To belong somewhere is a basic human need. It is necessary for the psychological well-being of children to feel that they belong to a family, group and community and that they are loved and appreciated for who they are. A lack of a sense of belonging may cause children to find acceptance and belonging in destructive behaviour or groups. Children from fractured families who live in disadvantaged communities face more challenges than children who have easy access to education, health services and emotional support systems. Caregivers in these circumstances have a daily battle to survive and to keep their children safe. They do not always have the necessary knowledge to be aware of the children’s emotional needs, or the ability and means to fulfil in these needs. Social workers who render services to these families do not always have the time or aids to assist the children to enhance their sense of belonging or to enable the caregivers to strengthen the bond between them and the children. The overall goal of this study was to determine how bibliotherapeutic techniques can be utilised by caregivers and social workers to enhance a sense of belonging in children in their middle childhood years from fractured families in disadvantaged communities. In order to reach this goal, the way in which children from fractured families in disadvantaged communities experienced their sense of belonging was explored, as well as how the children, their caregivers and social workers perceived the social capital in the community. The content of a strategy that focuses on the uses of bibliotherapeutic techniques for children in fractured families from disadvantaged communities in order to enhance their sense of belonging was also determined, as well as ways in which such a strategy could be implemented by the social workers and the caregivers. The research findings suggested that children did not always have a sense of belonging with their primary caregivers and that the caregivers were unaware of the emotional needs of the children. The children expressed a need for playful interactions, nurturing and to listen to stories with their caregivers. Due to the caregivers’ lack of insight in the emotional needs of the children and illiteracy in some cases, a training programme that focussed on the importance of a sense of belonging and practical ways in which they can interact with the children to strengthen the emotional bond between them, was created and tested. The caregivers and children were able to identify schools, neighbours and churches as potential social capital in the community. Ways in which the social capital in the community could be utilised were suggested. Bibliotherapeutic techniques for the use of social workers to enhance a sense of belonging in the children were compiled and then tested by social workers. Both the training program and the bibliotherapeutic techniques proved to be useful and effective and will be disseminated for the use of social workers in their services with children and caregivers in disadvantaged communities. / Thesis (PhD (Social Work))--North-West University, Potchefstroom Campus, 2013.

To belong somewhere is a basic human need. It is necessary for the psychological well-being of children to feel that they belong to a family, group and community and that they are loved and appreciated for who they are. A lack of a sense of belonging may cause children to find acceptance and belonging in destructive behaviour or groups. Children from fractured families who live in disadvantaged communities face more challenges than children who have easy access to education, health services and emotional support systems. Caregivers in these circumstances have a daily battle to survive and to keep their children safe. They do not always have the necessary knowledge to be aware of the children’s emotional needs, or the ability and means to fulfil in these needs. Social workers who render services to these families do not always have the time or aids to assist the children to enhance their sense of belonging or to enable the caregivers to strengthen the bond between them and the children. The overall goal of this study was to determine how bibliotherapeutic techniques can be utilised by caregivers and social workers to enhance a sense of belonging in children in their middle childhood years from fractured families in disadvantaged communities. In order to reach this goal, the way in which children from fractured families in disadvantaged communities experienced their sense of belonging was explored, as well as how the children, their caregivers and social workers perceived the social capital in the community. The content of a strategy that focuses on the uses of bibliotherapeutic techniques for children in fractured families from disadvantaged communities in order to enhance their sense of belonging was also determined, as well as ways in which such a strategy could be implemented by the social workers and the caregivers. The research findings suggested that children did not always have a sense of belonging with their primary caregivers and that the caregivers were unaware of the emotional needs of the children. The children expressed a need for playful interactions, nurturing and to listen to stories with their caregivers. Due to the caregivers’ lack of insight in the emotional needs of the children and illiteracy in some cases, a training programme that focussed on the importance of a sense of belonging and practical ways in which they can interact with the children to strengthen the emotional bond between them, was created and tested. The caregivers and children were able to identify schools, neighbours and churches as potential social capital in the community. Ways in which the social capital in the community could be utilised were suggested. Bibliotherapeutic techniques for the use of social workers to enhance a sense of belonging in the children were compiled and then tested by social workers. Both the training program and the bibliotherapeutic techniques proved to be useful and effective and will be disseminated for the use of social workers in their services with children and caregivers in disadvantaged communities. / Thesis (PhD (Social Work))--North-West University, Potchefstroom Campus, 2013.

BACKGROUND: The research deals with the effect of the Student Rag Community Service's (SRCS) Pick–A–Leader programme on adolescents in a disadvantaged community. The SRCS has been in existence for 30 years and the Student Representative Council of the North–West University: Potchefstroom Campus, has authorised them to promote voluntary ativities for charity in Potchefstroom and its surrounding areas. The SJGD annually presents various programmes to communities in Potchefstroom; however, these programmes have not thus far been formally evaluated. One of these projects is the Pick–A–Leader (PAL) programme which focuses on leadership– and skills development for adolescents in a disadvantaged community. This study concentrates on the evaluation of the PAL–programme. AIM: The primary aim of this study was to determine the effect of the PAL–programme on the adolescents in a disadvantaged community. METHOD: The nature of the investigation was exploratory and descriptive. Mixed methodology was applied in this study. A quasi–experimental design was used in the form of a comparative pre– and post–test design. Focus groups and a number of measuring instruments were used to gather data. Participants in the experimental groups consisted of 45 grade 11 learners from 3 schools in a disadvantaged community of Potchefstroom. Members of the comparative groups also numbered 45 and were grade 11 learners from the same 3 schools as those in the experimental groups. RESULT: It was concluded that the SRCS PAL–programme had an effect on the adolescents. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

BACKGROUND: The research deals with the effect of the Student Rag Community Service's (SRCS) Pick–A–Leader programme on adolescents in a disadvantaged community. The SRCS has been in existence for 30 years and the Student Representative Council of the North–West University: Potchefstroom Campus, has authorised them to promote voluntary ativities for charity in Potchefstroom and its surrounding areas. The SJGD annually presents various programmes to communities in Potchefstroom; however, these programmes have not thus far been formally evaluated. One of these projects is the Pick–A–Leader (PAL) programme which focuses on leadership– and skills development for adolescents in a disadvantaged community. This study concentrates on the evaluation of the PAL–programme. AIM: The primary aim of this study was to determine the effect of the PAL–programme on the adolescents in a disadvantaged community. METHOD: The nature of the investigation was exploratory and descriptive. Mixed methodology was applied in this study. A quasi–experimental design was used in the form of a comparative pre– and post–test design. Focus groups and a number of measuring instruments were used to gather data. Participants in the experimental groups consisted of 45 grade 11 learners from 3 schools in a disadvantaged community of Potchefstroom. Members of the comparative groups also numbered 45 and were grade 11 learners from the same 3 schools as those in the experimental groups. RESULT: It was concluded that the SRCS PAL–programme had an effect on the adolescents. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

Text in Afrikaans, abstract in Afrikaans and English / Wanneer psigometriese toetsing op groepe uit verskillende sosio-ekonomiese agtergronde toegepas word, presteer individue uit agtergeblewe omgewings swakker as bulle ewekniee uit meer ontwikkelde omgewings. Hierdie individue se toegang tot hoofstroom loopbaangeleenthede word dikwels bemoeilik as gevolg van die beperking. Die leerpotensiaal benadering word aangebied as belowende alternatief om die probleem, wat 'n sosio-ekonomiese oorsprong het, te oorbrug. Die resultate van die studie bewys die stelling gedeeltelik waar, maar met buitengewone inspanning. In die finale ontleding van die resultate is dit duidelik dat die verbeterde voorspelling eerder toegeskryf kan word aan die optimale vlak van ontwikkeling wat die individu bereik net voor die toetsing, en nie soseer sy/haar leerpotensiaal nie. / Applying psychometric tests to groups from different socio-economical backgrounds, inevitably result in the individuals from deprived backgrounds performing noteably poorer than their counterparts from more developed backgrounds. These individuals also find enterance to the mainstream careers difficult because of this restriction. The learning potential approach to assessment is presented as a promising alternative to overcome the problem that is related to the socio-economic background of the individual. The results of this study partly confirm the value of the learning potential approach, but only with extra-ordinary effort. In the final analysis of the results it is clear that the improved predictive accuracy was rather due to the optimal level of development the individuals reached just before the testing, and not so much their learning potential. / Psychology / M. Sc. (Sielkunde)

Text in Afrikaans, abstract in Afrikaans and English / Wanneer psigometriese toetsing op groepe uit verskillende sosio-ekonomiese agtergronde toegepas word, presteer individue uit agtergeblewe omgewings swakker as bulle ewekniee uit meer ontwikkelde omgewings. Hierdie individue se toegang tot hoofstroom loopbaangeleenthede word dikwels bemoeilik as gevolg van die beperking. Die leerpotensiaal benadering word aangebied as belowende alternatief om die probleem, wat 'n sosio-ekonomiese oorsprong het, te oorbrug. Die resultate van die studie bewys die stelling gedeeltelik waar, maar met buitengewone inspanning. In die finale ontleding van die resultate is dit duidelik dat die verbeterde voorspelling eerder toegeskryf kan word aan die optimale vlak van ontwikkeling wat die individu bereik net voor die toetsing, en nie soseer sy/haar leerpotensiaal nie. / Applying psychometric tests to groups from different socio-economical backgrounds, inevitably result in the individuals from deprived backgrounds performing noteably poorer than their counterparts from more developed backgrounds. These individuals also find enterance to the mainstream careers difficult because of this restriction. The learning potential approach to assessment is presented as a promising alternative to overcome the problem that is related to the socio-economic background of the individual. The results of this study partly confirm the value of the learning potential approach, but only with extra-ordinary effort. In the final analysis of the results it is clear that the improved predictive accuracy was rather due to the optimal level of development the individuals reached just before the testing, and not so much their learning potential. / Psychology / M. Sc. (Sielkunde)