015: 17). Contextual
research technique refers to situation where participants are visited at their places for
research purposes. This technique is best suited when a researcher want to understand
a problem a study wants to address, and learn more about any problems or barriers
people experience, and how they try to overcome them (Schimel, 2012: 55). It is the
research design process that uses in-depth field research (Creswell, 2014: 59). As a
result, contextual research design is investigation conducted right in the environment of
participant. The technique is relevant to the study in that, the researcher will engage
mothers raising children with autism spectrum disorder in their environment. Below is
the brief description of research methods to be utilised in the study.

4. RESEARCH METHODS
Research methods are tools and techniques that are employed for conducting research
and the researcher needs to ensure that the best research technique is used in order to
effectively and successfully execute the study (Williman, 2011: 1). Research methods
also refer to specific strategies, procedures, and techniques of analysing and

20
interpreting data (Long, 2014: 427-438). In addition Rajasekar, Philominathan &
Chinnathambi,(2013: 1) suggest that research methods are various procedures in
research that help in sampling, collection of data, analysis and also in finding a solution
to a research problem. Therefore, research methods are relevant procedures and
techniques used in a research.:

4.1 Population
Creswell, (2012142) defines population as a group of individuals who have the same
characteristics and de Vos et al. (2012:223), assert that population is the totality of
persons, events, organisation units, case records with which the research problem is
concerned. In the same vein Asiamah, Mensah & Abayie, (2017: 1611), postulate that
population refers to the entire group about which some information is required to be
established. Participants The population should be well defined in terms of being able to
describe its characteristics and must share at least a single attribute of interest to be
eligible as population members,(Goldstein, Lynn, Muniz-Terrera, Hardy,
O’Muircheartaigh, Skinner & Lehtonen, 2015: 449).Therefore population is a certain
group of people who have the same characteristics. Population for this study will
comprise all mothers who are raising children with autism spectrum disorder in
Matjhabeng local Municipality. Due to time and money constraints the whole population
will not be included and a sample will be drawn.

4.2 Sampling
Sampling method refers to the process of selecting a sample population from the target
population (Elfil & Negida, 2017: 1). It is the use of sampling technique to decrease the
number of cases to be studied (Taherdoost. 2016: 18). Sampling method refers to the
selection of sample or elements to be investigated (Du Plooy-Cilliers, Davis &
Bezuidenhout: 2018: 138). Based on above definitions, one can conclude that, sampling
methods is the process of selecting suitable sample technique to reduce the number of
cases or elements.

21
4.3 Sampling methods
There are two types of sampling methods used in research studies and these are
probability and non-probability sampling. Probability sampling method is a sampling
method where all participants in the population have equal chances to be selected.
Non-probability sampling method is a sampling method in which the chance of
participants to be selected is not known or confirmed (Rahi, 2017: 3).

In the study, the researcher will follow non-probability sampling method and employ
both purposive sampling and snowball sampling as it is suitable for the nature of
research question to be investigated.

Purposive sampling

Purposive sampling is suitable for the study as the researcher has already contacted
the social worker at Special School who confirmed that there are mothers who
registered their children with autism spectrum disorder at the school. Purposive
sampling is the selection of participants to be used based on their richness and
relevance of the information in relation to the study‘s research question (Gentles,
Charles, Ploeg and Ann Mckibbon, 2015: 1779). Purposive sampling refers to deliberate
choice of participants due to the qualities the participants possess. The researcher
decide what needs to be known and sets out to find participants who are willing to
provide the information based on their knowledge and experience ( Etikan, Musa &
Alkassim, 2016: 1-4). It is defined as a kind of sampling where cases are sought and
selected and is based on the decree of researcher and the sample should have the
same characteristics as the population that serve the purpose of the study (De vos et al
2012: 392). Therefore, purposive sampling is the intentional selection of participants
based on their rich information in relation to the study.

Snowball sampling

However some parents from the purposive sampling may suggest other mothers whose
children with autism spectrum disorder are not attending special school, hence the
purposive sampling will be complemented with snowball sampling. Snowball sampling is

22
a design process of selection usually done by use of networks. The researcher contact
few individuals who will further refer him or her to other participants who have the same
experience (Etikan & Bala, 2017: 2). Rahi, (2017:3), defines it as a sampling technique
where the researcher makes initial contact with a small group of people or participants
who are relevant to the research topic and then uses them as referrals to be in contact
with others. Newman, (2014: 275) refers to snow balling technique as a method of
sampling the case in a network. It starts with one or few people or cases and extends
out based on links to the initial cases.Therefore, snowball sampling is a sampling
technique where a researcher is referred from one participant to another. The
researcher will work hand in hand with selected participants so that, they can be able to
recruit others.

The researcher will use the following criteria of inclusion in order to recruit the research
participants:

● Participants must reside in Matjhabeng Local Municipality area of jurisdiction.

● Participants must be mothers raising a child with autism spectrum disorder.

● They must speak any African language.

● Participants must be willing to participate voluntarily in the study.

In order to determine the sample size of participants, the researcher will adopt the
principle of data saturation.

4.4.1 Preparation for data collection

The researcher will begin the process of data collection after gaining approval and
ethical clearance to conduct the research study from UNISA Department of Social Work
Research Ethics Committee. Once the ethical clearance has been granted the following
steps will be undertaken

● The researcher will submit a requisition letter to the Head of Departments of

Education to request permission to conduct the study at with mothers of autistic
children attending at Leboneng Special School.

23
● After gaining permission from the DOE, the researcher will engage with the
gatekeepers at Leboneng Special School, school principal and social worker to
utilise the database. The researcher will request school principal to convene a
meeting with Social Worker, wherein the researcher will request assistance in
identifying research participants who meet the criteria of inclusion for the study.
● The social workers will inform the prospective participants about the research
project and voluntary participation.
● If prospective participants are interested, the social workers with their permission will
take their details
● The researcher will inform prospective participants of the study, expectations,
voluntary participation, informed consent, ethical consideration and dissemination of
information.
● The prospective participants will be informed that there will be no
incentives/reimbursement for participating in the study.
● Those who will agree to participate in the study, they shall be given the consent form
to read and sign as their agreement to participate in the study.

In order to determine the sample size of participants, the researcher will adopt the
principle of data saturation. The researcher will cease interviews when the data
gathered becomes repetitive and no participant comes up with new information. The
researcher will not focus on a specific number; however will rely on principle of
saturation that would indicate that the information is exhausted.

4.4.2 Methods of data collection

Method of data collection refers to the procedure of gathering information, in an
established systematic fashion that enable one to answer stated research questions
and evaluate findings using a data collection tool (Kabir, 2016: 202; Aborisade, 2013:
48). Osang, Udoimuk, Etta, Ushie, Offiong, (2013: 59) propose that method of data
collection a systematic way of collecting data in research and can take any form such as
field notes, interview transcript, transcribed recordings of naturally occurring interaction,
documents and other graphic representations. Therefore, method of data collection is a
way of collecting information from a selected sample.

24
Data is classified as primary or secondary. Primary data refers to data that has been
collected from first- hand experience and it is that data that has not been published as
yet, changed or altered by human beings and it is dependable and authentic. Secondary
data is defined as data collected from a source that has already been published in any
form. It is collected by someone else for some other purpose, but being utilised by the
investigator for another purpose (Kabir, 2016: 204).The researcher will employ primary
data collection in the study, to ensure that he gets first-hand information that is not
altered and is reliable, authentic and objective.

Semi structured interviews

The researcher will use semi-structured interviews. Semi-structured interviews affords

both the researcher and participants’ flexibility and the researcher can follow up
particular interesting ways that develop in the interview, and the participant gives a
detailed picture in that regard. In this relationship, participants are allowed maximum
opportunity to tell their story (de Vos et al. 2011:351-352). The semi structured
interviews will be guided by a set of prearranged questions on an interview guide.
Focused open ended questions are asked to ensure that the interview gives the specific
information required for the purpose of the study (de Vos et al. 2011:351-352) Semi-
structured interviews will enable the mothers raising children with autism spectrum
disorder to share their experiences, challenges and coping strategies. The researcher
will apply the following semi structured interviews strategies as outlined in Maree (2016:
93-94).

The researcher will ask open questions and probes for clarification; use paraphrasing to
confirm what has been said; record the interview digitally and take notes and make a
written record (transcript) of what was said for the purposes of researcher’s analysis, as
soon as possible while it is still fresh in her memory (Maree.2016:93-94).

25
The researcher will ask participants the following questions:

Biographical information

How old are you

Are you married? Yes/No

How many children do you have?

What language do you speak?

Topical Questions

When did you realise that you child has autism spectrum disorder?

What are your experiences of raising a child with autism spectrum disorder (individual,
family, school and other institutions)?

What challenges do you encounter in raising a child with autism spectrum disorder
(individual, family, neighbours, school and other institutions)?

What are your support systems in raising a child with autism spectrum disorder
(individual, family, neighbours, school and other institutions)?

What do you think should be done in support mothers raising children with autism
spectrum disorder (individual, family, school, neighbours and other institutions?

Below is the description of how the researcher will undertake pilot testing.

4.5 Pilot testing

Pilot testing is defined as a trial run conducted in preparation for a full scale study. It is
useful in qualitative studies and it is also regarded as fundamental to any research
because it serves the function of helping to detect possible challenges in the execution
of the study (Dikko. 2016: 521). It is a mini-version of research study and is used to test
participants with the same characteristic with those who are selected for the actual
study (Plooy-Cilliers et al, 2018: 257). Pilot testing is a small-scale or pre-test of a
complete survey (Janghorban, Roudsari and Taghipour. 2014: 2). Therefore, pilot
testing is a mini-version of the actual study. Therefore, the researcher will engage three
mothers who are raising children with autism in Matjhabeng and ask them the same

26
questions that will be asked in the actual research. However, the three mothers
identified for pilot testing will not form part of the actual research data collection. The
questions will be adjusted as per the outcome of the pilot, for instance if there are
challenges, there will be amendments.

4.6 Method of data analysis

Method of data analysis is a process of bringing order, structure and meaning to the
mass of data. The procedure of data analysis comprises reducing the volume of raw
information and selecting relevant information accordingly and bringing it to the sense of
what has been revealed by participants. The most function of data analysis is reduction,
organisation, interpretation and substantiation of data (Du Plooy-Cilliers et al. 2018:
232). Data analysis refers to the move from data to meanings or representation (Flick.
2013: 5). Data analysis is defined as making sense of, interpreting and theorising data
(De Vos et al. 2012: 397).Therefore, data analysis is the process of changing the raw
information collected from participants and rearrange isolated facts to give a clear
meaning. The researcher will also follow the under mentioned eight steps of Tesch‘s
approach cited by Theron (2015: 7);

Step 1: The researcher will get a sense of a whole by reading carefully through all the
data, read all the transcripts carefully, jot down some ideas as they come to mind. The
researcher will repeatedly read the transcripts and make notes.

Step 2: The researcher will start with one document and go through it. The researcher
will think of its underlying meaning. Write thoughts in the margin. Furthermore, the
researcher will strive to get a sense of what has been said, in that he will pick one
transcript and read it and try to make sense out of it, and then compare with other
transcripts to check if they talk the same thing.

Step 3: The researcher after completion of the procedure for several document, will
make a list of all the topics, one column per data document, placing all the columns in
the same sheet. All the topics need to be compared and group similar topics together.
Write these groups in columns, perhaps with headings that, represent the major topics,
the unique topics and leftovers. The researcher after familiarising himself with the

27
transcripts and notes he jotted down, will develop themes according to the headings she
picked from the transcripts, that process will allow him to better analyse the data.

Step 4: The researcher will abbreviate these topics as codes. With this list of codes, the
researcher will go back to the data and write the codes next the appropriate segments
of the text. The researcher will be open for new categories and codes that may emerge.
If any ideas about the data come to mind, the researcher will write it down in their notes.

Step 5: The researcher will find the most descriptive words for the topics, which he will
turn them into categories. He will try to reduce the categories by grouping together
those that relate to each other. The researcher will try to find expressive words, link
them according to relevance, and develop categories. This is the organising system for
the data.

Step 6: The researcher will make a final decision on the abbreviation for each category
and alphabetise the codes to ensure that no duplication occurs. In this regard, the
researcher will decide on the abbreviations for each category that are more relevant.

Step 7: The researcher will assemble the data material belonging to each category in
one place and perform a preliminary analysis. After making a decision about categories,
the researcher will start the intensive data analysis.

Step 8: If necessary, the researcher will recode the existing data. If the researcher
deemed it fit, he will try to revisit the existing data and perhaps recode it.

Below is the brief discussion of how the researcher will undertake data verification.

Start here next time

4.7 Methods of data verification

This section will outline and discuss the methods of data verification, namely, credibility,
dependability, transferability, and conformability.

Data verification is the process of ensuring that, the data reported for analysis is a true
reflection of the data participants provided. Data collected from participants should not
be tampered with, meaning it should be original and reflect a true information and
experience of participants (Sheetz, Wilson, Benedict, Huffman, Lawton, Travers,
Nadolny, Young, Given, Florin, 2014: 671). Data verification refers to the process that

28
involves multiple or several data sources to enhance trustworthiness (Creswell.2014:
201). It is the process of checking and verifying the information (Thiruthanigesan &
Thiruchchelvan. 2017: 902). Therefore, data verification is the process in which
collected data is thoroughly checked for accuracy. The following aspects of data
verification will be applied in the study:

Credibility

Credibility establishes whether the research findings represents a true information

drawn from participants. Credibility means that, participants involved in the study find
the results of the study true and credible (Yilmatz, 2013: 311). It is the accuracy of data
that reflect reality (De vos, Foche, Delport, 2011). Credibility is determined by level of
confidence in the truth of the findings for the particular participants, data or consent and
interpretation of them ( Polit & Beck, 2012: 584). It is demonstrated when the
participants recognise the research findings as their own experiences (Streubert &
Carpenter, 2011).

The researcher will use the following technique to enhance credibility of findings,
triangulation and reflexivity. Triangulation is the use of different methods of data
collection, theories, and data in one study to achieve a comprehensive picture of a fixed
point of reference (Mirriam & Tisdelli, 2016). Reflexivity is a self-reflection whereby good
qualitative researchers actively try to identify personal, social, apolitical, or philosophical
biases that are likely to affect their ability to collect and interpret data (Leedy, 2015).
Therefore, the researcher will use field journals to record and note his own emotions,
opinions and feelings regarding the study under investigation.

Dependability

Dependability refers to the consistency and reliability of the findings and the degree to
which research procedures are documented, allowing someone outside the research to
follow, audit, and criticises the research process (Moon, Brewer, Januchowski-Hartley,
Adams & Blackman, 2016: 17). It involves participants’ evaluation of the findings,
interpretation and recommendations of the study supported by the data (Korstjens &

29
Moser, 2018: 121). Dependability is the stability of findings over time. In this instance,
participants are involved in evaluation of findings, the interpretation and
recommendations of the study to ensure that, they are all supported by data received
from informants of the study under investigation (Anney, 2014: 278).

The researcher will note and document all the good and bad processes encountered
during the research project. The researcher will also utilise the services of an
independent coder to analyse the interview transcripts and that would enhance the
dependability of the research study.

Transferability

Transferability refers to the degree to which research results can be transferred to other
context with other respondents (Anney, 2014: 277). It is the transferring of research
findings to another similar setting. In this instance, there should be a thick description of
the setting, context, people, actions, and events studied to ensure transferability
(Yilmaz, 2013: 320). Transferability refers to the degree to which the findings described
in the study are applicable or useful to theory, practice and future research (Moon,
Brewer, Januchowski-Hartley, Adams & Blackman, 2016: 17).

To ensure transferability in the study, the sampling will only be exhausted once
information and themes become repetitive. There will also be a thick description of the
research context process.

Confirmability

It is defined as the degree to which the findings of the research study could be
confirmed by other researchers (Korstjens & Moser, 2018: 121). Furthermore,
confirmability refers to objectivity, that is, the potential for congruence between two or
more independent people about the data‘s accuracy, relevance, or meaning (Eli et al,
2014: 2).

In order to enhance confirmability, the researcher will rely on the following techniques,
reflexivity and member checking. Reflexivity is self-reflection whereby good qualitative

30
researchers actively try to identify personal, social, political, or philosophical biases that
are likely to affect their ability to collect and interpret data (Leedy, 2015). Moreover the
researcher will utilise reflexivity that will allow the researcher to observe his/her beliefs
and opinions about the research study. Use of field journals will be utilised to ensure
that the researcher is able to record and note his own emotions, opinions and feelings
regarding the study at hand. Member checking is a credibility strategy which
researchers take the data back to the participants for verification (Merriam & Tisdelli,
2016). The researcher will utilise member checking because it will allow the researcher
to go back to the participants to confirm the meaning.

Credibility

Credibility is determined by the level of confidence in the truth of the findings for the
particular participants, data or consent and interpretation of them (Guba & Lincoln cited
in Polit & Beck, 2012). Credibility is demonstrated when the participants recognise the
research findings as their own experiences (Streubert & Carpenter, 2011). Credibility or
authenticity is the alternative to internal validity in which the goal is to demonstrate that
the enquiry was conducted in a manner to ensure that the subject has been accurately
identified and described (De Vos et al, 2011). Credibility is also the extent to which the
research study has recorded the fullness and essence of the research (Rule & Vaughn,
2011). It is concluded that credibility is a confirmation that the study was indeed
conducted with the said participants.

The researcher will use the following techniques to enhance credibility of findings,
triangulation and reflexivity. Triangulation refers to the use of different methods of data
collection, theories, and data in one study to achieve a comprehensive picture of a fixed
point of reference (Mirriam & Tisdelli, 2016). Triangulation is a collection of multiple
forms of data related to the research question with a goal of finding consistencies or
inconsistencies among the data (Leedy, 2015). Triangulation is understood as a
technique of usage of multiple methods to confirm regularities or irregularities in the
research study. In this regard, the researcher will utilise the method triangulation, which

31
she will use interviews and observations to enhance credibility of the study. Reflexivity
is self-reflection whereby good qualitative researchers actively try to identify personal,
social, political, or philosophical biases that are likely to affect their ability to collect and
interpret data (Leedy, 2015). Therefore, the researcher will utilise reflexivity that will help
researcher to acknowledge her own beliefs and opinions about the research study. Use
of field journals will be utilised to ensure that the researcher is able to record and note
her own emotions, opinions and feelings regarding the study at hand.

Dependability

Dependability refers to the degree to which research procedures are documented

allowing someone outside the project to follow and critique the research process (Lietz
& Zayas, 2010). Dependability entails the researcher accounting for the changes in the
phenomenon and the research design as an understanding of the research setting
increases (Marshall & Rossman, 2016). Moreover, dependability is the alternative to
reliability in which the research attempts to account for changing conditions in the
phenomenon chosen for study as well as changes in the design created by an
increasingly refined understanding of the setting (de Vos et al, 2011). This concept is
understood as a way of ensuring consistency of the study and also to measure
replicability in the research and the features that allow for findings to be repeated under
different research study.

The researcher will ensure dependability through the technique of consistency. In order
to achieve consistency in the study, full disclosure of research process, including
limitations, researcher’s position and ethical considerations helps to ensure both
dependability of the research The researcher will note and document all the good and
bad processes encountered during the research project i.e. dense description of the
research methodology (Rule & Vaughn, 2011). Secondly, the researcher will also utilise
the services of an independent coder to analyse the interview transcripts and that would
enhance the dependability of the research study.

32
Transferability

Transferability refers to the degree to which the findings are applicable or useful to
theory, practice and future research (Lincoln & Guba cited in Lietz & Zayas, 2010).
Transferability is also the alternative to external validity or generalisability in which the
burden of demonstrating the applicability of one set of findings to another context rests
more with the investigator who would make the transfer with the original investigator (De
Vos et. al, 2011). In order to enable interested parties to conduct a transferability audit,
researchers must provide thick or detailed description of the setting, participants and the
research methodology employed (Merriam & Tisdeli, 2016).

To ensure transferability in the study, the sampling will only exhausted once information
and themes become repetitive. There will also be a thick description of the research
context, process and results.

Confirmability

Confirmability is defined as the degree to which the findings of the research study could
be confirmed by other researchers. It is concerned to ensuring that, data and
interpretations of the findings are clearly derived from the data (Korstjens & Moser,
2018: 121). Furthermore, confirmability refers to objectivity, that is, the potential for
congruence between two or more independent people about the data‘s accuracy,
relevance, or meaning (Eli et al, 2014: 2).

In order to enhance confirmability, the researcher will rely on the following techniques,
reflexivity and member checking. The researcher will record and note his own emotions,
opinions and feelings regarding the study at hand. The researcher will utilise member
checking because it will allow the researcher to go back to the participants to confirm
the meaning.

Below is the brief description on how the researcher will adhere to ethical
considerations.

33
5 ETHICAL CONSIDERATIONS
Ethics is set of moral principles suggested by individual or a group, and offers rules and
behavioural expectations about the correct conduct towards research participants,
employers, sponsors, other researchers, assistants and students and they are widely
accepted. Ethics are very important in all research activities because, they also serve as
a standard, and a basis upon which each researcher ought to evaluate his or her own
conduct (De Vos et al, 2012: 114). Ethics refers to methods, procedures or perspectives
that tell how to act and how to analyse complex problems and issues. It is the
responsibility of the researcher to explain how ethical principles will be upheld (Du
Ploooy- Cilliers et al, 2018: 291). It refers to doing good and avoiding harm (Aluwihare-
Samaranayake. 2012: 65). An ethical consideration in research studies plays an integral
part because it serves as a protection of participants. It protects participants from harm
and possible humiliation that might occur with regard to participants’ personal
information. Ethical considerations are more important in qualitative research because
qualitative research approaches often deals with participants ‘s experiences and lives in
general. It is important for researchers to consider the code of ethics before conducting
the field as it is both at the best interest of the researcher and participants (Creswell,
2014: 93). Therefore, ethics is a set of moral principles and rules directing behaviour of
the researcher. The researcher will adhere to ethical principles and act accordingly
because his research will be of qualitative in nature where human being will be involved.

The following ethical considerations will be considered during the process of executing
this study:

Informed consent

Informed consent is a process in which a participant consents to participate being

informed of its procedures, risks, and benefits. The participant is expected to give his
consent after being informed about the procedures, risks, and benefits involved in
research (Bhupati and Ravi, 2017: 73-81). Informed consent refers to the voluntary and
revocable agreement of a competent person to participate in research procedures,
based on an adequate understanding of its nature, purpose and implications (Shaha,
Patra & Das. 2013: 455). It is a legal and ethical concept informed by data.Therefore,
informed consent is the process where research participants are informed about the
contents, risk and benefits of the study.

34
The researcher will formally inform participants about the study and give them informed
consent forms to fill-in and, tell them about overall purpose of the study as well as any
possible risk and benefits of the study. He will inform them about their expected duration
to participate and the procedures to be followed during the investigation. He will also tell
them that, participation is voluntary and it is within their right to participate or withdraw
from the study at any given time. In addition, the researcher will avail himself for clarity
seeking questions that will assist participants to make informed decisions regarding
participation.

Confidentiality

Confidentiality refers to how participants’ private information will be handled, managed

and disseminated (Mathipa & Gumbo, 2015: 94). Confidentiality refers to ensuring that,
the details in researcher’s report does not identify participants. It needs to be carefully
planned and communicated to participants (Aurini, Heath & Howells, 2016: 60).
Participants should be informed of all limits to confidentiality and as well as steps to be
taken to ensure that no breach of this principle will take place (De Vos et al, 2012: 119).
Confidentiality is defined as not disclosing what the participants said or did during
research unless they consent to do so and only in ways they agree, and again not
revealing the identity of the participants (SurmiaK, 2018:30). Therefore, confidentiality
refers to handling of participants’ information and providing assurance to participants
that, the information will not link them.

In order to uphold the principle of confidentiality, the researcher will ensure that the
information shared by participants is not divulged to anyone except for the supervisor.
The information shared by participants will be kept safe and locked in the cabinet and
the computer will be password-protected. Participants’ names will never be revealed in
the research report as codes and numbers will be used to protect their identity.

Anonymity

Anonymity refers to the state of being unidentified or unknown (Hite, Voelker &
Robertson, 2014: 22). It is the protection of identity for those taking part in the study

35
(Aurini, Heath & Howells, 2016: 60). Anonymity refers to the inability of others to identify
an individual or others to indentify ones’ self (Lee, Choi, Kim and Lee, 2014: 58).
Therefore, anonymity is the state of being unidentifiable.

The researcher intends to use pseudonyms or codes to protect the identity of

participants and to avoid the information being linked back to the participants. He will
also ensure that, he uses codes that will represent the names of participants and their
information would be strictly utilised for the purpose of the research project at hand.

Beneficence

Beneficence is defined as the moral obligation to act for the benefit of others (Kruger,
Ndebele & Horn, 2014: 144). Beneficence refers to technical term for reaching out and
doing good for others, which is regarded as the most common connotation of the notion
of ethics (Andreassen, Sono & Lankford, 2017: 208). It is an obligation to maximise
possible benefits and minimise possible harm to participants. It is about doing good for
others (De Vos, 2011: 116). In order to enhance the principle of beneficence, the type
degree and number of potential risks must be assessed thoroughly (Greaney, 2012:
40).

In this regard, the researcher will minimise harm to participants by ensuring that all the
principles of ethics, i.e. voluntary participation, signing of consent forms, confidentiality,
anonymity, and privacy of participants are adhered to all the time during the process of
research study. The researcher will also have a debriefing session all participants.
Furthermore, the researcher will ensure that his intentions about the research study and
participation of participants are cleared and understood. The envisaged benefits of the
study are to improve social work practice in rendering services to families who are
having children with autism spectrum disorder in Matjhabeng Local Municipality.

Debriefing of participants

Debriefing of participants refers to the sessions where participants get the opportunity
after the study, to work their experiences and where their questions are answered and
misconceptions removed if they were any. Problems generated by research experience

36
can be corrected (De Vos et al, 2012: 122). It is defined as a goal-oriented discussion of
data immediately after it is collected. The purpose of debriefing is to check and ensure
that, data is collected in proper way, and that the data set is responding to research
question (McMahon& Winch, 2018: 1).

The researcher will ensure that, he identifies additional support needs and provide
contact details of support as required. He will also spend time with participants to
discuss the interview experience and the impact it may have had on them. The
researcher will refer the participants to the school social worker for debriefing. The
special school social worker of which the researcher have a good relationship with will
be formally requested to submit her curriculum vitae and consent to debriefing of
participants if necessary.

Below is the description of key concepts.

6. CLARIFICATION OF KEY CONCEPTS

Autism Spectrum Disorder (ASD)
Autism spectrum disorder (ASD) is a developmental disorder. It involves abnormal
communication, repetitive and restrictive interests and impaired social functioning
(DePape & Lindsay. 2015:569). Autism Spectrum Disorder (ASD) manifests as a
qualitative impairment in an individual’s social interaction and communication, as well as
restricted, repetitive and stereotyped patterns of behaviour. The core characteristics
found in a child with ASD include difficulties in social communication, language and
related cognitive skills, and behaviour, as well as emotional regulation.[ (Alli; Abdoola;
Mupawose. 2015. 83). Autism is an illness with severe deficits in reciprocal social
interactions, imagination, communication, and restricted or unusual behavioural
repertories that affect all areas of a child’s life such as daily living activities,
home/school life, and relationships with family members and others. (Bilgin& Kucuk.
2010. 92). In the study, autism spectrum disorder refers to all the children disgnosed
with ASD and not any other disabilty

37
Coping strategies
Coping strategies is defined as a group of behavioural or cognitive efforts aimed at
reducing stress levels (Miranda, Mira, Berenguer, Rosello & Baixauli, 2019: 464).
Furthermore, Litt and Tennen (2015: 403) defines coping strategies as a person‘s
cognitive and behavioural efforts in response to stressors that determine how those
stressors will affect physical and emotional well-being. Coping has two main functions
which are to regulate emotions and to direct behaviour in addressing the problem
(Mason. 2017: 133-134). In support of the above statement, mentioned two blocks of
coping strategies as well, which are problem-focused coping strategies and emotion
focused coping strategies. Problem focused strategy is said to solve the problem while
emotion-focused coping strategy reduces or manage the feeling of distress (Miranda et
al .2019: 464). Therefore, coping strategies in the study refers to specific efforts
employed by mothers raising children with autism to minimise stressful events.

Below is the structure or format of the research report.

7. STRUCTURE/ FORMAT

This research report is divided into the following chapters:

Chapter 1: Introduction

The chapter on introduction will focus on the following: background, problem statement,
research goal, objectives of the study, and theoretical framework.

Chapter 2: Literature review

The chapter on literature review in the study will provide an analytical and critical
overview of studies conducted together with identified gaps.

Chapter 3: Study Methodology

This chapter will articulate methodology that will be utilised in the proposed study, i.e.
research design, research design, population and sampling methods, data collection
methods, data analysis, and ethical considerations.

38
Chapter 4: Findings and Discussions

This chapter will present findings of the study according to themes that emerged from
data analysis process.

Chapter 5: Summary of research, Conclusions and Recommendations

This chapter will articulate general summary, conclusion and recommendations

emanated from this study.

8. DISSEMINATION OF RESEARCH RESULTS

A dissertation will be presented as a requirement for the fulfillment of a Masters in
Social Work qualification. Dissemination on findings report will be available to the
mothers, Department of Education, social work organisations. There will also be
publication in professional journals and conference presentations.

9. WORK TIME SCHEDULE

Number Task Target Date
1 Finalise and submit research proposal February 2020
2 Chapter 1: Introduction April 2020
3 Chapter 2: Literature review July 2020
4 Chapter 3: Study methodology September 2020
5 Collect data October - December 2020
6 Transcribe interviews February-April 2021
7 Analyse data May 2021
8 Chapter 4: Findings and discussions September - October-
2021
9 Chapter 5: Summary of research findings December 2021
and conclusions
10 Final report of research report January 2022
10 BUDGET
The budget for the planning and implementation of the research is estimated below: The student
will apply for bursaries to cover the costs

39
No Budget Cost

1 Travelling R1 000

2 Photocopying R2 000

3 Internet and telephone R4 000

4 Proof Reading (Editing, proofreading and independent coder) R20 000

5 Unexpected Expenditure R1 000

6 Computer and recorder R15 000

Total R38 000

40
BIBLIOGRAPHY
Aborisade, O, P. 2013. Data Collection and New Technology. Volume 8, Issue 2.

Aluwihare-Samaranayake, D. 2012. Ethics in Qualitative Research: A view of the

Participants and Researchers’ World from a critical Standpoint. Volume11, (2).

Du Plooy-Cilliers, F, Davis, C & Bezuiddenhout, RM. 2018.Research Matters.Juta.

Asiamar, N, Mensa, H, K, Oteng-abayie,. 2017. General, Target, and Accessible

Population: Demystifying the concepts for Effective Sampling. Volume 22, Number 6,
page 1611.

Etikan, I & Bala, Kabiru. 2017. Biometric & Biostatistics International Journal: Sampling
and Sampling Methods. Volume 5, Issue 6.

Kabir, S , M, S. 2016.1st Edition. Basic Guidelines for Research: An Introductory

Approach for All Disciplines. Book Zone Publication. Chittagong-4203, Bangladesh,201-
275.

Rahi, S. 2017. International Journal of Economic & Management Science. Research

Design and Methods: A Systematic Review of Research Paradigms, Sampling Issues
and Instruments Development. Volume 6, Issue 2.

Tahrdoost, H. 2016. International Journal of Academic Research in Management.

Research Methods in Research Methodology; How to choose a Sampling Technique for
Research. Helvetic Editions LTD. Volume 5, Number 2, page 127.

Janghorban. R. J, Roudsari. R. L & Taghipour. A. 2014. Pilot Study in Qualitative

Research: The roles and Values. Journal of hayat.Volume 19, Issue 4.

Dikko. M. 2016. Establishing Construct Validity and Reliability: Pilot Testing of a

Qualitative Interview for Research in Takaful( Islamic Insurance). The Qualitative Report
Volume 21, Number 3, 521-528.

Gentles. S. J, Charles. C, Ploeg. J and Ann Mckibbon. 2015. Sampling in Qualitative

Research: Insights from an Overview of the Methods Literature: The Qualitative Report.
Volume 20, Number 11, Article 4, page 1772-1789.

41
Etikan. I, Musa. S. A & Alkassim. R. S. 2016. Comparison of Convenience Sampling
and Purposive Sampling: American Journal of Theoretical and Applied Statistics.
Volume 5, Number1, page 1-4.

Osang, J. E, Udoimuk, A. B, Etta, E. B, Ushie, P. O, Offing, N. E. 2013. Methods of

Data for Research Purpose and Applications Using IJSER Rate of Monthly Paper
Pablication: IOSR Journal of Computer Engineering. Volume 15, Issue 2, page59-65.

Canpolat, M, Kuzu, S, Yildirim, B, Canpolat, S.2015. Active Listening Strategies of

Academically Successful University Students. Eurasian Journal of Educational
Research. Issue 60.

Shalawati, S. H, 2016. A study of listening skills and Perspectives to First Year Students
at English Department.Volume 3, No 2. Page 71.

Alshenqeeti, H. 2014. Interviewing as a Data Collection Method: A Critical Review

Volume 3. No 1, page 41.

Hamouda, A. 2013. An investigation of listening Comprehension Problems

Encountered by Saudi Students in the EL Listening Classroom. International Journal of
Academic Research in Progressive Education and Development. Volume2, No 2.

Sa’diyah, S. S. 2016. EFL Learners Faced Problems in Listening Comprehension.

Indonesian EFL Journal, Vol 2, No 1, Page 53.

Bhupathi, P. A & Ravi, G. R. 2017. Comprehensive Format of Informed Consent in

Research and Practice: A Tool to uphold the Ethical and Moral Standards. International
Journal of Clinical Pediatric Dentistry. Volume 10, Number 1: 73-81

Shaha, K. K, Patra, A. P, Das. S. 2013. The Importance of Informed Consent In

Medicine : Scholar Journal of Applied Medical Sciences.Volume 1, Number 5: 455-463.

Long, H. 2014. An Empirical Review of Research Methodologies and Methods in

Creativity Studies. Volume 26, Number 4.

Hall, D. E, Prochazka, A. V, Fink, A. S. 2012. Informed consent for clinical treatment.

Volume 184, Number 5: 533-540.

42
Aurini, J. D, Heath, M, Howells, S. 2016. The How To of Qualitative Research. SAGE
Publications Ltd, London.

Surmiak, A. 2018. Confidentiality in Qualitative Research Involving Vulnerable

Participants: Researchers’ Perspective. Volume 9, No 3.

Lee, H, Choi, J, Lee, A. R.2014. Impact of Anonymity on Information Sharing through

Internal Psychological Processes: A Case of South Korean Online Communities.
Journal of Global Information Management, Volume 22, No 3: 57-77.

Hite, D. M, Voelker, T, Robertson, A. 2014. Measuring Perceived Anonymity: The

Development of a Context Independent Instrument: Journal of Methods and
Measurement in the Social Science, Volume 5, Number 1: 22-39.

McMahon, S. A & Winch, P. J. 2018.Systematic debriefing after qualitative encounters

an essential analysis in applied qualitative research. Volume 3, Number5: 1.

Maestre, J. M & Rudolf, J. W. 2015.Theories and Styles of Debriefing: The Good

Judgement Method as a tool for Formative Assessment in Healthcare. Volume68, Issue
4: 282-285.

Maree, K. 2016. First steps in research. Pretoria: Van Schaik.

Mathipa, E.R. & Gumbo, M.T. 2015. Addressing Research Challenges: Making
Headway for Developing Researchers. Masala-Masedi: Publishers and booksellers.

Merriam, S.B. & Tisdeli, E. 2016. Qualitative Research: A guide to design and
implementation. (4th Edition). San Francisco. Jossey Bass. Fewster, D. L, Govender, P.
& Uys, C. J. E. 2019. Journal of Child & Adolescent Mental Health. Volume 31, Number
2: 139-159.

Moon, K., Brewer, T. D., Januchowski-Hartley, S., Adams, V, M & Blackman, D, A.

2016. A Guideline to improve Qualitative Social Science Publishing in Ecology and
Conservation Journals. Ecology and Society. Volume 21, Number 3: 17.

Yilmaz, K. 2013 Comparison of Quantitative and Qualitative Research Traditions:

Epistemological. Theoretical, and Methodological differences. European Journal of
Education, Volume 38, Number 2.

43
Korstjens, I & Moser, A.2018. Series: Practical guidance to qualitative research. Part
4:Trustworthiness and publishing, European Journal of General Practice. Volume 24,
Number 1: 120-124.

Anney, V, N. 2014. Ensuring the Quality of the Findings of Qualitative Research:

Looking at Trustworthiness Criteria. Journal of Emerging Trends in Educational
Research and Policy Studies. Volume 5, Number 2: 272-281.

Malliman, N. 2011. Research Methods: The Basics. Routledge, Tailor & Francis Group,
London.

Neil, J. S. 2012. Exploring Research. (8th Edition). University of Kansas: Pearson.

Newsome, B.O. 2016. An introduction to research, analysis and writing. Practical skills
for social science students. University of California, Berkeley: Sage Publications

Rajasekar, S, Philominathan, P & Chinnathambi, V. 2013. Research methodology.

Kruger, M., Ndebele, P & Horn, L. 2014. Research Ethics in Africa: A resource for
Research Ethics Committees. Sun Press.

Balubaid, R & Sahab, L. 2017.The Coping Strategies Used by Parents of Children with
Autism in Saudi Arabia. Journal of Education and Practice. Volume 8, No 35

Selvalakshmi, M. 2012. Probing: An Effective Tool of Communication. Volume 22,

Number 1-2, page 55.

Magthwi, A. A. A. 2015. The Effectiveness of Probing Questions Strategy in The

Development of Thinking Skills in the Islamic Education Courses Using a Sample of
Intermediate School Students in Riyadh. European Scientific Journal. Volume 2, page
140.

Weger. H, Bell. G. C, Minei. E. M, & Robinson. M. C. 2014. The Relative Effectiveness

of Active Listening in Initial Interactions: International Journa of Listening. Volume 28,
Number 1: 13-31.

Edwards, R & Hollard, J. 2013. What is qualitative interview. Bloomsburg.

London.Babbie, E. 2014. The basics of social research (6th Edition). Mexico:
Wadsworth.

44
Blaikie, N. 2010. Designing Social Research: The logic of Anticipation. (2nd Edition)
Polity Press.

F. 2014. Hope Matters: The power of Social Work. NASW Press.

Creswell, J.W. 2014. Research Design. 4th Ed. Los Angeles: SAGE.

Creswell, J.W. 2016. 30 Essential skills for the qualitative researcher. London: Sage.

Denscombe, M. 2012. Research proposals: A practical guide. Ebook accessed

: 2013 National Drug Master Plan 2013-2017. Pretoria. Government Printer.

Engel, R.J. & Schutt, R.K. 2010. Fundamentals of Social Work Research. Boston:
Sage Publications

Gliner, J.A, Morgan, G.A. & Leech, N.L. 2009. Research Methods in Applied Settings:
An integrated Approach to Design and Analysis. (2nd Edition). New York: London:
Routledge Taylor & Francis Group.

Greeff, M. 2011. Information collection: interviewing. In De Vos, A.S, Strydom, H.

Fouche, C.B. & Delport, C.S.L. Research at Grass Roots: For the Social Sciences and
human service professions. Pretoria: Van Schaik Publishers

Greener, I. 2011 Designing Social Research: A Guide for the Bewildered: SAGE
Publications.

Grinnell, R. & Unrau, Y. 2011. Social Work Research and Evaluation: Foundations of
Evidence–Based Practice. New York: Oxford.

Grove, S.K. Burns, N. & Gray, J.R. 2013. The practice of nursing research. Missaori:
Elsievier

45
ADDENDA

Addendum A: Participant Information Sheet

PARTICIPANT INFORMATION SHEET

Ethics clearance reference number:

Research permission reference number (if applicable):

20 February 2020

Experiences, challenges and coping strategies of mothers raising a child with autism
spectrum disorder.

Dear Prospective Participant

My name is Tladi Madia and I am doing research with Ms. Winnie Morake a senior
lecturer in the Department of Social Work towards Masters in Social Work Research at
the University of South Africa. There is no funding to the project. The researcher is self-
funded. We are inviting you to participate in a study entitled, “Experiences, challenges
and coping strategies of mothers raising a child with autism spectrum disorder.

WHAT IS THE PURPOSE OF THE STUDY?

The purpose of this research study is to explore the experiences, challenges and coping
mechanisms of mothers raising a child with autism spectrum disorder.

WHY AM I BEING INVITED TO PARTICIPATE?

Why did you choose this particular person/group as participants?
Describe how [from whom?] you obtained the participants’ contact details and why you
chose this particular person/group of participants. Indicate the approximate number of
participants.

Mothers residing in Matjhabeng Local Municipality who have children with autism
spectrum disorder.will purposefully be selected to form part of the research project.
They will be expected to share their experiences, challenges and coping mechanisms.

46
The participants’ information would be drown from Department of Education Leboneng
Special School. A letter requesting Department of Education to access and utilise their
clients’ information and interviews would be drafted and submitted after the University of
South Africa research panel approves the research proposal. An approximately 20-30
participants would be recruited to participate in the research study, their participation
would be entirely voluntary and consent forms would be completed. Research ethics
would be fully considered, which would entirely be about doing good for participants,
protecting their identity and information they shared. Moreover, the participants would
be informed that their interviews would be audio-taped and transcribed for data analysis
and the tape records and field notes collected during interviews would be kept in a safe
place.

WHAT IS THE NATURE OF MY PARTICIPATION IN THIS STUDY?

Describe the participant’s actual role in the study. The study involves audio and semi
structured interviews using interview schedule for 45 minutes.

The data would be conducted through face-to-face interviews and observations and
would be tape-recorded. Interview schedule would be drafted and utilised by the
researcher as a guideline of questions that need to be covered. The interview schedule
would comprise biographical questions and the topical questions, i.e. questions related
to the research topic. The researcher will make appointments with participants to meet
with them in their comfortable respective places and the interviews are expected to run
for duration of 45 minutes. The participants will be allowed to express themselves in the
languages they are comfortable with and where necessary, the researcher will find an
interpreter.

CAN I WITHDRAW FROM THIS STUDY EVEN AFTER HAVING AGREED TO

PARTICIPATE?
Statement that participation is voluntary and that there is no penalty or loss of benefit for
non-participation. Participating in this study is voluntary and you are under no obligation
to consent to participation. If you do decide to take part, you will be given this
information sheet to keep and be asked to sign a written consent form. You are free to
withdraw at any time and without giving a reason. Participation in this research study is
entirely voluntary and consent forms would be signed as a sign of participating in the
47
study. Participants are free to withdraw/discontinue anytime from participating in the
study without reason.

WHAT ARE THE POTENTIAL BENEFITS OF TAKING PART IN THIS STUDY?

Describe the presence or absence of possible benefits for the participant, the
participants as a group, the scientific community and/or society. By partaking in this
research study, participants will benefit from the in-depth information that would be
shared by participants; as a result, a copy of the research report would be available on
request.

ARE THEIR ANY NEGATIVE CONSEQUENCES FOR ME IF I PARTICIPATE IN THE

RESEARCH PROJECT?
Describe any potential level of inconvenience and/or discomfort to the participant. List
all possible or reasonably foreseeable risks of harm or side-effects to the potential
participants. Include any risk that may come from others identifying the person’s
participation in the research. Describe the measures that will be taken if injury or harm
attributable to the study occurs. There are no major direct anticipated consequences for
participation in the study. However, it is anticipated that participants could be
emotionally overwhelmed by the information they would share. If that occurs, the
researcher will have in place a professional social worker who would render debriefing
services to concerned participants free of charge.

WILL THE INFORMATION THAT I CONVEY TO THE RESEARCHER AND MY

IDENTITY BE KEPT CONFIDENTIAL?
You have the right to insist that your name will not be recorder anywhere and that no
one, apart from the researcher and identified members of the research team, will know
about your involvement in this research and your name will not be recorded anywhere
and no one will be able to connect you to the answers you give. Your answers will be
given a code number or a pseudonym and you will be referred to in this way in the data,
any publications, or other research reporting methods such as conference proceedings.

The supervisor will have access to the data and will maintain confidentiality. Your
answers may be reviewed by people responsible for making sure that research is done
properly, including the transcriber, external coder, and members of the Research Ethics
48
Review Committee. Otherwise, records that identify you will be available only to people
working on the study, unless you give permission for other people to see the records.

The principle of confidentiality will be maintained at all costs. Participant’s identities

would not be divulged to anyone except for the study supervisor who will be supervising
this research study. Pseudonyms and codes would be utilised as a measure to protect
the identity of the participants.

Anonymous data may be used for other purposes, such as a research report, journal
articles and/or conference proceedings. A report of the study may be submitted for
publication, but individual participants will not be identifiable in such a report.

HOW WILL THE RESEARCHER(S) PROTECT THE SECURITY OF DATA?

The researcher will store hard copies of answers for a minimum period of five years in a
locked cupboard at Matjhabeng Local Municipality offices for future research or
academic purposes; electronic information will be stored on a password-protected
computer. Future use of the stored data will be subject to further Research Ethics
Review and approval if applicable. Hard copy information will be shredded while the soft
copies would be permanently deleted from the system. Indicate how information will be
destroyed if necessary. Hard copies will be shredded and/or electronic copies will be
permanently deleted from the hard drive of the computer through use of relevant
software programme.

WILL I RECEIVE PAYMENT OR ANY INCENTIVES FOR PARTICIPATING IN THIS

STUDY?
Describe any payment or reward offered, financial or otherwise. Any costs incurred by
the participant should be explained and justified in adherence with the principle of fair
procedures (justice). Participation in this research study is voluntary and there would be
no compensation, incentives or payment for participation.

HAS THE STUDY RECEIVED ETHICS APPROVAL?

This study has received written approval from the Research Ethics Review Committee
of Unisa. A copy of the approval letter can be obtained from the researcher if you so
wish.
49
HOW WILL I BE INFORMED OF THE FINDINGS/RESULTS OF THE RESEARCH?
If you would like to be informed of the final research findings, please contact Tladi
Madia. The findings are accessible. Should you require any further information or want
to contact the researcher about any aspect of this study, please contact Tladi Madia

Should you have concerns about the way in which the research has been conducted,
you may contact Ms. Winnie Morake on 012 429 4917 or morakmwl@unisa.ac.za.
Contact the research ethics chairperson Dr. Malesa on if you have any ethical concerns.

Thank you for taking time to read this information sheet and for participating in this
study.

Thank you.

Tladi Madia

50
Addendum B: Consent
CONSENT TO PARTICIPATE IN THIS STUDY

I, __________________ (participant name), confirm that the person asking my consent

to take part in this research has told me about the nature, procedure, potential benefits
and anticipated inconvenience of participation.

I have read (or had explained to me) and understood the study as explained in the
information sheet.

I have had sufficient opportunity to ask questions and am prepared to participate in the
study.

I understand that my participation is voluntary and that I am free to withdraw at any time
without penalty (if applicable).

I am aware that the findings of this study will be processed into a research report,
journal publications and/or conference proceedings, but that my participation will be
kept confidential unless otherwise specified.

I agree to the recording of the <insert specific data collection method>.

I have received a signed copy of the informed consent agreement.

Participant Name & Surname………………………………………… (please print)

Participant Signature……………………………………………..Date…………………

Researcher’s Name & Surname………………………………………(please print)

Researcher’s signature…………………………………………..Date…………………

51
Addendum C: Permission letter

Request for permission to conduct research at Department of Education,

Leboneng Special School

Title: Experiences, challenges and coping strategies of mothers raising a child with
autism spectrum disorder.

20 February 2020

Mrs.

Department of Education

Dear Mrs.

I, Tladi Madia am doing research with Ms. Winnie Morake, a senior lecturer in the
Department of Social Work towards a Masters in Social Work Research at the
University of South Africa. We are inviting you to participate in a study entitled
“Experiences, challenges and coping strategies of mothers raising a child with autism
spectrum disorder.”.

The aim of the study is to explore experiences, challenges and coping strategies of
mothers raising a child with autism spectrum disorder.

Your organisation has been selected because Leboneng Special School has children
with autism spectrum disorder.

The study is expected to develop an in-depth understanding of Experiences, challenges

and coping strategies of mothers raising a child with autism spectrum disorder.. This
study would utilize the qualitative research approach. Ethical considerations would be
followed that would ensure that both the researcher and the participants are protected,
that the researcher ensure confidentiality of the participants. Participation in this
52
research study will be voluntary and there shall not be incentives for participation in the
study.

The benefits of this study are an opportunity to participate in a research study in a form
of sharing Experiences, challenges and coping strategies of mothers raising a child with
autism spectrum disorder.

Potential risks that are anticipated in this research study are, being overwhelmed by
emotions and information shared during the process of interview and after.

Feedback procedure will entail the final research report in a form of hard copy and or
soft copy.

Yours sincerely

Tladi Madia

53
Addendum D
Semi-Structured interview schedule

Biographical information

How old are you

Are you married? Yes/No

How many children do you have?

What language do you speak?

Topical Questions

When did you realise that you child has autism spectrum disorder?

What is your experiences of raising a child with autism spectrum disorder (individual,
family, school and other institutions)?

What challenges do you encounter in raising a child with autism spectrum disorder
(individual, family, neighbours, school and other institutions)?

What are your support systems in raising a child with autism spectrum disorder
(individual, family, neighbours, school and other institutions)?

What do you think should be done in support mothers raising children with autism
spectrum disorder (individual, family, school, neighbours and other institutions?

54
Addendum E: Consent to assist debriefing research participants

I ……………. with practice No………..….hereby consent to assist Tladi Madia with

debriefing of research participants. I am a qualified Social Worker, registered with
South African Council for Social Service Professions, and have experience in the field of
Social Work. I understand that my role will be to render debriefing services to the
research participants should they become emotionally overwhelmed due to the nature
of the research topic and questions that might arise with an aim of gathering data. My
services will be provided free of charge to the research participants.

I am fully conversant with the ethical considerations that are required from me and I
pledge to abide by them. I shall uphold the principles of confidentiality, anonymity,
privacy and beneficence.

Thank You

Signature……………….

Date…………………….

55
 Addendum F: Application for Risk Assessment

RISK ASSESSMENT TOOL

Complete the Research Ethics Risk Assessment by answering each question below. If you answer “YES”
to any of the items, the outcome of the risk assessment is considered to vary from a low to high risk
level. The UNISA research ethics review system is based on the UNISA Standard Operating Procedure
(SOP) for Research Ethics Risk Assessment. If you are an external applicant, a copy of this document can
be requested from urerc@unisa.ac.za; internal applicants can click on this link to obtain the document.
If you are unsure about the meaning of any of these concepts, please consult your supervisor or project
leader.

1 Does your research include the direct involvement of any of the YES NO
following groups of participants (Refer to Section 4 in the SOP)
Place an ‘x’ in box [if yes, provide details in the space allocated for comments]
a) Children or young people under the age of 18 X
Include the parental consent letter and explain how assent will be obtained in section 6.1
of the application form.
b) Persons living with disabilities (physical, mental and/or sensory)1 X
c) Persons that might be considered vulnerable, thus finding it difficult to make X
independent and/or informed decisions for socio, economic, cultural, political
and/or medical reasons (such as the elderly, the dying, unconscious patients,
prisoners, those in dependant relationships, women considered to be vulnerable
due to pregnancy, victimisation, etc.)
d) Communities that might be considered vulnerable, thus finding it difficult to X
make independent and informed decisions for socio, economic, cultural, political
and/or medical reasons
e) UNISA employees, students or alumni X
Indicate that you will apply for permission at the UNISA Research Permission
Subcommittee (RPCS) in section 3.1 of the application form to involve any of these
participant groups in the proposed research.
f) Persons whose native language differs from the language used for the research X
Attach the translated data collection instrument(s), interview guide(s), participant
information sheet and consent form in the participants’ first language, as well as a letter
from the language practitioner certifying the credibility of the translated material. The
services of an interpreter may need to be secured for field work activities.
g) There is a likelihood that a person or definable group will be identified during X
the research process and it is likely to be of concern.
h) Other2. Please describe.

1
Describe whether and how proxy or gatekeeper consent will be obtained in section 6.1 relevant to items
2.1. a – e
2
Form 1 does not apply to plant, molecular or cell research, animal and environmentally related research.

56
Comments: If you selected any option above, please describe it in detail here.
All the above risks do not apply to this study.

2 Does your research involve any of the following types of activity that YES NO
could potentially place the participants at risk of harm?
Place an ‘x’ in the box provided [if yes, provide details in the space allocated for comments]
a) Collection, use or disclosure of personal, identifiable information without the X
consent of the individual or institution that is in possession of the required
information (with the exception of aggregated data or data from official
databases in the public domain)
b) Collection, use or disclosure of personal, identifiable information directly from X
participants with consent
c) Personal, identifiable information to be collected about individuals from X
available records (e.g. employee records, student records, medical records, etc.)
and/or archives
b) Participants being exposed to questions which may be experienced as stressful X
or upsetting, or to procedures which may have unpleasant or harmful side effects .

e) Participants being required to commit an act which might diminish self-respect X

or cause them to experience shame, embarrassment, or regret
f) Any form of deception of participants, concealment or covert observation X
d) Examining potentially sensitive or contentious issues that could cause harm to X
the participants
g) Research which may be prejudicial to participants X
f) Research which may intrude on the rights of third parties or people not directly X
involved
f) Audio-visual recordings of participants which may be of a sensitive or
compromising nature (with or without consent)
g) Disclosure of the findings of the research could place participants at risk of X
criminal or civil liability or be damaging to their financial standing, employability,
professional or personal relationships
h) Any form of physically invasive diagnostic, therapeutic or medical procedure X
such as blood collection, an exercise regime, body measurements or physical
examination
k)*Psychological inventories / scales / tests X
q) Other. Please describe
Comments: If you selected any option above, please describe it in detail here.
It is anticipated that the participants would be emotionally affected by the questions as they will be
expected to tap into their experiences, but debriefing measures have been put in place to restore them
emotionally.
The participants will be requested permission for the audio recording of the interviews and for those who
do not agree there will be no audio recording done..

*Please add details on copyright issues related to standardised psychometric tests and registration at the HPSCA of test
administrator if test administration is in South Africa or of an equivalent board if administration is non South African.

57
3 Does your research involve any activity that could potentially place the YES NO
researcher(s) at risk of harm?

a) There is a possible risk of physical threat, abuse or psychological trauma as a result X

of actual or threatened violence or the nature of what is disclosed during the
interaction

b) There is a possible risk of being in a compromising situation, in which there might X

be accusations of improper behaviour

c) There is an increased exposure to risks in everyday life and social interactions, such X
as working with hazardous materials or sensitive information

Comments: If you selected any option above, please describe it in detail here.

This study does not pose any risk for the researcher, as she will be interviewing participants at their homes,
after mutual arrangements have been made.

4 Does any of the following apply to your research project? YES NO

Place an ‘ x’ in the box provided [if yes, provide details in the space allocated for comments]
a) Participants will be offered inducements or incentives to encourage their X
involvement in the research
b) Participants will incur financial obligations as a result of their participation in the X
research
c) The researcher(s) can anticipate financial gains from involvement in the research X
(i.e. contract research)
d) Any other potential conflict of interests, real or perceived, that could be seen as X
compromising the researcher(s) professional judgement in carrying out or reporting
on the research
e) Research will make use of Unisa laboratories X
f) Research will be funded by UNISA or by an external funding body that could X
compromise the integrity of the research project
Comments: If you selected any option above, please describe it in detail here.

5 Guided by the information above, classify your research project based on the anticipated degree
of risk. [The researcher completes this section. The ERC critically evaluates this benefit-risk
analysis to protect participants’ rights]
Place an ‘x’ in the box provided
Category 1 Category 2 Category 3 Category 4
Negligible Low risk Medium risk X High risk

58
No to indirect Direct human participant Direct human participant Direct human participant
human participant involvement. The only involvement. Research involvement.
involvement. foreseeable risk of harm is that poses a risk above A real or foreseeable risk
If you choose this the potential for minor the everyday norm, of harm including
option, stop discomfort or including physical, physical, psychological
completing this inconvenience, thus psychological and social and social risk which may
form and contact research that would not risks. Steps can be taken lead to a serious adverse
URERC@unisa.ac.za pose a risk above the to minimise the likelihood event if not managed
everyday norm. of the event occurring. responsibly.
(a) Briefly justify your choice/classification
The proposed research project is classified as medium risk, which falls under category
3 according to the risk assessment category. It involves direct human participants
(mothers) about their everyday experiences, challenges and coping strategies raising
children with autism spectrum disorder. The risk is medium and predictable risk of
harm would immediately be addressed. There are already plans in place to mitigate
risks of harm should they arise. Participants are expected to be emotional as they
narrate their life story and debriefing sessions will provided.

(b) In medium and high risk research, indicate the potential benefits of the study for
the research participants and/or other entities.
The potential benefits to participants would be an exposure to counselling sessions and
support by school Social Workers and other outstanding issues affecting the whole family
could be addressed.
Social Workers involved in special schools will understand mothers raising children with
autism spectrum disorder
(c) In medium and high risk research, indicate how the potential risks of harm will be
mitigated by explaining the steps that will be taken to minimise the likelihood of the event
occurring (e.g. referral for counselling, debriefing, etc.).
The potential risks will be mitigated through observing all the ethical considerations
outlined above. With regards to the emotional discomfort that might be caused by
participating in the study the researcher will provide debriefing to restore the participants
to their emotional state prior to their participation in the interviews. For those who will
need further counselling the researcher made arrangements with the social worker to
provide such services.

59