Browsing by Author "van der Westhuizen, Marichen"

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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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    Exploring the social function of congregations: Acommunity development approach to develop ‘hub-and-spill’ early childhood development centres
    (AOSIS, 2019) van der Westhuizen, Marichen; Smith, Rina; Beukes, Jacques W.
    This article reflects on the findings of a research study that investigated a community development project by CARITAS, a welfare organisation of the Dutch Reformed Church (DRC). The said organisation, together with local DRC congregations, and in a quest to address societal issues such as poverty and child neglect in the Northern Cape, developed early childhood development (ECD) centres in rural towns. The aim was to provide young children with quality care and to provide congregations with a platform to become active participants in community development projects. The study was conducted 5 years after the start of the project to explore the nature and value thereof. The outcomes of the study provide valuable insights regarding how such centres served as a tool to work towards ECD and a sense of community in these towns, while also addressing socio-economic issues. This article is aimed at presenting the findings as an example to be explored in other contexts.
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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.
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    Youths in gangs on the Cape Flats: If not gangs, then what?
    (Stellenbosch University, 2021-03) van der Westhuizen, Marichen; Gawulayo, Sibulelo
    Gangs are social groups within geographical territories that use symbols, verbal and non-verbal communication to express their belonging to the group, and resort to crime to exercise power and control over the territory in which they operate (De Wet, 2016; Cooper & Ward, 2012). They are formed to claim control over a specific market, such as illegal substances, in a specific territory. Activities are organised through leadership structures and an internal organisation of roles and responsibilities for gang members. Criteria for the functioning of gangs in general include a command structure, exerting power over a territory and its inhabitants and its resources, and use of armed violence. The above criteria are also applicable to youth gangs (Cooper & Ward, 2012).