Poverty, violence, unemployment, the high rate of HIV/Aids and a lack of resources are some of the issues the South African government is currently trying to address. Victims of crime and violence have special needs that require early intervention. Studies show that if left unattended, victims may show maladjustment in their social, marital and work environments; receiving assistance and support following victimisation therefore holds many benefits for the victim. The Victim Empowerment Programme (VEP) announced by government as part of the National Crime Prevention Strategy is meant to address these needs. The VEP is a comprehensive, multifaceted, intersectoral model that brings together integrated service delivery for victims of crime and violence. One of the mandates of the Department of Social Development as the lead department of the VEP is to provide services that empower and meet the needs of communities and individuals who are considered victims. This study seeks to justify why it is beneficial to use a participatory learning approach when designing and conducting „in-service‟ continuing professional development training courses for state-appointed social workers working within the field of victim empowerment (VE) in South Africa. It also advocates for the theoretical approaches of experiential problem-based learning and psychosocial empowerment, and discusses the use of a crossover of theories from the different disciplines of mainstream psychology, community psychology and social work. The vision of a new South Africa based on post-1994 ANC government policies is outlined and the history of the field of socio-economic development and community development is discussed. Mainstream psychology‟s contribution to community development, and the tenets of community psychology, participation and empowerment, are applied in the design of an „in-service‟ short course. The primary focus of the study is on the range of skills and abilities needed to initiate and maintain successful VE services. These include the following: skills in group process facilitation; skills in intersectoral collaboration (referral and networking) with other governmental departments and other healthcare professionals; knowing how to establish and maintain forums; an understanding of the principles and tools of participatory learning and action; skills required for designing, organising and presenting workshops; project management, and the monitoring and evaluation of VE projects. This study elucidates how critical the „in-service‟ training of VE social workers is within the new social development paradigm in South Africa, and offers key considerations and recommendations regarding future „in-service‟ training programmes/short courses for state-employed social workers involved in VE services. / Psychology / D. Litt. et Phil. (Psychology)

Poverty, violence, unemployment, the high rate of HIV/Aids and a lack of resources are some of the issues the South African government is currently trying to address. Victims of crime and violence have special needs that require early intervention. Studies show that if left unattended, victims may show maladjustment in their social, marital and work environments; receiving assistance and support following victimisation therefore holds many benefits for the victim. The Victim Empowerment Programme (VEP) announced by government as part of the National Crime Prevention Strategy is meant to address these needs. The VEP is a comprehensive, multifaceted, intersectoral model that brings together integrated service delivery for victims of crime and violence. One of the mandates of the Department of Social Development as the lead department of the VEP is to provide services that empower and meet the needs of communities and individuals who are considered victims. This study seeks to justify why it is beneficial to use a participatory learning approach when designing and conducting „in-service‟ continuing professional development training courses for state-appointed social workers working within the field of victim empowerment (VE) in South Africa. It also advocates for the theoretical approaches of experiential problem-based learning and psychosocial empowerment, and discusses the use of a crossover of theories from the different disciplines of mainstream psychology, community psychology and social work. The vision of a new South Africa based on post-1994 ANC government policies is outlined and the history of the field of socio-economic development and community development is discussed. Mainstream psychology‟s contribution to community development, and the tenets of community psychology, participation and empowerment, are applied in the design of an „in-service‟ short course. The primary focus of the study is on the range of skills and abilities needed to initiate and maintain successful VE services. These include the following: skills in group process facilitation; skills in intersectoral collaboration (referral and networking) with other governmental departments and other healthcare professionals; knowing how to establish and maintain forums; an understanding of the principles and tools of participatory learning and action; skills required for designing, organising and presenting workshops; project management, and the monitoring and evaluation of VE projects. This study elucidates how critical the „in-service‟ training of VE social workers is within the new social development paradigm in South Africa, and offers key considerations and recommendations regarding future „in-service‟ training programmes/short courses for state-employed social workers involved in VE services. / Psychology / D. Litt. et Phil. (Psychology)