Integrating behavioural immunity into substanceuse disorder growth-related research: Insights from a qualitative approach

Retji J. Dakas, Grace M. Kibanja, P. Bangirana — Mon, 31 Aug 2026 00:00:00 +0000

Substance use disorders (SUDs) have occupied the attention of scholars and practitioners for years and continue to do so, especially as the issues that pervade the literature are not only multiple but growing in complexity. However, one of the issues that requires mediating
survival and growth as part of the proactive and reactive responses is behavioural immunity (BI), but it has not been explored beyond its traditional research context. In this research, we used a qualitative approach to explore the concept within the context of treatment for SUDs and related behaviour dynamics. We targeted people receiving treatment for SUDs, and mental health workers providing the treatments in three rehabilitation facilities in Jos, the capital of Plateau State, Central Nigeria. The data was analysed using QSR NVivo 20, based on the thematic analysis technique. Key Vindings emerged, suggesting that BI is part of the dynamics of certain avoidance behaviours and SUD-related depreciation and growth outcomes, leading to four pointers: growth pointers, depreciation pointers, depreciationrelated growth, and growth-related depreciation. The Vindings contribute to the knowledge base of pathogen avoidance psychology by extending BI research to the SUDs and traumarelated avoidance paradigm.

The experiences of educators working with children on the Autism Spectrum in schools for learners with special education needs in the North West Province of South Africa

Werner de Klerk — Mon, 31 Aug 2026 00:00:00 +0000

Many autistic learners who require substantial support, including learners with co-occurring intellectual disability, attend South African LSEN (Learners with Special Education Needs) schools. However, limited research has explored educators’ lived experiences of teaching
autistic learners in LSEN contexts. This qualitative research study employed a phenomenological design to examine educators’ experiences in LSEN schools in the North West Province, South Africa. Eight educators (seven female, one male; aged 42–62) from LSEN schools participated in individual in-depth interviews. Data were analysed using Braun and Clarke’s thematic analysis. Educators described autism-related behaviours, including sensory sensitivities, communication challenges, and behaviours that disrupted learning,
alongside persistent resource constraints and safety concerns in classrooms with complex learner profiles. Environmental factors, particularly learner-educator ratios, class composition, routine changes, and learners’ home circumstances, shaped educators’ capacity
to provide effective support. Participants reported that increased autism-related knowledge, building rapport with learners, and drawing on personal strengths such as flexibility and problem-solving enabled more constructive classroom responses. Findings highlight the
need for context-responsive training and support programmes for educators and caregivers, as well as school-level planning that takes class composition and support needs into account in LSEN settings.

Journal of Community Psychosocial Research

Integrating behavioural immunity into substanceuse disorder growth-related research: Insights from a qualitative approach

The experiences of educators working with children on the Autism Spectrum in schools for learners with special education needs in the North West Province of South Africa