Abstract Introduction The aim of this study was to examine the effect of group cognitive-behavioral therapy (GCBT) on pathological internet use (PIU). Method The study applied a group randomized controlled trial design to assign participants to intervention and control groups. A total of 40 college students aged 18 to 30 who were pathological internet users (PIUs) participated in this study and were randomly assigned to treatment and control groups. Participants completed a self-report scale entitled the Problematic Internet Use Scale (PIUS) at three time points. The intervention lasted 8 weeks. The data collected were statistically analyzed using repeated-measures analysis of variance (ANOVA). Results The results showed that GCBT has significant efficacy, decreasing the symptoms of PIU among the GCBT participants compared to those in the control group and that the improvements were maintained at follow-up. We also found a significant interaction effect by time for PIU. Conclusion From the study findings, we can conclude that GCBT has significant benefit for mitigating the severity of PIU in college students. Therefore, mental health professionals are encouraged to explore the benefits of GCBT in treating symptoms associated with PIU in school settings and beyond.

In the study reported on here we employed the interpretivist qualitative approach to explore the recruitment and retention of male educators in preschool centres. Purposive sampling was used to select 2 preschool owners, 2 principals, 4 preschool educators and 2 male educators in the Foundation Phase. Data were obtained by in-depth interviewing and were analysed thematically. Results showed no male educators in preschools in the education district where the study was conducted. Misinterpretation of cultural roles, stigma, fear and prejudice, low educator status within the preschool sector and a lack of male recruitment policies were found to be negatively affecting the recruitment of males into the preschool sector. A gender balance that ensures that both female and male educators are recruited within the preschool sector would appear to be congruent with the philosophical underpinnings of the Social Role Theory (SRT). The Departments of Education and Social Development should, therefore, embark on awareness campaigns to educate all stakeholders on the need for a gender balance within the preschool sector.

Incidences of school bullying appear to be on the rise in most schools across the globe, and schools in Swaziland are no exception. Sadly, adolescent girls appear to be most susceptible to being bullied. This study considers how some of the traits of young girls tend to expose them to incidences of bullying. The approach was qualitative and employed the multiple case study research design in which data was obtained through focus group discussions (FGDs) involving 24 girls from three schools, by purposive sampling. Content analysis was employed to analyse data from the FGD. Results show the relevance of Routine Activities Theoretical framework in explaining the incidences of bullying among adolescent girls. Low self-esteem and the feeling of loneliness appeared as two major characteristics making girls more susceptible to incidences of bullying. Data interpretation suggests that loneliness tends to expose the girls as suitable targets. Schooling presents a lonely and unprotected experience for girls, where likely offenders take advantage of their isolation. The authors argue that the schooling experiences of adolescent girls require urgent intervention, in which curriculum experts ought to consider bullying lessons for both girls and boys.