UWCScholar :: Browsing by Author "Carelse, Shernaaz"

Browsing by Author "Carelse, Shernaaz"

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The adverse childhood experiences of adults regarding the transition from foster care to child and youth care centres
(University of Western Cape, 2021) Bovu, Kwandiwe; Carelse, Shernaaz
In South Africa family foster care is the first option of alternative care for children removed from their biological parents, adoptive parents or guardians, due to neglect, abuse or abandonment. Similar to international trends, South Africa prioritises family foster care. However, when the foster care placement disintegrates, children are generally placed in child and youth care centres (CYCCs) in accordance with the South African Children’s Act 38 of 2005. This qualitative study aims to explain the adverse childhood experiences of adults regarding their transition from foster care to CYCCs, using family systems theory (FST) to contextualise these accounts. The population for this study was adults living in Nelson Mandela Bay (NMB), who were formerly moved to CYCCs after the break down of their family foster care placements.
The adverse childhood experiences of adults regarding the transition from foster care to child and youth care centres
(University of Western Cape, 2021) Bovu, Kwandiwe; Carelse, Shernaaz
In South Africa family foster care is the first option of alternative care for children removed from their biological parents, adoptive parents or guardians, due to neglect, abuse or abandonment. Similar to international trends, South Africa prioritises family foster care. However, when the foster care placement disintegrates, children are generally placed in child and youth care centres (CYCCs) in accordance with the South African Children’s Act 38 of 2005. This qualitative study aims to explain the adverse childhood experiences of adults regarding their transition from foster care to CYCCs, using family systems theory (FST) to contextualise these accounts. The population for this study was adults living in Nelson Mandela Bay (NMB), who were formerly moved to CYCCs after the break down of their family foster care placements.
The challenges experienced by traumatic brain injury survivors with regard to family reintegration post-hospitalisation
(University of Western Cape, 2021) Sogoni, Sanda; Carelse, Shernaaz
Recovery from traumatic brain injury (TBI) can be a lengthy and challenging process for survivors, their families, and health and welfare services. Globally, South Africa has the second-highest prevalence of TBI that is due to road traffic accidents. The growing challenges for TBI survivors are the financial constraints, health implications, and the psychosocial support required by survivors of TBI and their families, which impacts family reintegration, post-hospitalisation. The aim of the study was to understand the challenges experienced by TBI survivors with regards to the psychosocial support services for family reintegration. A qualitative approach, using an exploratory-descriptive design was used. The person-centred perspective was chosen as a theoretical framework.
The challenges experienced by traumatic brain injury survivors with regard to family reintegration post-hospitalisation
(University of Western Cape, 2021) Sogoni, Sanda; Carelse, Shernaaz
Recovery from traumatic brain injury (TBI) can be a lengthy and challenging process for survivors, their families, and health and welfare services. Globally, South Africa has the second-highest prevalence of TBI that is due to road traffic accidents. The growing challenges for TBI survivors are the financial constraints, health implications, and the psychosocial support required by survivors of TBI and their families, which impacts family reintegration, post-hospitalisation. The aim of the study was to understand the challenges experienced by TBI survivors with regards to the psychosocial support services for family reintegration. A qualitative approach, using an exploratory-descriptive design was used. The person-centred perspective was chosen as a theoretical framework.
Challenges of integrating theory and practice in social work teaching and learning
(University of the Western Cape, 2010) Carelse, Shernaaz; Terblanche, SS
Global and national standards for social work training have for a very long time required that institutions of higher learning include a theoretical as well as a practical component into the social work programme. The integration of theory and practice is purposefully aimed at enhancing the student's competency and skills (SAQA, 2003:9). The introduction of Outcomes-Based Education (OBE) in South Africa (Government Gazette No. 19640, 1998) has confirmed the need for addressing challenges relating to integration of theory and practice. Assessments of social work fieldwork competence at the University of the Western Cape (UWC) indicate that the majority of the students in the third year of study struggle to integrate theory and practice resulting in low level competence in Intermediate Fieldwork Education (University of the Western Cape Quality assurance report: Intermediate Fieldwork, 2007). In addition to the aforementioned, student reports indicate that there is a perception that the classroom learning, the supervision and fieldwork practice often are not sufficient to facilitate the integration of theory and practice. The lack of integration of theory and practice results in students not achieving the expected learning outcomes. This is an urgent concern in social work education and it seems most appropriate to learn from the people who are closely affected by and involved in this issue. The focus of the study was thus on the challenges experienced by social work students, their lecturers and fieldwork supervisors at UWC regarding the integration of theory and practice at intermediate level in the context of OBE. Hence I used a qualitative approach as I wanted to study the challenges of theory and practice integration from an insiders' perspective. This is appropriate when the goal of research is to describe and understand a social issue. For this reason I selected an exploratory-descriptive research design and an instrumental research strategy to study the issue of theory and practice integration in the selected programme. The population of the study was third year social work students at UWC and also a selected group of third year social 'work students from the Nelson Mandela Metropolitan University (NMMU), social work lecturers from UWC and field supervisors form agencies in the Western Cape where social work students are placed. Purposive sampling were utilized to select sixteen third year social work students from UWC, seven NMMU students, sixteen field supervisors and eight lecturers from UWC. Data were collected by means of individual interviews as well as focus group sessions from students and field supervisors and by means of written responses to an open -ended guide from lecturers. Data were analyzed by means of thematic, content analysis. Relevant literature findings on constructivism, cooperative learning and social work teaching and learning in particular were compared to the findings of the case study exploration. Literature pertaining to social work teaching and learning in the context of ELOs is limited and therefore further justifies the need for this research. The findings indicated that participants in this study experienced challenges with regard to theory and practice integration on various levels and to different extents. They attribute these challenges to a variety of factors relating to the construction of knowledge in the classroom and in the fieldwork setting as well as personal challenges experienced by students. Hence I made various recommendations with regard to collaborative teaching and learning strategies within the classroom and fieldwork setting as well recommendations based on the conclusions of findings relating to students' personal challenges.
Challenges of integrating theory and practice in social work teaching and learning
(University of the Western Cape, 2010) Carelse, Shernaaz; Terblanche, SS
Global and national standards for social work training have for a very long time required that institutions of higher learning include a theoretical as well as a practical component into the social work programme. The integration of theory and practice is purposefully aimed at enhancing the student's competency and skills (SAQA, 2003:9). The introduction of Outcomes-Based Education (OBE) in South Africa (Government Gazette No. 19640, 1998) has confirmed the need for addressing challenges relating to integration of theory and practice. Assessments of social work fieldwork competence at the University of the Western Cape (UWC) indicate that the majority of the students in the third year of study struggle to integrate theory and practice resulting in low level competence in Intermediate Fieldwork Education (University of the Western Cape Quality assurance report: Intermediate Fieldwork, 2007). In addition to the aforementioned, student reports indicate that there is a perception that the classroom learning, the supervision and fieldwork practice often are not sufficient to facilitate the integration of theory and practice. The lack of integration of theory and practice results in students not achieving the expected learning outcomes. This is an urgent concern in social work education and it seems most appropriate to learn from the people who are closely affected by and involved in this issue. The focus of the study was thus on the challenges experienced by social work students, their lecturers and fieldwork supervisors at UWC regarding the integration of theory and practice at intermediate level in the context of OBE. Hence I used a qualitative approach as I wanted to study the challenges of theory and practice integration from an insiders' perspective. This is appropriate when the goal of research is to describe and understand a social issue. For this reason I selected an exploratory-descriptive research design and an instrumental research strategy to study the issue of theory and practice integration in the selected programme. The population of the study was third year social work students at UWC and also a selected group of third year social 'work students from the Nelson Mandela Metropolitan University (NMMU), social work lecturers from UWC and field supervisors form agencies in the Western Cape where social work students are placed. Purposive sampling were utilized to select sixteen third year social work students from UWC, seven NMMU students, sixteen field supervisors and eight lecturers from UWC. Data were collected by means of individual interviews as well as focus group sessions from students and field supervisors and by means of written responses to an open -ended guide from lecturers. Data were analyzed by means of thematic, content analysis. Relevant literature findings on constructivism, cooperative learning and social work teaching and learning in particular were compared to the findings of the case study exploration. Literature pertaining to social work teaching and learning in the context of ELOs is limited and therefore further justifies the need for this research. The findings indicated that participants in this study experienced challenges with regard to theory and practice integration on various levels and to different extents. They attribute these challenges to a variety of factors relating to the construction of knowledge in the classroom and in the fieldwork setting as well as personal challenges experienced by students. Hence I made various recommendations with regard to collaborative teaching and learning strategies within the classroom and fieldwork setting as well recommendations based on the conclusions of findings relating to students' personal challenges.
Exploring the effects of parental substance abuse on perceived family well-being in a selected rural area in the Western Cape province
(University of Western Cape, 2020) Frans, Zanelle; Dykes, Glynnis; Carelse, Shernaaz
Substance abuse is a global phenomenon and a leading social issue that affects the user and the well-being of the user’s family. Parental substance abuse in particular, has a negative impact on family well-being. South Africa is no exception and is rated by the United Nations as one of the countries in Southern Africa with the highest rate of substance abuse. The Western Cape has very high rates of substance abuse, and the effects on the abuser’s family and community is of great concern for social and health practitioners
Exploring the effects of parental substance abuse on perceived family well-being in a selected rural area in the Western Cape province
(University of Western Cape, 2020) Frans, Zanelle; Dykes, Glynnis; Carelse, Shernaaz
Substance abuse is a global phenomenon and a leading social issue that affects the user and the well-being of the user’s family. Parental substance abuse in particular, has a negative impact on family well-being. South Africa is no exception and is rated by the United Nations as one of the countries in Southern Africa with the highest rate of substance abuse. The Western Cape has very high rates of substance abuse, and the effects on the abuser’s family and community is of great concern for social and health practitioners
Integration of theory and practice in Social Work: challenges and triumphs
(University of Stellenbosch, 2013) Carelse, Shernaaz; Dykes, Glynnis
Introduction: Teaching (in any discipline) is rewarding when students show the required growth and development in terms of their knowledge, skills and attitude (within the social work context) (Kadushin & Harkness, 2002). So it is disappointing when, in completing various assessment tasks, some students do not achieve the learning objectives set for a given task. The most troubling within the UWC context was the challenges students experienced on the third year level in integrating their theoretical knowledge with their practice learning.
Kinship foster care – perceptions and experiences of grandparents regarding fostering their teenage offspring
(University of the Western Cape, 2020) Manthosi, Frans Lesetja; Carelse, Shernaaz
Kinship foster care in South Africa, whereby orphaned and vulnerable children (OVC) are being cared for by their biological relatives, is increasing. The significant increase in kinship foster care has a strong correlation to the high rates of HIV/AIDS-related deaths, resulting in a high prevalence of children who are vulnerable and orphaned. Social workers are mandated to seek alternative care placements for such OVC, prioritising kinship care as opposed to foster care with non-biological families. However, such kinship foster care, in which children are likely to be placed in the care of their grandparents, as common practice in South Africa, is not without challenges relating to family dynamics, especially when foster children become teenagers.
Kinship foster care – perceptions and experiences of grandparents regarding fostering their teenage offspring
(University of the Western Cape, 2020) Manthosi, Frans Lesetja; Carelse, Shernaaz
Kinship foster care in South Africa, whereby orphaned and vulnerable children (OVC) are being cared for by their biological relatives, is increasing. The significant increase in kinship foster care has a strong correlation to the high rates of HIV/AIDS-related deaths, resulting in a high prevalence of children who are vulnerable and orphaned. Social workers are mandated to seek alternative care placements for such OVC, prioritising kinship care as opposed to foster care with non-biological families. However, such kinship foster care, in which children are likely to be placed in the care of their grandparents, as common practice in South Africa, is not without challenges relating to family dynamics, especially when foster children become teenagers.
Perceptions and experiences of females regarding adolescent sexual risk behaviour, after their participation in a youth development programme in a selected community in the Eastern Cape
(University of the Western Cape, 2021) Makeleni, Vuyokazi Thelma; Carelse, Shernaaz
There is a high prevalence of sexual risk behaviour among adolescent females in South Africa. As such several intervention programmes are being offered by government, non-profit organisations and the private sector. The aim of this qualitative study was to understand adolescent females’ experiences and perceptions regarding adolescent sexual risk behaviour after their involvement in a youth development programme, offered by the Department of Social Development, in a selected community in the Eastern Cape, South Arica. As such a combination of an exploratory and descriptive design was employed, using a feminist approach to contextualise the phenomenon under investigation. Fifteen females between 18 and 25 years who participated in the YOLO programme participated in the study. Individual semi-structured interviews were conducted, and thematic data analysis yielded five themes and several subthemes. The findings indicate that adolescents engage in risky sexual behaviours from a very early age. The beneficial impact of the YOLO programme, its contribution towards improved decision making, reduced sexual risk behaviours and awareness of the influence of peer pressure are key findings. Recommendations for policy, social work practice and further research are offered. These include the need for research that addresses sexual risk behaviours in pre-adolescence. Improved insight into how to target sexual risk behaviours during pre-adolescence are regarded as a significant preventative measure. Moreover, government and policy makers should conduct more rigorous evaluations of youth development programmes focused on reducing risky sexual behaviour. Ethical clearance was granted by the Humanities and Social Sciences Research Ethics Committee, at the University of the Western Cape, and the Department of Social Development in the Eastern Cape.
Perceptions and experiences of females regarding adolescent sexual risk behaviour, after their participation in a youth development programme in a selected community in the Eastern Cape
(University of the Western Cape, 2021) Makeleni, Vuyokazi Thelma; Carelse, Shernaaz
There is a high prevalence of sexual risk behaviour among adolescent females in South Africa. As such several intervention programmes are being offered by government, non-profit organisations and the private sector. The aim of this qualitative study was to understand adolescent females’ experiences and perceptions regarding adolescent sexual risk behaviour after their involvement in a youth development programme, offered by the Department of Social Development, in a selected community in the Eastern Cape, South Arica. As such a combination of an exploratory and descriptive design was employed, using a feminist approach to contextualise the phenomenon under investigation. Fifteen females between 18 and 25 years who participated in the YOLO programme participated in the study. Individual semi-structured interviews were conducted, and thematic data analysis yielded five themes and several subthemes. The findings indicate that adolescents engage in risky sexual behaviours from a very early age. The beneficial impact of the YOLO programme, its contribution towards improved decision making, reduced sexual risk behaviours and awareness of the influence of peer pressure are key findings. Recommendations for policy, social work practice and further research are offered. These include the need for research that addresses sexual risk behaviours in pre-adolescence. Improved insight into how to target sexual risk behaviours during pre-adolescence are regarded as a significant preventative measure. Moreover, government and policy makers should conduct more rigorous evaluations of youth development programmes focused on reducing risky sexual behaviour. Ethical clearance was granted by the Humanities and Social Sciences Research Ethics Committee, at the University of the Western Cape, and the Department of Social Development in the Eastern Cape.
Practitioners’ experiences of student supervision in the bachelor of social work degree
(UNISA Press, 2016) Carelse, Shernaaz; Poggenpoel, Leticia
The developing and evolving social welfare system in South Africa coupled with inadequate human and material resources and high staff workloads, all impact on student learning in the Bachelor of Social Work (BSW) degree. This paper focuses on the challenges experienced by social work practitioners with regard to student supervision in the BSW. A qualitative case study design was used, in which the researcher purposively selected social work practitioners involved at third -year level teaching and learning in the BSW at a selected South African university. The findings point to challenges relating to limited agency resources, institutional–agency cooperation and students’ personal challenges. These findings have implications for social work education and practice in South Africa as well as for continued professional development of social workers and agencies who offer student placements to universities.
Role of religious beliefs in adherence to antiretroviral therapy in the Cape Town metropole: A study protocol
(BMJ Publishing Group, 2022) Azia, Ivo Nchendia; Carelse, Shernaaz; Nyembezi, Anam
There are presently over four million people living with HIV (PLHIV) in the South African national antiretroviral therapy (ART) programme. However, some ART programmes are battling poor ART adherence emanating from patient-related factors, including their religious beliefs. In this paper, we outline a study protocol to understand the adherence behaviours of Pentecostal Christians living with HIV to ART and to develop guidelines that can be used to strengthen ART adherence.
The role of the social worker in the interdisciplinary team providing statutory services to children and families in the cape metropole
(University of Western Cape, 2020) Scheepers, Chiquekita; Carelse, Shernaaz
The role of statutory social workers is often misperceived by other role players in interdisciplinary teams; but even more so in the law fraternity spectrum. As such, social workers experience many challenges working with attorneys, magistrates and court clerks because they are often undermined by their counterparts in the interdisciplinary team. This places great strain on professional relationships in settings where these professions are required to work collaboratively, such as statutory services with children and families. Therefore, the aim of this study was to understand the role of the social worker in the interdisciplinary team providing statutory services to children and families in the Cape Metropole. The theoretical framework selected for this study is conflict theory, because it is suited to explain the often-strenuous relationship between social workers and the rest of the interdisciplinary team in the law fraternity.
The role of the social worker in the interdisciplinary team providing statutory services to children and families in the cape metropole
(University of Western Cape, 2020) Scheepers, Chiquekita; Carelse, Shernaaz
The role of statutory social workers is often misperceived by other role players in interdisciplinary teams; but even more so in the law fraternity spectrum. As such, social workers experience many challenges working with attorneys, magistrates and court clerks because they are often undermined by their counterparts in the interdisciplinary team. This places great strain on professional relationships in settings where these professions are required to work collaboratively, such as statutory services with children and families. Therefore, the aim of this study was to understand the role of the social worker in the interdisciplinary team providing statutory services to children and families in the Cape Metropole. The theoretical framework selected for this study is conflict theory, because it is suited to explain the often-strenuous relationship between social workers and the rest of the interdisciplinary team in the law fraternity.
Social support networks for youths aging out of residential care to promote positive transition outcomes – A scoping review
(Stellenbosch University, 2022) Pote, Charity; Swart, Elizabeth; Carelse, Shernaaz
This scoping review provides the available evidence on support interventions and networks for youths aging out of child and youth care centres (CYCCs), and makes recommendations for best practice to alleviate the plight of youths leaving CYCCs. Thirteen databases were searched, resulting in the retrieval of 80 articles, 26 of which met the review criteria: English, full-text, peer-reviewed, openaccess studies conducted between 2015 and 2020 on social networks and transitional services to youths aging out of residential care. Recommendations are made for policy changes, extending the age of eligibility and strengthening social support networks for youths transitioning into independent living.
Social work services by non-profit organisations for adults with substance use disorders
(UNISA, 2019) Carelse, Shernaaz
Social work services globally started as a result of society’s response to basic human needs, and thus facilitated alleviating, based on doing good, the plight of those in need. Since its inception as a professional discipline, social work has always been associated with poverty relief and services to persons with substance use disorders (SUDs). The high prevalence of SUDs in South Africa makes it one of the top 10 substance abusing countries globally. As such, the demand for social work services, aimed at substance abuse intervention, has increased rapidly over the past 20 years, resulting in the emergence of many non-profit organisations (NPOs). However, there are gaps in evidence-based research on social work services provided by NPOs to persons with SUDs.

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