Philosophiae Doctor - PhD (CISCFS)

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An analysis of livelihood of landfill waste pickers in South Africa
(University of the Western Cape, 2020) Mudavanhu, Naome; Schenck, Catherina
Due to high levels of unemployment many people in South Africa have sought work in the informal sector of the country's economy. The activities of landfill waste pickers therefore came about because of this. Landfill waste pickers recover recyclables on mountains of waste and sell to different Buy Back Centers (BBCs) in their areas. Despite the hardships, working on unbearable working conditions and poor income, landfill waste pickers have managed to sustain their livelihoods. The aim of the study was to conduct an analysis of the livelihoods of landfill waste pickers in South Africa using the sustainable livelihood framework. The study adopted both qualitative and quantitative research approach using multiple case study strategy of inquiry. The population of the study was the landfill waste pickers at the selected landfill sites and material recovery facility. Convenient sampling was used to select the research sample. Data was gathered through observations, semi-structured one-on-one interviews, focus groups, questionnaires, and document analysis to involve multiple sources of data. The research study took place in the following provinces of South Africa namely Western Cape, North West, and Eastern Cape. Out of these provinces the following municipalities were selected for the study Stellenbosch and Oudtshoorn (Western Cape), Potchefstroom and Vryburg (North West) and Graaff Reinet (Eastern Cape). Themes were identified using the elements of sustainable livelihood framework (SLF) and thematic analysis. SLF was used to analyse and present findings under the following elements of SLF vulnerability context, livelihood assets, transforming structures and processes, livelihood strategies and livelihood outcomes. After using a robust approach in analyzing the livelihoods of waste pickers the main outcome was that waste pickers are trying to make a living and they are entrepreneurs. The study also showed that it is important that waste pickers need to be integrated into the waste management system but not to formalize or regulate them. But ultimately give them support so that they continue to do their work better in better conditions.
A case study for intergenerational transference of parenting in genadendal: Developing guidelines
(University of the Western Cape, 2014) Human-Hendricks, Anja; Schenck, Catherine; Roman, Nicolette
Parenting practices are known to influence the development of children and family functioning. However, the extent to which these generational influences stretch, and the continuities brought forth between generations has not been adequately studied. Therefore, this study aimed to explore intergenerational parenting in Genadendal for the purpose of developing guidelines for parents and practitioners. The concept of parenting was extensively unpacked to understand the intergenerational transmitted parenting factors being transferred from one generation to the next, in order to examine the parenting styles, parenting practices, parenting traits, and how these are transmitted over generations.
A coordinated response to bullying of and among children with mild to moderate intellectual disabilities within the context of the child protection system
(University of the Western Cape, 2023) Blankenberg, Cheryl Marion; Van Der Westhuizen, Marichen
This study responded to the identified need for research to develop a guideline for a coordinated Child Protection Service (CPS) response to protect children with mild to moderate Intellectual Disabilities (IDs) from bullying. Framed within the bio-ecological systems theory, three research questions guided the study, namely: 1) What is the nature of the bullying of and among children with mild to moderate IDs? 2) What formal and informal systems should be included in a coordinated response to address the bullying of and among children with mild to moderate IDs? 3) What components for both preventing and responding effectively to the bullying of and among children with mild to moderate IDs should be included within the CPS? Guided by these questions, the first aim of the research was to explore and describe the nature of the bullying of and among children with mild to moderate IDs. The second aim was to identify formal and informal systems to include in a coordinated response, and the third aim was to identify and operationalise the components for both preventing and responding effectively to the bullying of and among these children.
Crafting a meso practice course using elements of authentic learning for undergraduate social work students in South Africa
(University of the Western Cape, 2017) Pillay, Roshini; Bozalek, Vivienne; Wood, Denise
Many teaching and learning practices in higher education, including social work education in South Africa, tend to be characterised by a transmission mode of instruction, whereby knowledge moves from the expert educator to the student. This study investigates the extent to which an authentic learning framework can be used to improve the teaching of meso practice in social work to a class of 80 second-year students at the University of the Witwatersrand, South Africa. A modified version of educational design-based research, was deployed which created a set of guidelines to inform future research and course design. Design-based research includes an iterative process, however, and the four-phased modified version of design-based research used in this study deploys just one roll-out of a redesigned course on meso practice, using the elements of authentic learning (Herrington, Reeves & Oliver, 2010). Phase 1 consisted of a review of the literature on meso practice education and the authentic learning framework. Phase 2 involved an analysis of practical problems identified by six educators and four field instruction supervisors, based on the way they teach and supervise students in the area of meso practice intervention. In Phase 3 the course was implemented and evaluated qualitatively and quantitatively by the student participants and four field instruction supervisors. Phase 4 consisted of a reflection on the entire process, to produce design guidelines using the elements of authentic learning and the inclusion of affect in course design. Mixed-methods research was undertaken, incorporating primarily qualitative data with quantitative data from a survey conducted with the students. Findings from this study have led to an augmented list of authentic learning elements, which includes the use of affect in meso practice and the development of guidelines for educators which have the potential to be relevant and applicable in other courses, contexts and disciplines.
The design of an intervention to reduce violence in the family: A family–centred approach
(University of the Western Cape, 2018) Ryan, Jill; Roman, Nicolette Vanessa
Violence occurs in different environments, however, it is often found in the family with family members being the perpetrators. Family violence, as an integrative concept, is defined by few researchers or theorists, let alone conceptualised as a theoretical grounding for family-centred interventions aimed at violence in the home. However, family members are all affected in the act of any violence in the family, thus any intervention should include the whole family. A family-centred approach focuses on all family members to be included in the intervention and is acknowledged as the best method when trying to create an intervention for family violence. Thus, the aim of this study was to design an intervention programme for families experiencing family violence in order to reduce violence in the family. To create such a programme, intervention mapping was the chosen design for this study. Intervention mapping has five steps, 1.) Specify the programme’s goals into proximal programme objectives. In this stage, needs are identified; 2.) Selection of theoretical and practical strategies; 3.) Design the programme, 4.) Implementation of the programme, and 5.) Focus on anticipating process and effect evaluation. However, this study only focused on the first 3 steps of intervention development, namely, Phase I, a family violence needs assessment done to identify the problem, Phase II entailed a review done to determine appropriate theoretical and practical approaches for the intervention regarding family violence, and lastly, Phase III had been a Delphi study which aided in the design and development of the intervention. This study showed promising results with proven long-term positive effects in implementing a family-centred approach, and when coupled with a collaborative network of support services, political will, and community support, and has the ability to ensure continuity of care and improved functioning for families experiencing violence in the home.
Developing a framework for parents and educators in low-income communities to enhance access to resources that educate children presenting with autism spectrum disorder
(University of the Western Cape, 2019) Mthimunye, Bronwyn Sarah; Pedro, Athena Sheila
The policy for Inclusive Education in South Africa, the White Paper 6, states that all children can learn with support. Research suggests that there is a lack of access to education and resources for children with ASD living in low socio-economic communities. Education support services are under-resourced and unable to deal with the enormous number of learners with special needs. Globally, there is an appalling lack of dedicated school and learning facilities for children affected by autism. In special needs schools, children with autism are placed in classes with children with other disabilities. This is often as a result of either little understanding of their learning needs or resource constraints such as no schools close by to accommodate autistic learners.
Developing guidelines for indigenous practices: A case study of Makhuduthamaga municipality at Sekhukhune district , Limpopo province, South Africa
(University of the Western Cape, 2020) Mamaleka, Mmaphuti; Schenck, Catherina
Parenting practices play a significant role in the raising healthy functioning children. Traditionally, Black African families have had their own way of parenting their children, like all other cultural groups. However, few guidelines have been developed and recorded regarding their parenting practices. Most available parenting practices guidelines have been developed from a Western perspective. The purpose of this study was to explore the indigenous parenting practices of Black African families, with the aim of developing indigenous parenting practices guidelines for parents and caregivers, including grandparents in the Makhuduthamaga Municipality of the Sekhukhune district. The theoretical framework underpinning this study is an Afrocentricity, which focuses on reclaiming African practices. A qualitative research method was used, guided by a case study research design. The researcher used purposive sampling to select a sample of 52 participants from six villages in the Makhuduthamaga Municipality of the Sekhukhune Districts, in Limpopo Province. The participants recruited were grandparents, traditional leaders and three age categories of parents. The number of participants were as follows: 18 parents, 29 grandparents, and 5 traditional leaders. Participation in the study was voluntary, while confidentiality and anonymity was maintained. Participants were thoroughly informed about the study, and offered their by signing the relevant consent forms.
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 a model that examines parental HIV-related stigma and psychosocial well being of children orphaned by AIDS
(University of the Western Cape, 2020) Yassin, Zeenat; Erasmus, Charlene; Frantz, Jose
The growing interest in the well-being of children who have been orphaned due to HIV/AIDS is widely reflected in the emerging body of research. Children orphaned by AIDS-related causes are identified as a vulnerable population of youth who display lower levels of psychosocial well-being and experience increased psychosocial distress. While HIV-related stigma remains a salient risk factor hindering the psychosocial well-being of children orphaned by AIDS, the concept remains elusive and poorly understood. Hence, the call for a comprehensive understanding to support an effective response to stigma reduction, and for the systematic identification and response to the psychosocial needs and challenges of children in the context of HIV/AIDS. The overall aim of this study was therefore to develop a model to understand the manner in which HIV-related stigma affects the psychosocial well-being of children orphaned by AIDS. A mixed method, exploratory, sequential design situated within a theory generative research approach was implemented in four sequential phases geared towards model development. The specific objectives of this study were to: (1) review existing literature focusing on the relationship between HIV-related stigma and the psychosocial well-being of children orphaned by AIDS (systematic review); (2) explore children orphaned by AIDS perceptions and experiences of HIV-related stigma (qualitative exploratory design); (3) develop a model that offers an understanding of the manner in which HIV-related stigma affects the psychosocial well-being of children orphaned by AIDS (a theory generative design); and (4) determine the functionality of the developed model through the use of the Delphi technique (a modified Delphi technique). The systematic review conducted in Phase I indicated the presence of HIV-related stigma, which inhibited the psychosocial well-being of children orphaned by AIDS. The findings further highlighted the mediating role of maladaptive coping strategies and social support likely to reduce healthy psychosocial well-being and cause psychosocial distress among children orphaned by AIDS. Similarly, the findings arising from the qualitative exploration in Phase II indicated that children orphaned by AIDS were highly perceptive and experienced HIV-related stigma as a result of parental illness and death. These experiences negatively affected the psychological, emotional, and social well-being, self-concept and self-esteem, and future orientation of children orphaned by AIDS. The theory generative design in Phase III identified, classified, and defined six focal concepts upon which the model is based, namely, (1) enacted stigma, (2) perceived stigma, (3) internalized stigma, (4) coping strategies, (5) psychosocial well-being, and (6) interpersonal relations. The developed relationship statements of the model indicated: (1) the bidirectional relationship between enacted, perceived, and internalized stigma; (2) the mediating role of coping strategies; (3) the direct and indirect influences of HIV-related stigma on the psychosocial well-being of children orphaned by AIDS; and (4) the contextual role of interpersonal relationships in which the process of stigmatization may unfold. The modified Delphi technique conducted in Phase IV indicated that the developed model was simplistic, clear, generalizable, accessible, and important for use in research and practice. The developed model will aid future studies by providing a theoretical lens through which HIV-related stigma and its influence on the psychosocial well-being of children orphaned by AIDS may be viewed. HIV-related stigma should be considered strongly when addressing the well-being of orphaned children, so that tailored programs, interventions, and services may be set in place to effectively bring about the reduction of stigma and ensure the psychosocial well-being of children. The recommendations set out serves to further inform practice and programs and form a baseline for future empirical research focusing on HIV-related stigma and the psychosocial well-being of children orphaned by AIDS.
The development of a nutrition education programme for parental feeding styles and practices
(University of Western Cape, 2020) Melissa Judith Brown; Roman, Nicolette Vanessa
Many low and middle-income countries are faced with a rise in the double burden of malnutrition - undernutrition and overweight/obesity. Nutrition-related factors contribute to approximately 45% of deaths in children under five years (mainly due to undernutrition) globally, while low- and middle-income countries are simultaneously witnessing a rise in childhood overweight and obesity. In 2016, an estimated 41 million children under the age of five in low- and middle-income countries were overweight or obese, while 155 million were chronically undernourished. In Africa alone, the estimated prevalence of overweight and obese children in 2010 was 8.5%, expected to reach 12.7% in 2020. In comparison, globally, one in nine people are either hungry or undernourished, while one in three people are overweight.
The development of a protocol for the management child abuse and neglect
(University of the Western Cape, 1998) Barnes-Septermber, Roseline, L; Sonn, Fanie; Kotze, Frans
The primary intent of this study was to seek solutions to the practical problems experienced by practitioners in their management of child abuse cases. A fundamental problem regarding the current management of child abuse is that there is no guarantee that a child entering the child protective system will be dealt with in terms of a set procedure and/or protected against further abuse. To address this problem in the Western Cape, the Intervention Research (IR) methodology (Rothman & Thomas, 1994) was used to develop a Protocol for the Multi- Disciplinary Management of Child Abuse and Neglect. IV The protocol was designed for agencies that intervene in instances of child abuse. It establishes criteria and procedures for interdisciplinary co-ordination and effective case management, delineates the professional roles and responsibilities and provides step-by-step intervention procedures. The Intervention Research Design and Development methodology provided a useful framework to apply social science research methods to child protective practice and policy reform. IR focuses on the design of practice guidelines for intervention and policy reform. It can be conducted in a diversity of practice settings and therefore enhances collaborative efforts and inter-agency exchange among practitioners and among practitioners and universities.
The development of a protocol for the management of child abuse and neglect
(University of the Western Cape, 1998) Barnes-September, Roseline Lynnette; Sonn, F .
The primary intent of this study was to seek solutions to the practical problems experienced by practitioners in their management of child abuse cases. A fundamental problem regarding the current management of child abuse is that there is no guarantee that a child entering the child protective system will be dealt with in terms of a set procedure and/or protected against further abuse. To address this problem in the Western Cape, the Intervention Research (IR) methodology (Rothman & Thomas, 1994) was used to develop a Protocol for the Multi- Disciplinary Management of Child Abuse and Neglect. The protocol was designed for agencies that intervene in instances of child abuse. It establishes criteria and procedures for interdisciplinary co-ordination and effective case management, delineates the professional roles and responsibilities and provides step-by-step intervention procedures. The Intervention Research Design and Development methodology provided a useful framework to apply social science research methods to child protective practice and policy reform. IR focuses on the design of practice guidelines for intervention and policy reform. It can be conducted in a diversity of practice settings and therefore enhances collaborative efforts and inter-agency exchange among practitioners and among practitioners and universities. The study evolved through six phases involving inter-as well as intra-disciplinary activities. These activities were guided by systematic and deliberate research procedures, techniques and instruments. The research phases included: problem analysis; information gathering and synthesis; the development and design of the protocol; testing the protocol through a process of workshops and finally, the launch and dissemination of the protocol. A core element of the study was the active participation and collaboration of a broad range of key stakeholders, including: victims of child abuse, their families, service providers, and policy makers. The methods and instruments used were therefore designed to enhance participation and included interviews, workshops and observation of court processes. The bottom-up approach and collaborative design enhanced the level of contextual relevance, ownership and the commitment of stakeholders. As a demonstration of this commitment, the protocol has been endorsed by the Ministry of Justice and the Ministry of Health and Social Services of the Western Cape. The Department of Social Services has committed financial support to the project and is pilot testing it in three districts. The study cautions that protocols alone cannot eradicate and solve all the problems in the child protective field and asserts that there is an urgent and critical need to develop and to implement a National Strategy on Child Abuse. Such a National strategy should include legislation that supports and enforces all aspects of a national policy on child abuse. At minimum, national policy should ensure consistent political will and leadership. This means that broad statements about the obligations of politicians and state officials is not enough. These should be followed by specific accountability and measuring mechanisms for enforcement. State policy should also provide guidelines for standardized and appropriate working conditions, recruitment and training of staff. Furthermore, it should provide for a broad array of effective and accessible services to all children and families and the co-ordination of such services. Finally, legislation should include specific obligations regarding the appropriation of adequate and flexible funding to see that commitments made to children are realised.
Development of an interprofessional education model that aims to instil the core competencies of interprofessional collaborative practice in allied health students curriculum
(University of the Western Cape, 2017) Filies, Gerard Charl; Frantz, Jose M
Health Professions Education has not prepared graduates to address the health challenges of the twenty first century, largely due to fragmented, outdated and static curricula. Interprofessional education (IPE) is a leading approach to facilitate student learning for future interprofessional teams in addressing the complex health needs of the community. To achieve this outcome, different core competencies need to be developed, including 1) interprofessional communication; 2) patient/client/family/community-centred care; 3) role clarification; 4) team functioning; 5) collaborative leadership and 6) interprofessional conflict resolution. This study aims to design an interprofessional education model that endeavours to instil the core competencies of interprofessional collaborative practice in allied health students. This study makes use of a mixed methods approach and included a systematic review; a readiness for interprofessional education survey; a Delphi study; curriculum mapping and model design aspects.. The data collection methods used included both quantitative and qualitative methods. The study population for the implementation phase incorporates students from the disciplines of Nursing, Physiotherapy, Occupational Therapy, Natural Medicine and Social Work registered for the 2015/2016 academic year. The methodological framework for this study was Designed Based Research (DBR).
The development of guidelines for hearing parents parenting a children with hearing loss.
(University of the Western Cape, 2020) Davids, Ronel Sanet; Roman, Nicolette Vanessa; Schenck, Catherine
Parenting children with a hearing loss presents hearing parents with unique parenting challenges. Adapting to and managing these challenges is dependent on parents’ personal and social support as well as the resources available to them. There is limited research regarding hearing parents’ personal and social support and access to appropriate resources. In order to bridge this gap, the aim of the study was to develop guidelines for hearing parents parenting children with a hearing loss. A mixed methods approach with a sequential explanatory design using a two-phased approach was employed in this study. Phase 1 endeavoured to identify the problem and explore the needs of parents by using a staged approach. The sample in this phase included 103 participants in the quantitative study and 13 participants in the qualitative study. Phase 2 applied a consensus workshop made up of two rounds: Round 1 comprised a panel of experts, namely, academics in the field of child, family, and disability studies, and Round 2 included a panel of stakeholders comprised of hearing parents, professionals, Deaf mentors, and leaders working within the field of hearing loss. The purpose of the workshop was to reach consensus on the development of guidelines. From this research, a number of guidelines emerged for parents, focusing on:1) early intervention programmes for hearing parents and children diagnosed with a hearing loss, highlighting guidance and counselling for parents on early identification and screening programmes; 2) the need for social and emotional support to deal with the emotional impact of the diagnosis on the family, the parents, as well as the child with a hearing loss; 3) access to resources and information which is comprehensive and unbiased, allowing parents to make informed choices; and 4) support for communication intervention whereby parents are offered unbiased support in terms of communication options for their children. This study has important implications for the collaboration and partnerships between parents, social services (social workers), and health and family practitioners for the provision of family-centred practices.
The development of guidelines for social workers involved in early childhood development within the Department of Social Development
(University of the Western Cape, 2016) Govender, Badroonesa; Londt, Marcel P
Social workers employed by the Department of Social Development in South Africa are tasked with the provision of a broad spectrum of social services and may specialise in fields, such as welfare planning, which involves the capacity building, support and monitoring of welfare organisations. Early childhood development services fall in this category, as these services are monitored by social workers. Social workers employed by the Department of Social Development are the only group tasked with the mandate to capacitate, register partial care facilities and programmes, as well as monitor unregistered and registered facilities, on an on-going basis. Social workers adhere to these mandates amid many challenges. The aim of this study is to develop guidelines for social workers, who render services to Early Childhood Development (partial care) facilities. The objectives of this study are to explore the needs of social workers in the Early Childhood Development field in the Department of Social Development, identify challenges related to effective service delivery, explore the current methods of service delivery, develop guidelines and refined the draft guidelines, through a Delphi study. The Intervention Research design was used in this study, as it best suited the development of a tool; however, it was adapted to use only certain phases that were suitable for implementation for this study. The adaptation involved the use of the first four phases of the Intervention research method, combining of phase 1 and 2 to form a new phase 1 of the modified phases that linked to objectives one and two of the study. Therefore, this study only has three operational phases. A qualitative methodology was employed in this study to achieve the intended outcomes. Data collection occurred through semi-structured and telephonic interviews. Purposive sampling was used to select twenty (20) social workers from the Department of Social Development in the Western Cape and five (5) in the Eastern Cape. These participants engaged with Early Childhood Development facilities and interviews were conducted with them, while five (5) telephonic interviews were conducted with social workers in the Eastern Province. Conclusions from the analysed data were used to develop guidelines for DSD social workers within ECD settings. Two rounds of a Delphi study were employed to refine the proposed guidelines.
The development of guidelines to enhance the framework for the management of recidivism in the department of correctional services in the Western Cape
(University of the Western Cape, 2023) Samuels, Jerome Alec; Roman, Nicolette Vanessa
Recidivism could be considered an emerging science in South Africa. While recidivism has not been researched extensively or defined in South Africa, the statistics are also severely limited, but estimated rates of recidivism are unacceptably high. Recidivism in South Africa is an emerging science. The management of recidivism is, therefore, unclear. Hence, this study aimed to develop guidelines for the management of recidivism in the Department of Correctional Services (DCS) in the Western Cape in South Africa. A qualitative research approach was used in this study. This method was chosen to understand the perceptions of DCS employees and its stakeholders and their shared experiences managing recidivism in a correctional environment.
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.
Development of practice guidelines to assist social workers to improve anti-oppressive practices and to facilitate social justice in South Africa
(University of the Western Cape, 2022) Marais, Christival Ebenezer; Schenck, Catherina
The researcher conducted a qualitative modified four step intervention research using the Design, and Development model. Human rights and Social Justice are central to the study, which advocates for the advancement of anti-oppressive and anti-discriminatory policies that serve as the professional foundations of Social Work. A review of the literature, however, revealed that little research and literature exists on how Social Workers think about, facilitate, or implement anti-oppressive Social Work practise and Social Justice in South Africa. Despite significant legislative and policy progress in post-apartheid South Africa, Social Workers still face challenges in promoting Social Justice.
An empowerment programme for black young widows in Mangaung Metro, Free State, South Africa
(University of the Western Cape, 2021) Hugo, Shirley Nozipo; Schenck, Catherina
The aim of this study was to facilitate an empowerment program with African young widows in Mangaung Metro, Free State province, South Africa, which would capacitate them to deal with their challenges and reduce their vulnerability. The objectives of the study were to explore and describe experiences and challenges of African young widows in Mangaung in the Free State; to explore and describe the customary practices around widowhood in Mangaung Metro in the Free State; and to describe an empowerment process facilitated with young African widows in the Mangaung Metro in the Free State.