Magister Social Work -MSW

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Adolescents’ lived experiences of sexual harassment in the school environment
(University of the Western Cape, 2012) Morilly, Cheryl J.; McDonald, M. Minnaar; Londt, M. P.
This study aimed to gain a deeper understanding of the lived experiences of adolescents with regard to sexual harassment within the school environment. It was considered in the light of actual cases reported on the Cape Flats in the Western Cape where adolescent girls sought counselling after being sexually harassed over a period of time, and were eventually sexually assaulted on their school grounds, by their peers. A qualitative methodological approach was utilised, and the sample was made up of nine adolescent females and one adolescent male between the ages of 15 and 17 years, who were asked to participate on a voluntary basis. Their selection followed purposive sampling at two selected high schools on the Cape Flats in the Western Cape. The research instrument used was an unstructured interview with an open-ended question to allow the participant to share openly and freely. Sound ethical considerations were taken into account throughout the study. Phenomenology was used as a theoretical framework and the data was analysed using Interpretative Phenomenological Analysis (IPA). The four key themes, or essence of the adolescents’ lived experiences, that emerged for the study were: (1) boys don’t respect girls’ sexuality, (2) boys demonstrate power over girls, (3) girls who are sexually harassed at school are publicly humiliated, (4) reporting procedures at schools are inadequate. From the themes I concluded that for the girls, key principles relating to human rights within the South African Constitution were being violated; namely, the right to non-discrimination, the right to human dignity and the right to a safe school environment. Recommendations were made that address the role of the national and regional education departments as well as that of social workers.
Adolescents’ lived experiences of sexual harassment in the school environment
(University of the Western Cape, 2012) Morilly, Cheryl J.; McDonald, M. Minnaar; Londt, M. P.
This study aimed to gain a deeper understanding of the lived experiences of adolescents with regard to sexual harassment within the school environment. It was considered in the light of actual cases reported on the Cape Flats in the Western Cape where adolescent girls sought counselling after being sexually harassed over a period of time, and were eventually sexually assaulted on their school grounds, by their peers. A qualitative methodological approach was utilised, and the sample was made up of nine adolescent females and one adolescent male between the ages of 15 and 17 years, who were asked to participate on a voluntary basis. Their selection followed purposive sampling at two selected high schools on the Cape Flats in the Western Cape. The research instrument used was an unstructured interview with an open-ended question to allow the participant to share openly and freely. Sound ethical considerations were taken into account throughout the study. Phenomenology was used as a theoretical framework and the data was analysed using Interpretative Phenomenological Analysis (IPA). The four key themes, or essence of the adolescents’ lived experiences, that emerged for the study were: (1) boys don’t respect girls’ sexuality, (2) boys demonstrate power over girls, (3) girls who are sexually harassed at school are publicly humiliated, (4) reporting procedures at schools are inadequate. From the themes I concluded that for the girls, key principles relating to human rights within the South African Constitution were being violated; namely, the right to non-discrimination, the right to human dignity and the right to a safe school environment. Recommendations were made that address the role of the national and regional education departments as well as that of social workers.
The experience of adolescents and parents after divorce finalisation (post-divorce) and the effects on adolescent psychosocial development
(University of the Western Cape, 2019) Ward, Maxine; Glynnis, Dykes
Divorce is a world-wide phenomenon. Divorce means the ending of a marriage after a period of unity and bonding; and thus it can take a long time to recover emotionally, particularly for children. Concerningly, half of marriages ends in divorce. Studies found that divorce has an effect on the well-being, behaviour and actions of both adults and children. Children’s lives change irrevocably and it can be contributed to the parents’ separation or divorce. The manner in which children respond emotionally and psychologically to divorce is dependent on their age, and this event could be both confusing and traumatising. The adolescent stage is viewed as the most vulnerable stage of development, where identity is the primary focus; and thus these children are most severely impacted by their parents’ divorce. There was a dearth of studies on the effects of divorce on adolescents after the divorce finalisation, known as post-divorce phase, and thus no clear interventions.
The experience of adolescents and parents after divorce finalisation (post-divorce) and the effects on adolescent psychosocial development
(University of the Western Cape, 2019) Ward, Maxine; Glynnis, Dykes
Divorce is a world-wide phenomenon. Divorce means the ending of a marriage after a period of unity and bonding; and thus it can take a long time to recover emotionally, particularly for children. Concerningly, half of marriages ends in divorce. Studies found that divorce has an effect on the well-being, behaviour and actions of both adults and children. Children’s lives change irrevocably and it can be contributed to the parents’ separation or divorce. The manner in which children respond emotionally and psychologically to divorce is dependent on their age, and this event could be both confusing and traumatising. The adolescent stage is viewed as the most vulnerable stage of development, where identity is the primary focus; and thus these children are most severely impacted by their parents’ divorce. There was a dearth of studies on the effects of divorce on adolescents after the divorce finalisation, known as post-divorce phase, and thus no clear interventions.
An exploration of experiences of youth exiting foster care system
(University of the Western Cape, 2020) Sotshononda, Thozama; Mthembu, Thuli G.
Foster care is a major area of interest within the field of social work studies. The South African welfare system has not done enough to assist the youth exiting the system. This study aimed to explore and describe the experiences and support systems for youth exiting the foster care system. A qualitative exploratory-descriptive research approach was utilized with of focus group discussions, which were thematically analysed. The Humanities Social Science Research Ethics Committee ethically approved this study. Four themes were identified: insight into foster care system, challenges experienced by the youth exiting care, support needed by youth exiting care and challenges experienced by the social workers to manage foster care placements.
An exploration of experiences of youth exiting foster care system
(University of the Western Cape, 2020) Sotshononda, Thozama; Mthembu, Thuli G.
Foster care is a major area of interest within the field of social work studies. The South African welfare system has not done enough to assist the youth exiting the system. This study aimed to explore and describe the experiences and support systems for youth exiting the foster care system. A qualitative exploratory-descriptive research approach was utilized with of focus group discussions, which were thematically analysed. The Humanities Social Science Research Ethics Committee ethically approved this study. Four themes were identified: insight into foster care system, challenges experienced by the youth exiting care, support needed by youth exiting care and challenges experienced by the social workers to manage foster care placements.
The influence of peer pressure on adolescent misbehaviour in schools
(University of the Western Cape, 2011) Memoir, Chimwamurombe; Roman, Nicolette; Dept. of Social Work; Faculty of Community and Health Sciences
A favourable school atmosphere, in which adolescents behave positively, is one of the greatest concerns for teachers, administrators and parents. Although there are several different pressures leading to adolescent misbehaviour at school, the most contributing factors are peer pressure and the socio-economic status of the school. As adolescents enter the school, the peer group then functions as an important socializing agent for them. As peers socialize within their different school environments, individuals are forced to conform to the practices and opinions of the group. Usually this conformity is unconstructive and clashes with the parents' and teachers' expectations. The aim of this study was to examine the influence of peer pressure on adolescent misbehaviour in advantaged and disadvantaged schools. A quantitative methodological approach was used to conduct the study. The study was conducted with adolescents aged from 13 to 17 years in both advantaged and disadvantaged secondary (high) schools in Windhoek, Namibia. A sample of 300 participants was randomly stratified across the schools. The Exposure to Peer Pressure Control Scale (Allen & Yen, 2002) a) and Child Behaviour Checklist questionnaires (Achenbach & Edelbrock, 1987) were used to collect the data. Ethical considerations were carefully considered before and during the research procedure of data collection. The reliability of the instruments was checked by means of a pilot study. The data was analysed by means of the Statistical Package for Social Sciences (SPSS) version 18 to reveal descriptive and inferential statistics. Results showed a significant positive relationship between peer pressure and adolescent misbehaviour in schools. In addition, misbehaviour was also positively predicted in both advantaged and disadvantaged schools, with disadvantaged schools being significantly more influential. When comparing peer pressure and adolescent misbehaviours in both advantaged and disadvantaged schools, adolescents in advantaged schools engaged significantly more in misbehaviour activities and also responded positively more to peer pressure than their counterparts in advantaged schools. Implications for further research were suggested.
The influence of peer pressure on adolescent misbehaviour in schools
(University of the Western Cape, 2011) Memoir, Chimwamurombe; Roman, Nicolette; Dept. of Social Work; Faculty of Community and Health Sciences
A favourable school atmosphere, in which adolescents behave positively, is one of the greatest concerns for teachers, administrators and parents. Although there are several different pressures leading to adolescent misbehaviour at school, the most contributing factors are peer pressure and the socio-economic status of the school. As adolescents enter the school, the peer group then functions as an important socializing agent for them. As peers socialize within their different school environments, individuals are forced to conform to the practices and opinions of the group. Usually this conformity is unconstructive and clashes with the parents' and teachers' expectations. The aim of this study was to examine the influence of peer pressure on adolescent misbehaviour in advantaged and disadvantaged schools. A quantitative methodological approach was used to conduct the study. The study was conducted with adolescents aged from 13 to 17 years in both advantaged and disadvantaged secondary (high) schools in Windhoek, Namibia. A sample of 300 participants was randomly stratified across the schools. The Exposure to Peer Pressure Control Scale (Allen & Yen, 2002) a) and Child Behaviour Checklist questionnaires (Achenbach & Edelbrock, 1987) were used to collect the data. Ethical considerations were carefully considered before and during the research procedure of data collection. The reliability of the instruments was checked by means of a pilot study. The data was analysed by means of the Statistical Package for Social Sciences (SPSS) version 18 to reveal descriptive and inferential statistics. Results showed a significant positive relationship between peer pressure and adolescent misbehaviour in schools. In addition, misbehaviour was also positively predicted in both advantaged and disadvantaged schools, with disadvantaged schools being significantly more influential. When comparing peer pressure and adolescent misbehaviours in both advantaged and disadvantaged schools, adolescents in advantaged schools engaged significantly more in misbehaviour activities and also responded positively more to peer pressure than their counterparts in advantaged schools. Implications for further research were suggested.

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