UWCScholar :: Browsing by Author "Londt, Marcel"

Browsing by Author "Londt, Marcel"

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The development and validation of a child in conflict with the law risk assessment scale for probation officers in South Africa
(University of the Western Cape, 2022) Smith, Edgar Eben; Londt, Marcel
During the planning phase of this project, the researcher intended to conduct a countrywide South African study, as reflected in the title. However, the researcher experienced difficulty with obtaining permission to conduct research in most provinces, ultimately only succeeding in Gauteng. Additionally, the COVID-19 pandemic delimited the researchers scope to conduct research in most provinces within South Africa.
The development and validation of a child in conflict with the law risk assessment scale for probation officers in South Africa
(University of the Western Cape, 2022) Smith, Edgar Eben; Londt, Marcel
During the planning phase of this project, the researcher intended to conduct a countrywide South African study, as reflected in the title. However, the researcher experienced difficulty with obtaining permission to conduct research in most provinces, ultimately only succeeding in Gauteng. Additionally, the COVID-19 pandemic delimited the researchers scope to conduct research in most provinces within South Africa.
The development of management guidelines for school social work in the Western Cape
(2014) Kemp, Rochshana; Londt, Marcel
The significant increase of social problems experienced by youth such as, teenage pregnancy, child abuse, child sexual offenses, substance abuse and violence impacted adversely on optimal development including learning, retention and throughput within the school context. These social and psychological barriers to learning are commonly addressed by social workers in the course of their work with individuals, families and communities. Therefore it was a natural progression to consider the appointment of social workers in the Western Cape Education System to address the challenges presented by these problems. The practice of school social work has subsequently become essential within the Department of Education. Service delivery in the Western Cape Education Department is centralized and school social workers fall under the auspices of circuit teams with school psychologists, learning support advisors, curriculum advisors and other education officials. This multidisciplinary team is managed by circuit team managers who do not necessarily have training in the disciplines of the respective professionals in their team. This system is called the matrix management system and implies a dual management approach in which health professionals e.g. school social workers, also report to the Head of Specialized Learner and Educator Support (HSLES). The dual or matrix management of school social workers includes a circuit team manager and an “acting senior school social worker.” This study focused on assessing the realities of school social workers being managed under this system and sought to develop guidelines for the management of school social workers. To this end, the present study was conceptualized as Intervention Research within a modified Design and Development model. This form of applied research is used to design and develop interventions to improve social problems using participatory methods. The modification entailed four phases where each phase consisted of operational steps. The first phase focused on project planning that included problem analysis and information gathering as operational steps. This phase aimed to formulate the core problem or focus of the research through rigorous contextualization within the current body of literature on School Social Work and empirical validation using key informants including school social workers. Subsequently document analysis of literature and policies; as well as thematic analysis of interviews and focus groups were conducted. The results informed the core problem or focus for the research. The resultant finding was that dual management impacted negatively on staff morale, professional development, coordination of services, effective service delivery and more broadly posed ethical dilemmas where practices were not aligned to statutory requirements and policy prescriptions of the South Africa Council of Social Workers. The second phase, Design and development, focused on developing a set of management guidelines that would address the problems reported in the experiences of school social workers, specifically related to the dual or matrix management. During this phase data collection included a survey of SSWs, and interviews to inform the management guidelines along with the findings from Phase one. The third phase, Development and Evaluation, focused on testing the proposed guidelines for feasibility and relevance to the problems encountered in a focus group with SSWs. The core findings suggested that SSWs welcomed the statutory base for their work or scope and the explicit recommendations for line management. The participants also responded favorably to the intention, content and recommendations included in the draft guidelines. Clear recommendations were made that were incorporated into a revision of the management guidelines. The evaluation was participatory and resulted in valuable feedback that refined and modified the management guidelines for school social workers. The fourth phase, Dissemination, focused on presenting the iterative process of the research and how the core findings in each phase culminated in the management guidelines. For the purposes of the thesis, dissemination entails the formalized presentation of the development and evaluation process of the guidelines in the form of a doctoral dissertation. Appropriate summative comments are made with clear recommendations for the possible adoption of the guidelines in practice that would enable advanced evaluation in field testing.
The development of management guidelines for school social work in the Western Cape
(2014) Kemp, Rochshana; Londt, Marcel
The significant increase of social problems experienced by youth such as, teenage pregnancy, child abuse, child sexual offenses, substance abuse and violence impacted adversely on optimal development including learning, retention and throughput within the school context. These social and psychological barriers to learning are commonly addressed by social workers in the course of their work with individuals, families and communities. Therefore it was a natural progression to consider the appointment of social workers in the Western Cape Education System to address the challenges presented by these problems. The practice of school social work has subsequently become essential within the Department of Education. Service delivery in the Western Cape Education Department is centralized and school social workers fall under the auspices of circuit teams with school psychologists, learning support advisors, curriculum advisors and other education officials. This multidisciplinary team is managed by circuit team managers who do not necessarily have training in the disciplines of the respective professionals in their team. This system is called the matrix management system and implies a dual management approach in which health professionals e.g. school social workers, also report to the Head of Specialized Learner and Educator Support (HSLES). The dual or matrix management of school social workers includes a circuit team manager and an “acting senior school social worker.” This study focused on assessing the realities of school social workers being managed under this system and sought to develop guidelines for the management of school social workers. To this end, the present study was conceptualized as Intervention Research within a modified Design and Development model. This form of applied research is used to design and develop interventions to improve social problems using participatory methods. The modification entailed four phases where each phase consisted of operational steps. The first phase focused on project planning that included problem analysis and information gathering as operational steps. This phase aimed to formulate the core problem or focus of the research through rigorous contextualization within the current body of literature on School Social Work and empirical validation using key informants including school social workers. Subsequently document analysis of literature and policies; as well as thematic analysis of interviews and focus groups were conducted. The results informed the core problem or focus for the research. The resultant finding was that dual management impacted negatively on staff morale, professional development, coordination of services, effective service delivery and more broadly posed ethical dilemmas where practices were not aligned to statutory requirements and policy prescriptions of the South Africa Council of Social Workers. The second phase, Design and development, focused on developing a set of management guidelines that would address the problems reported in the experiences of school social workers, specifically related to the dual or matrix management. During this phase data collection included a survey of SSWs, and interviews to inform the management guidelines along with the findings from Phase one. The third phase, Development and Evaluation, focused on testing the proposed guidelines for feasibility and relevance to the problems encountered in a focus group with SSWs. The core findings suggested that SSWs welcomed the statutory base for their work or scope and the explicit recommendations for line management. The participants also responded favorably to the intention, content and recommendations included in the draft guidelines. Clear recommendations were made that were incorporated into a revision of the management guidelines. The evaluation was participatory and resulted in valuable feedback that refined and modified the management guidelines for school social workers. The fourth phase, Dissemination, focused on presenting the iterative process of the research and how the core findings in each phase culminated in the management guidelines. For the purposes of the thesis, dissemination entails the formalized presentation of the development and evaluation process of the guidelines in the form of a doctoral dissertation. Appropriate summative comments are made with clear recommendations for the possible adoption of the guidelines in practice that would enable advanced evaluation in field testing.
Exploring childhood experiences and family contexts as risk factors for drug use in the lives of young drug users in the Western Cape, South Africa
(Taylor & Francis, 2023) Rich, Edna Grace; Londt, Marcel; Holtman, Lorna
The use of drugs amongst adolescents and youth has become a global phenomenon and South Africa is no exception. This paper aims to explore the familial contexts and childhood experiences leading up to the drug-taking pathways of young drug users. A qualitative approach was utilized to gather demographic from a purposive sample of 41 young (14–19 years) drug users, at five drug treatment centres in the Western Cape of South Africa. Additionally, participants could agree to participate in an in-depth interview or to provide a written life history account. A thematic data analysis was applied, and the results uncovered a range of family-related risk factors such as family structure (single motherhood and absent fatherhood), and other negative family functioning and practices such as troubled parent-child relationships, poor family communication/interactions, parental/family substance abuse, and conflict-ridden, stressful and often violent and abusive family situations. The findings suggest that prevention initiatives should focus on strengthening family functioning by reducing high conflict, stress, violent and abusive family situations, as well as aim to enhance the caregiver-child relationship. Prevention strategies should encourage live-in and non-live-in fathers to be actively involved in the lives of their children and should aim to reduce parental/caregiver substance abuse.
Exploring the ties of incarcerated fathers with their families and communities in the Western Cape-The perspectives of care professionals
(Taylor and Francis Group, 2022) Rabe, Marlize; Londt, Marcel
It is often argued that incarcerated men who stay connected withtheir families are less likely to reoffend. Despite the growingliterature on non-residential fatherhood in South Africa, littleresearch has been conducted on incarcerated men in SouthAfrica. In this article, we draw on the expertise and perspectivesof three research participants who used to work closely, as careprofessionals, with incarcerated men in the Western Cape. Bydrawing on Bronfenbrenner�s human development theory, thejourneys of incarcerated men as fathers are explored here. Thediversity and the nature of offences are important when the linksbetween fathers, their children and other family members areconsidered during their entry, stay and release from correctionalfacilities.
Innovation capability and social franchising: An evaluative case study of the family in focus (fif) early childhood development programme in the Western Cape
(University of the Western Cape, 2022) Allie, Riedewhaan; Londt, Marcel
International research studies on early childhood development (ECD) confirm the importance of ECD as a key social policy phenomenon. In the South African context, this is a significant social developmental policy and planning consideration, where 5.3 million children under the age of 5 years, are living in households with a monthly income of R604, and only 1 million have access to ECD services. Through organisational service innovation in the Western Cape, an in-depth policy case study of the Family in Focus (FIF) programme, developed and implemented by the Western Cape Foundation for Community Work (WC FCW), may be considered a potential model for broader national policy innovation in the ECD field.
Innovation capability and social franchising: An evaluative case study of the family in focus (fif) early childhood development programme in the Western Cape
(University of the Western Cape, 2022) Allie, Riedewhaan; Londt, Marcel
International research studies on early childhood development (ECD) confirm the importance of ECD as a key social policy phenomenon. In the South African context, this is a significant social developmental policy and planning consideration, where 5.3 million children under the age of 5 years, are living in households with a monthly income of R604, and only 1 million have access to ECD services. Through organisational service innovation in the Western Cape, an in-depth policy case study of the Family in Focus (FIF) programme, developed and implemented by the Western Cape Foundation for Community Work (WC FCW), may be considered a potential model for broader national policy innovation in the ECD field.
Lived experiences of survivors of trauma, torture and sexual violence in the Democratic Republic of Congo (DRC)
(University of Western Cape, 2019) Ismail, Amanda Doreen; Londt, Marcel
Many refugees and asylum seekers have emigrated from The Democratic Republic of Congo (DRC), which has a long history of unrest and instability. Besides its own citizens, South Africa is a refugee receiving country. Its obligations to people seeking refuge within its borders are outlined in both, international and domestic law.
Lived experiences of survivors of trauma, torture and sexual violence in the Democratic Republic of Congo (DRC)
(University of Western Cape, 2019) Ismail, Amanda Doreen; Londt, Marcel
Many refugees and asylum seekers have emigrated from The Democratic Republic of Congo (DRC), which has a long history of unrest and instability. Besides its own citizens, South Africa is a refugee receiving country. Its obligations to people seeking refuge within its borders are outlined in both, international and domestic law.
Management of children with sexual behaviour problems, between the ages of five to nine years old, by educators and social workers
(University of the Western Cape, 2018) Philander, Rochelle; Londt, Marcel
The Management of children, younger than twelve years of age, who pose a risk to other children, remains complex and confusing. When their behaviour includes sexual aggression towards other children, ignorance about how to manage them becomes even more challenging. Society has an expectation that any sexual aggressor should be punished, however, when the aggressor is younger than ten years old, different responses are necessary. The aim of this current study was to explore the management of learners with sexual behaviour problems, within the primary school setting. The main question underpinning this study was: How are children, aged five-to-nine-years, with sexual behaviour problems, managed by social workers and educators? A qualitative methodology, with focus group discussions and semi-structured interviews were used to conduct this study. Educators from primary schools, as well as social workers from the Western Cape Education Department, were purposively selected to form the sample for this study. Focus group discussions were conducted with the educators, while semi-structured interviews were conducted with the social workers.
Residential caregivers’ perceptions of adolescents’ preparedness, as they transition from residential care
(University of Western Cape, 2021) Mlambo, Florida Nyasha D; Londt, Marcel
The National Policy on Orphans and Vulnerable defines an orphan as a child, who has lost one, or both parents, and is under the age of 18, while a vulnerable child is one, who is in need of care and protection. The Orphans and Vulnerable Children (OVCs) are placed in residential childcare facilities (RCCFs), such as children’s homes, shelters, safe havens, or any other alternative form of care. They are provided with psychosocial support, depending on the facility, in which they are placed.Failure to provide proper and specialised care by the caregivers could prove harmful to the overall wellbeing of the child, resulting in children with developmental difficulties, poor interpersonal relationships, mental health difficulties, behavioural difficulties, and poor academic achievement.
The role of social work practice and intervention in divorce mediation
(University of Western Cape, 2021) Muller, Sharon; Londt, Marcel
Marriage is one of the oldest institutions of mankind. It is the coming together of a man and woman for the purpose of procreation and society. In our society marriage is a social institution in which a male individual marries a female individual, provided both have attained their respective adulthood as specified by the law of the state. Although the definition of marriage varies with culture it can, in a nutshell, be defined as a social union or legal contract between spouses that establishes rights and obligations between the two of them, between them and their children and between them and their in-laws. It therefore falls within the ambit of those who are specifically trained in psycho-socio counselling to minimise the damaging consequences of a failed marriage.
The role of social work practice and intervention in divorce mediation
(University of Western Cape, 2021) Muller, Sharon; Londt, Marcel
Marriage is one of the oldest institutions of mankind. It is the coming together of a man and woman for the purpose of procreation and society. In our society marriage is a social institution in which a male individual marries a female individual, provided both have attained their respective adulthood as specified by the law of the state. Although the definition of marriage varies with culture it can, in a nutshell, be defined as a social union or legal contract between spouses that establishes rights and obligations between the two of them, between them and their children and between them and their in-laws. It therefore falls within the ambit of those who are specifically trained in psycho-socio counselling to minimise the damaging consequences of a failed marriage.

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