Browsing by Author "de Jager, Mariana"

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    Aftercare to chemically addicted adolescents: An exploration of their needs
    (OASIS, 2013) van der Westhuizen, Marichen; Assim, H; Alpaslan, Nicky; de Jager, Mariana
    Treatment of chemical addiction includes preparation for treatment, formal treatment and aftercare. The latter appears to be a neglected area in service delivery to chemically addicted adolescents, contributing to the high relapse potential following treatment. The current qualitative study aimed at both exploring and describing the aftercare needs of chemically addicted adolescents. The chemically addicted adolescents included in this study received in-patient treatment as well as aftercare, but nonetheless experienced a relapse; necessitating further in-patient treatment. Purposive sampling was implemented to recruit 31 participants between the ages of 14 and 20 years. The sample size was determined by data saturation. Data for this exploratory, descriptive and contextual study were collected by means of narrative inquiry. Tesch’s framework for qualitative data analysis was employed and data verification was conducted through Guba’s model. The findings illustrated a need to attend to adolescents intrapersonal and interpersonal as well as environmental needs following treatment. The results can provide service providers with focus areas to be included in aftercare services to these adolescents.
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    Caregivers' perceptions of desensitisation among sexually abused children
    (South African Society on the Abuse of Children (SAPSAC), 2013) Grobbelaar, Riaan; de Jager, Mariana
    Children react differently to the traumatic experience of sexual abuse. Some children develop symptomatic behaviours associated with Post-Traumatic Stress Disorder, such as apathy, which may be misinterpreted as desensitisation. Others appear less affected by the sexual abuse and may be regarded as desensitised and possessing resilience. Incongruence thus exists, as the one may be taken incorrectly for the other. This study has explored caregivers' perceptions of desensitisation among the children in their care who had been sexually abused in the past. The study is explorative and descriptive in nature and grounded in a qualitative design. Purposive sampling was used to form three focus groups (17 participants). Data collection took place by means of focus groups with the aid of an interview guide. Collected data was transcribed and subjected to thematic analysis. The findings were written up, presented and discussed. The findings are recommended to be used to inform social workers and other members of the helping professions on how to approach and interact in the future with caregivers of sexually abused children.
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    An exploration of learning styles used by social work students: a systematic review
    (UNISA Press, 2017) Frantz, Jose M.; Roman, Nicolette V.; de Jager, Mariana
    Social work educators are faced with the challenge of ensuring that students from diverse backgrounds are fully equipped with the necessary knowledge and skills. However, to be effective social work educators, the educator is required to understand the learning style of the student. The aim of this systematic review was to explore the learning styles of social work students for the purpose of understanding how to adapt and refine teaching strategies in social work. To this end, a search for descriptive studies in databases, which included Ebscohost (Academic Premier, CINAHL, SOcIndex, Psycharticles, Medline), DOAJ and Pubmed, was conducted. Eight articles met the criteria for inclusion in this systematic review. The target population included both undergraduate and postgraduate students. The studies were mainly conducted in developed countries. The results suggest that the most common approach for social workers is the diverging learning style, which entails having an interest in people, being aware of emotion, and a tendency to be imaginative. This review recommends that if there is an improved understanding of students’ learning needs then educators could adapt their teaching strategies to accommodate and support students from diverse backgrounds, with diverse learning needs.