Philosophiae Doctor - PhD (CISCFS)

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https://hdl.handle.net/10566/20091

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Browsing by Author "Dept. of Social Work"

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    Guidlines for the development of an HIV/AIDS workplace support programme for teachers
    (University of the Western Cape, 2010) Ganyaza-Twalo, Thulisile; Terblanche, Susan S.; Seager, John R.; Dept. of Social Work; Faculty of Community and Health Sciences
    The aim of this study was to develop guidelines for an HIV/AIDS support programme for teachers. In order to achieve this goal, Intervention Research: Design and Development model by Rothman and Thomas (1994) was adopted to guide the research process. Intervention research is a form of applied qualitative research utilized by researchers to design and develop interventions to ameliorate social problems. Intervention research: design and development model has six phases and unique operational steps to follow in each phase. The researcher adopted the first three phases to facilitate the design of the guidelines to assist with development of a programme to support teachers. Problem analysis and project planning is the first phase. In this phase, the aim was to understand the experiences of HIV/AIDS among teachers and in schools. Information was gathered from HIV/AIDS coordinators, principals, teachers living with HIV.
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    Guidlines for the development of an HIV/AIDS workplace support programme for teachers
    (University of the Western Cape, 2010) Ganyaza-Twalo, Thulisile; Terblanche, Susan S.; Seager, John R.; Dept. of Social Work; Faculty of Community and Health Sciences
    The aim of this study was to develop guidelines for an HIV/AIDS support programme for teachers. In order to achieve this goal, Intervention Research: Design and Development model by Rothman and Thomas (1994) was adopted to guide the research process. Intervention research is a form of applied qualitative research utilized by researchers to design and develop interventions to ameliorate social problems. Intervention research: design and development model has six phases and unique operational steps to follow in each phase. The researcher adopted the first three phases to facilitate the design of the guidelines to assist with development of a programme to support teachers. Problem analysis and project planning is the first phase. In this phase, the aim was to understand the experiences of HIV/AIDS among teachers and in schools. Information was gathered from HIV/AIDS coordinators, principals, teachers living with HIV.
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    Management of domestic violence: risk-based assessment and intervention guidelines with perpetrators of intimate violence
    (University of the Western Cape, 2004) Londt, Marcel P; Terblanche, Susan S.; Kotze, Theunis; Dept. of Social Work; Faculty of Community and Health Sciences
    The main goal of this study was to develop assessment and intervention guidelines that will provide practitioners with a framework to develop and implement batterer intervention programmes. The development of batterer intervention programmes must be informed by risk-based assessment and the study has identified this as a priority. This priority was informed by the popular notions that batterer intervention by itself, is futile and that intervention efforts were misdirected and useless. The author was of the opinion that if specific risk markers were identified, the batterer intervention efforts could be a tool to influence the values, beliefs and dangerous behaviours of abusive men. This study attempted to formally identify those risk factors that should be considered with batterers so that appropriate guidelines for assessment and intervention could result.