SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR EDUCATJONlS IN THE FACULTY OF EDUCATION DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AT THE UNIVERSITY OF ZULULAND, 1994. / The aims of this investigation were: to describe the life-world of the child in a squatter environment as it reveals itself in his relations to himself, to others, to things/ideas and to God; and in the light of the findings obtained from, the literature study and interviews, to establish certain guidelines according to which accountable support can be instituted in order to meet the needs of the children in a squatter environment. As an introduction a literature study is given which describes the conditions that prevail in squatter areas. From a psychopedagogical perspective the squatter child finds himself in a situation of dysfunctional education mainly because he goes through life without the help and guidance of a responsible parent or adult. This results in the psychic life of the squatter child being under-actualised. The lack of responsible adult intervention and guidance, which is based on the pedagogical principles of love, trust and authority, results in the squatter child forming relationships within his life¬world which are inadequate for his emancipation. The squatter child thus fails to constitute a meaningful life-world. At present only a few social workers and voluntary organizations, such as Child and Family Care, reach out to these squatter children in an attempt to rehabilitate the families and supervise the children. The fact that the squatter child is a "child" that should be assisted by parents and the school in his process of becoming is at present often overlooked by the voluntary organizations that render support. Most of the support structures that came into existence to provide some measure of support are existing illegally under present statutory provisions. They lack the services of suitably qualified personnel and are often haphazardly organized. Furthermore they cannot cope effectively with the present situation and there is a duplication of certain services in the provision of support. In the light of the findings of this research the following was recommended: — compulsory education should be initiated for all children between the ages of six and thirteen; — compensatory education should be introduced in both formal and non-formal education, while informal or home education could be enriched in order to prepare children for the demands of formal or school education; school social workers should be trained and placed at schools to assist and identify pedagogically neglected children; remedial teaching training programmes for all teachers should receive more attention during training; parent guidance and involvement programmes should be instituted at all schools. welfare services should be co-ordinated to prevent duplication; and further in-depth research regarding squatter children.

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No / This paper is a contribution to the developing understanding of social relationships in institutional care settings. It focuses on two areas that have been neglected in research: the reasons for and types of social interaction in institutional settings, and the ways in which the context of people's lives shapes social interaction. The paper draws on ethnographic observations conducted in four care settings in Scotland using a symbolic interactionist perspective. It finds that residents communicate and interact, and that the personal, cultural and structural contexts frame social interaction and influence the ways that residents use humour, express sexuality, and show hostility. The paper concludes that residents create social interactions in which action is embedded, but do so within specific structural and cultural contexts. These contexts `control¿ resident action by establishing frameworks for the interpretation of meaning. At the same time, each facet of context is `controlled¿ by the ways in which residents actively take on the `role¿ of others, and project `self¿ and a `label¿.

The research study explored the responsiveness of children's homes to the admission of children with physical and sensory disabilities. The research study was undertaken in the Ethekwini Municipality. Access to appropriate alternate care is enshrined in the Constitution of the country and the provision of residential care is one option for children who are found in need of care. The objectives of the research study were to identify gaps in the provision of residential services for children with disabilities and to explore what challenges are faced by children's homes in admitting children with physical and sensory disabilities. The theoretical framework that was used to guide the study was ecosytems theory. The ecosystems approach provided an understanding of the impact of barriers to inclusion. It also provided an understanding on the reciprocity that exists between children's homes and other systems. A qualitative research approach was used. A sample of ten children's homes was selected in the Ethekwini region, using the non-probability sampling technique. Data was collected using in-depth interviews, observation and a perusal of records. In-depth interviews were conducted with the assistance of an interview guide. The data was recorded and analysed according to common themes and trends. The results of the research study show that children's homes do not have the capacity to respond to the needs of children with disabilities. All the children's homes faced similar challenges, in the form of funding, human resources, building structures and access to resources that hinder the admission of children with physical and sensory disabilities to their facility. One of the major findings was that children with disabilities made up less than one percent of the total population of children in the children's homes. None of the children's home had developed inclusive admission policies for children with physical and sensory disabilities. There was a clear indication that the government would need to strengthen existing residential care facilities to make them more inclusive in nature. / Thesis (LL.M.)-University of KwaZulu-Natal, Durban, 2008.

Bibliography: leaves 309-334. / xi, 369 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Examines the culture of two nursing homes using an ethnographic method which is underpinned by ethnomethodology as a philosophical approach. The study shows how older and disabled people are seen to deviate from social norms and how society responds to their situation. Future directions for aged care are suggested, and include evidence based practice, primary nursing and the evolution of a nurse practitioner focussed model of care, with adequate support for nurses. / Thesis (Ph.D.)--University of Adelaide, Dept. of Clinical Nursing, 2000

M.A. (Psychology) / Please refer to full text to view abstract

Transition to adulthood is a complex phenomenon, yielding varying outcomes for young people in different environments. Hence, adolescent girls transitioning from institutional care are a heterogeneous group with varying transition experiences and livelihood outcomes. Studies suggest that adolescents leaving care have less desirable outcomes compared to their counterparts in familial care (Vaughn, Shook & McMillen, 2008). Therefore, adolescents in the institutional context need specialised transition programmes as they traverse to adulthood and independent living (Storm, Porter & Macaulay, 2010:307). Unfortunately, institutions fail to provide well-structured and gender-sensitive transition programmes that promote the achievement of sustainable livelihoods during and after leaving care (Powell, 2006:143). As a consequence, adolescents are vulnerable to negative social and economic outcomes beyond institutional care. iii. The goal of the study was to evaluate the effects of transition programmes on the livelihood outcomes of adolescent girls post institutional care in Highfield, Harare. This study, which is participatory action research, evaluated the transitions and livelihood outcomes of adolescent girls transitioning from two institutions in Highfield, Harare. To conceptualise the transition phenomena, sustainable livelihoods and feminist theoretical frameworks were applied. Mixed methods approaches were used and qualitative as well as quantitative data were collected, analysed and interpreted concurrently. Semi-structured interviews were conducted with thirty-two adolescent girls, two superintendents and a district social services officer. Focus group discussions were held with participants from Institutions A and B and observations made on their counterparts discharged from the same institutions. A gender assessment questionnaire was administered to superintendents to establish whether the programmes being provided were gender-sensitive. Findings from the study showed that adolescent girls in the two institutions have access to more assets (55.55%) compared to those outside with 49.2%. Hence, adolescent girls leaving institutional care lose 6.35% assets, making them poorer than their counterparts in care. Adolescent girls in the institutional context face increased gender-based constraints resulting in limited access to livelihood opportunities. Findings also indicate that adolescent girls living in resource-constrained institutions and households have more complex and harder transitions compared to those in well-resourced institutions and households. The study concluded that the transition programmes being provided are not adequately preparing adolescent girls for life beyond care and they are also not gender-sensitive. Thus, they have a negative impact on the transitions and livelihood outcomes of adolescent girls. Furthermore, stakeholders in the transition process lack financial and human resources to develop and implement gender-responsive transition policies and programmes, thereby affecting adolescent girls’ access to different kinds of livelihood assets. iv. To facilitate successful transitions, this study recommends the development of gender-sensitive transition policies, transformation of the case management system and more investments in participatory policy development, planning, implementing, monitoring and evaluation of transition programmes. Key words Adolescent girls Assets Case management system Evaluation Feminist approaches Institutional care Livelihood outcomes Poverty Sustainable Livelihoods Approach Transition programmes / Thesis (DPhil)--University of Pretoria, 2015. / tm2015 / Social Work and Criminology / Unrestricted

[pt] Esta pesquisa visa refletir sobre a participação do adolescente no processo de desligamento do acolhimento institucional, como um direito à convivência familiar e comunitária. No estudo, considerou-se o sentimento de pertencimento dos adolescentes como fator diferencial para que este processo seja construído e vivido junto com os mesmos. Entendemos que este processo se dá por meio da escuta atenta dos adolescentes, sendo pautado nos princípios dos direitos humanos, nos quais são reconhecidos como pessoas que têm direitos e acesso a estes por meio de sua participação. A análise possibilitou evidenciar o compromisso do labor institucional com o adolescente acolhido, respeitando seu direito de participação no processo de acolhimento, incentivando sua autonomia, bem como seu sentimento de pertencimento, como elementos fundamentais para o desligamento institucional. A pesquisa, de natureza qualitativa, foi realizada na Unidade de Reinserção Social Bangu (URS Bangu). A coleta de dados foi feita por meio de observação participante e registros sistemáticos em diário de campo sobre o cotidiano dos adolescentes na instituição. A pesquisa foi complementada com oficinas e grupos focais, focalizando a participação dos adolescentes no processo de desligamento institucional. Esta dissertação articula um tema de grande importância acadêmica com o debate em políticas públicas, visando contribuir para o aprofundamento do conhecimento sobre o direito à convivência familiar e comunitária e o processo de desligamento de adolescentes em acolhimento institucional. / [en] This research aims to reflect on the participation of the adolescent in the process of detachment of institutional care, as a right to family and community coexistence. In the study, the adolescents sense of belonging was considered as a differential factor for this process to be constructed and lived along with them. We understand that this process occurs through the attentive listening of adolescents, based on the principles of human rights, where they are recognized as persons, who have rights and access to them through their participation. The qualitative research was carried out at the Bangu Social Reinsertion Unit (URS Bangu). The data collection was done through participant observation and systematic records in field diary about the daily life of adolescents in the institution. The research was complemented by workshops and focus groups, focusing on the participation of adolescents in the process of institutional disengagement. The analysis made it possible to highlight the commitment of the institutional work with the adolescents, respecting their right to participate in the reception process, encouraging their autonomy and building a sense of belonging. These are fundamental elements for the process of institutional detachment and for their insertion in the world. This dissertation articulates a topic of great academic importance with the debate in public policies, aiming to contribute to the deepening of the knowledge about the right to family and community coexistence and the process of detachment of adolescents in institutional care.