Browsing by Author "Lukelelo, Nomvuyo"

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    The experiences and perceptions of newly qualified social workers on the significance of social work supervision in child protection services in Cape Town
    (University of the Western Cape, 2022) Rossouw, Charné; Lukelelo, Nomvuyo
    The social work profession has been in existence for over a century and has enhanced many lives in South Africa. Supervision is an essential component of social work practice in South Africa and social work supervisors must be trained in the three functions of supervision, which are support, education, and administration. Research shows that supervision plays a vital role in the development of social workers, and the absence of supervision has been linked to burnout and staff attrition in social work agencies. The aim of this research was to explore and describe the experiences and perceptions of Newly Qualified Social Workers (NQSW) on the significance of social work supervision in child protection services, in Cape Town. The study applied a qualitative research approach and an explorative research design.
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    The experiences and perceptions of newly qualified social workers on the significance of social work supervision in child protection services in Cape Town
    (University of the Western Cape, 2022) Rossouw, Charné; Lukelelo, Nomvuyo
    The social work profession has been in existence for over a century and has enhanced many lives in South Africa. Supervision is an essential component of social work practice in South Africa and social work supervisors must be trained in the three functions of supervision, which are support, education, and administration. Research shows that supervision plays a vital role in the development of social workers, and the absence of supervision has been linked to burnout and staff attrition in social work agencies. The aim of this research was to explore and describe the experiences and perceptions of Newly Qualified Social Workers (NQSW) on the significance of social work supervision in child protection services, in Cape Town. The study applied a qualitative research approach and an explorative research design.
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    Experiences of adolescents who lost a parent to aids in the Western Cape, South Africa: a qualitative study
    (University of the Western Cape, 2015) Somsetsu,; Erasmus, Charlene; Lukelelo, Nomvuyo; Roman, Nicolette V.
    BACKGROUND: AIDS related deaths of parents have resulted in large numbers of children being orphaned. Adolescence, a particularly vulnerable period in a child's developmental life is characterised by uncertainties, role confusion and identity crises. This stage becomes even more complex when adolescents lose their parents through AIDS. The purpose of this qualitative study was to explore the experiences of adolescents who have lost their parents through AIDS. METHODS: In-depth interviews were conducted with 8 adolescents between 14-17 years old who had lost a parent to AIDS. A thematic analysis of the transcripts was performed. RESULTS: Some of these adolescents had to grow up quickly, so as to engage in parental roles before they were of appropriate age. The participants had to endure multiple stresses. The maternal grandparents were seen as the most suitable support compared to the paternal grandparents. CONCLUSIONS: When placing these children into foster care it is important to consider close relatives or members of the community that these children are familiar with. Trauma counselling should be afforded to adolescents who lost their parents due to AIDS. Interventions are urgently needed that are suitable to the local context and that address bereavement as well as other issues that affect the day-to-day lives of these adolescents. Additional studies are needed to identify factors that promote resilience among these adolescents and the role of paternal family in caring for adolescent orphans.
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    Guidelines for social work interventions with children affected by HIV and AIDS
    (University of the Western Cape, 2022) Lukelelo, Nomvuyo; Schenck, C
    Children affected by HIV and AIDS are often left without adult supervision when the parent or caregiver ultimately dies from HIV and AIDS-related illnesses, leaving them vulnerable to exploitation and in need of care. Children in need of care are required by law to be attended to by social workers who need to make sure that they design interventions that will be able to protect the rights of children. Various stakeholders across Africa have implemented a number of interventions in an attempt to support children affected by HIV. Still, these interventions do not clearly define the social worker's role. This study aimed to develop guidelines for social work interventions with children affected by HIV and AIDS. The study used an intervention mapping research design implemented over two phases using the Ecological Systems Theory.
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    A needs assessment for social work interventions for children affected by HIV and AIDS
    (Social Work/Maatskaplike Werk, 2023) Lukelelo, Nomvuyo; Roman, Nicolette; Schenck, Catherina
    Children are often left orphaned and without adult supervision when the parent or caregiver dies from HIV and AIDS-related illnesses. There is very little information available in South Africa on the type of interventions to reinforce the care and support provided to children affected by HIV and AIDS (CABHA). This study aimed to explore existing interventions provided to CABHA and the experiences of social workers in implementing interventions. Findings indicate that interventions are a continuous and collaborative process between social workers and stakeholders. A proper needs assessment should be done before implementing interventions to ensure that they benefit the children identified as needing intervention. Community-based interventions should not be underestimated as a significant source of support for CABHA
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    A reflective view of the introduction of technologies in social work fieldwork modules within the South African context
    (Kazan Federal University, 2021) van der Westhuizen, Marichen; Gawulayo, Sibulelo; Lukelelo, Nomvuyo
    The COVID-19 pandemic highlighted the need to prepare students for emergency online learning and teaching. The blended-learning approach that includes online learning and teaching options in social work theoretical modules has been described as valuable in providing students with a variety of modes of learning and teaching. However, its use in fieldwork modules requires further research. This article aims to explore the experiences and perceptions of undergraduate student social workers and their supervisors regarding the inclusion of technologies in the first-year fieldwork module, and how this affected their online experiences during the pandemic. The activity theory served as a theoretical framework. A qualitative approach was followed with an explorative-descriptive research design. Participants were selected through purposive non-probability sampling. Data was collected through written reflection sheets that were analysed through thematic content analysis. Ethics included voluntary participation, informed consent, privacy, confidentiality and anonymity. The findings indicate that all the components of the activity theory were present, while challenges experienced prior and during the pandemic were identified as a lack of previous exposure to the use of technology and of access to technological resources, socioeconomic challenges, the need to become skilled in becoming independent scholars, a need for direct interaction among students and between students and supervisors/lectures, and the importance of a variety of role-players to support learning. The findings provided a foundation to draw conclusions and make recommendations regarding what is needed to effectively use the activity theory’s components in fieldwork modules and to prepare students for technology-based learning and teaching in higher education settings.