Child sexual abuse is a very sensitive issue that causes trauma and damage to the victims. This does not affect only the victims, but their families and the society at large. It is sometimes difficult for the society to support the victims of child sexual abuse. It then becomes a burden on the families because they lack information on how to deal with their sexually abused children. The families do not have knowledge of forensic social work and it becomes difficult for them to understand the process of forensic investigation. The information kit for families affected by child sexual abuse will empower the families with knowledge on the process of forensic investigation. This will also help to prepare both the children and their families for what will happen after the case has been reported to the Child Protection Unit. They will also be able to know their expectations when it comes to the court proceedings. An improved understanding will help the child prepare for testifying. Developing an information kit and reader–friendly guidelines will assist in relieving the stress on parents and strengthen them in giving their children the necessary support. Further research should be conducted on families’ understanding of forensic investigation and the court proceedings involved when a child has been sexually abused. Currently there is little data on forensic social work in South Africa, due to the fact that forensic social work is still quite a new field in our country. The researcher thus identified a need for conducting a qualitative study with the parents of sexually abused children whose cases had been reported to the Family Violence, Child Protection and Sexual Offences Unit for forensic investigation at the time of the study. The aim of this study was to develop an information kit for families who were affected by child sexual abuse in order to give them a better understanding of forensic investigations in such cases. An interview schedule was developed with the purpose of confirming whether the families understood what they would be going through during the whole process. From the research it was evident that forensic social work was something new to the respondents as it was difficult for some of them to give detailed responses to the questions. It became clear that the families of sexually abused children are in need of relevant and clear information on forensic social work, the nature of forensic investigations and associated procedures. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

From earliest times, child protection has formed an important part of the social worker's responsibilities. When child protection is referred to, statutory intervention, with the accompanying supportive or therapeutic intervention, is often necessary. In cases of sexual abuse of children, the nature of the service rendered is complex, requiring a wide range of inputs. Forensic social work is a fairly new specialist field in terms of service provision in social work in South Africa. The forensic social worker is primarily involved in investigating reports of alleged sexual abuse and must draw up a court report and, as an expert, give evidence in court. The forensic social worker is not involved with the child at therapeutic level. Social workers involved with generic child and family care can be involved in both the statutory and the therapeutic interventions, but are not always sure when a child should be referred for forensic assessment. This may lead to role confusion and conflict. This study attempts to establish a guideline for social workers in the offices of the Christian Council Social Services in the Highveld Synod, in order to facilitate referral for forensic assessment and to eliminate the role confusion and conflict mentioned above. The guidelines have been drawn up on the basis of information gathered from the relevant literature and from focus group conversations with social workers and individual interviews with social workers specialising in forensic social work. Although the guidelines have been developed specifically for the above–mentioned organisation, social workers in other child and family care organisations could also derive benefit from them. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

Child sexual abuse is a very sensitive issue that causes trauma and damage to the victims. This does not affect only the victims, but their families and the society at large. It is sometimes difficult for the society to support the victims of child sexual abuse. It then becomes a burden on the families because they lack information on how to deal with their sexually abused children. The families do not have knowledge of forensic social work and it becomes difficult for them to understand the process of forensic investigation. The information kit for families affected by child sexual abuse will empower the families with knowledge on the process of forensic investigation. This will also help to prepare both the children and their families for what will happen after the case has been reported to the Child Protection Unit. They will also be able to know their expectations when it comes to the court proceedings. An improved understanding will help the child prepare for testifying. Developing an information kit and reader–friendly guidelines will assist in relieving the stress on parents and strengthen them in giving their children the necessary support. Further research should be conducted on families’ understanding of forensic investigation and the court proceedings involved when a child has been sexually abused. Currently there is little data on forensic social work in South Africa, due to the fact that forensic social work is still quite a new field in our country. The researcher thus identified a need for conducting a qualitative study with the parents of sexually abused children whose cases had been reported to the Family Violence, Child Protection and Sexual Offences Unit for forensic investigation at the time of the study. The aim of this study was to develop an information kit for families who were affected by child sexual abuse in order to give them a better understanding of forensic investigations in such cases. An interview schedule was developed with the purpose of confirming whether the families understood what they would be going through during the whole process. From the research it was evident that forensic social work was something new to the respondents as it was difficult for some of them to give detailed responses to the questions. It became clear that the families of sexually abused children are in need of relevant and clear information on forensic social work, the nature of forensic investigations and associated procedures. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

From earliest times, child protection has formed an important part of the social worker's responsibilities. When child protection is referred to, statutory intervention, with the accompanying supportive or therapeutic intervention, is often necessary. In cases of sexual abuse of children, the nature of the service rendered is complex, requiring a wide range of inputs. Forensic social work is a fairly new specialist field in terms of service provision in social work in South Africa. The forensic social worker is primarily involved in investigating reports of alleged sexual abuse and must draw up a court report and, as an expert, give evidence in court. The forensic social worker is not involved with the child at therapeutic level. Social workers involved with generic child and family care can be involved in both the statutory and the therapeutic interventions, but are not always sure when a child should be referred for forensic assessment. This may lead to role confusion and conflict. This study attempts to establish a guideline for social workers in the offices of the Christian Council Social Services in the Highveld Synod, in order to facilitate referral for forensic assessment and to eliminate the role confusion and conflict mentioned above. The guidelines have been drawn up on the basis of information gathered from the relevant literature and from focus group conversations with social workers and individual interviews with social workers specialising in forensic social work. Although the guidelines have been developed specifically for the above–mentioned organisation, social workers in other child and family care organisations could also derive benefit from them. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

This research was aimed at the development, implementation and evaluation of an empowerment programme for parents with children in their middle childhood, focused on temperament analysis. The motivation for this study stemmed from the absence of relevant programmes in the field of social work concerning different temperaments and needs of children that parents does not understand or meet. Intervention research was applied. A two-phase research approach was undertaken. In phase 1, a qualitative research was used to do a need assessment. The need assessment was done by means of two focus group discussions with ten parents in each group. The following research question was formulated for this phase: What is the needs of parents related to a programme that focus on temperament analysis for children in there middle childhood. This data complemented the literature study which was undertaken and provided information that established the contents of the empowerment programme. The research question could therefore be answered. The qualitative approach was used in phase 2 as the single-system design. The following research hypothesis was formulated for this phase: If an empowerment programme that includes a temperament analysis is attempted with parents, a significant change in their knowledge in handling and understanding of their children should realise. The empowerment programme for parents with children in their middle childhood consisted of six sessions and was implemented over a period of two weeks. Four parents and one single parent undertook the empowerment programme. A group assessment was undertaken with the five children of the parents who attended the empowerment programme. The focus of the group assessment was to determine a tendency to respond. The self-designed questionnaire was completed prior to the empowerment programme and thereafter. This instrument of measurement confirmed the hypothesis. Conclusions and recommendations for the utilization of the programme in future research were formulated as a result of the research study. / Thesis (PhD (Human Movement Science))--University of Pretoria, 2007. / Social Work and Criminology / unrestricted

AFRIKAANS : ‘n Intra-vergelykende verkenning is onderneem van die gebruik van simboliese materiaal in projeksieplate met kinders. Ondersoek is ingestel na die appèlwaarde en stimuluspotensiaal van projeksieplate met simboliese materiaal. ‘n Meervoudige gevallestudie-model met vier deelnemers is gevolg. ‘n Postmoderne, kwalitatiewe navorsingsontwerp met die sosiaal-konstruktivistiese perspektief as grondslag, het as raamwerk vir hierdie studie gedien. Die response op die projeksieplate met simboliese materiaal is intra-vergelykend geweeg teen die response op die TAT-plate. Die wyse waarop kinders se response beïnvloed is deur die gebruik van simboliese materiaal in projeksieplate, hoe projektief betekenisvol die response was en die duidinge wat volgens die projeksie-, struktuur- en meta-analise na vore gekom het, is verken. Hoofbevindinge dui op geval-unieke response wat deur die projeksieplate met simboliese materiaal ontlok is. Alhoewel hoë appèlwaarde bevind is, het meer assosiasies eerder as projeksies voorgekom. Relevante projeksie-inhoud is egter wel deur die projeksieplate met simboliese materiaal ontlok, alhoewel die projeksie-inhoud minder eksplisiet voorgekom het. ENGLISH : An intra- comparative exploration of the utility of symbolic material in projection plates for assessment purposes with children was undertaken. Investigation was specifically centred on the appeal value and stimulus potential of projection plate content with symbolic material depictions. A Postmodern, qualitative research approach was maintained and the social-constructivist paradigm functioned as a framework for the study. Within this overarching design framework, a multiple case study design was used and four children acted as case participants. The responses of each child participant to the projection plates with symbolic material illustrations were compared with his/her responses to Thematic Apperception Test (TAT) projection plates. In particular, the manner in which the children’s responses were influenced by the use of symbolic material in projection plates, how qualitatively meaningful their responses were and the indicators that came to the fore in the projection, structure and meta analyses were explored. The study’s main findings indicate case-specific responses that were elicited by the projection plates with symbolic material. Although the symbolic material projection plates were found to have heightened appeal value for the participants in this study, more associations rather than actual projections were apparent. Relevant projection content was thus found although it was not so explicit as in the case of the projection content found in the TAT responses. / Dissertation (MEd)--University of Pretoria, 2008. / Educational Psychology / unrestricted

Mathematics, as a subject, is used in various scientific careers as a selection tool. It is regarded as the cornerstone of scientific literacy. However, since learners in South Africa do not perform optimally in mathematics they do not enjoy international recognition. Education renewal is ongoing, and South Africa currently follows an outcomes-based (OBE) approach. The teaching of mathematics cannot be renewed successfully if assessment methods are not regularly adapted to meet new developments in the field. The incorporation of an OBE approach at school level made it necessary to facilitate assessment renewal in tertiary mathematics at the Tshwane University of Technology (TUT). TUT is engaged in a merger of three institutions, which has made the development of new curricula and teaching material essential. Hence this a perfect time to introduce assessment renewal. The primary purpose of this thesis is to report on the research study and its results, and to make recommendations for improving the practice. The overarching research hypothesis in this study is that a suitable assessment would probably enhance the effectiveness of a student’s learning. The research focused on the following questions: -- To what extent are outcomes-based strategies effectively and regularly introduced in the teaching of mathematics at TUT? -- Will tertiary mathematics facilitators be prepared to implement outcomes-based strategies at TUT? -- To what extent are outcomes-based strategies strategies in subjects supported by mathematics implemented at TUT? -- How does the ecology of TUT affect the implementation of outcomes-based strategies? -- What other factors could influence the level of implementation of OBS at TUT? -- Have any of the mathematics facilitators at TUT received suitable and adequate training in the implementation of outcomes-based strategies? -- What are the possible implications of the study for TUT’s assessment policy? Action research was chosen as the research design because it is ideally suited to improving practice. Quantitative and qualitative data were collected through questionnaires, personal interviews, interviews with focus groups, observations, documentation and a reflective diary. The main findings are as follows:– -- OBE strategies are not being introduced throughout TUT in the teaching of mathematics. -- Group work and peer assessments are rare occurences. -- Some lecturers are convinced that new assessment methods would lower the standard of their teaching. -- Uncertainty about the merger and the varying teaching conditions at the different campuses tend to inhibit lecturers, making them less willing to undertake assessment renewals. -- TUT should review its admission criteria. -- The lecturers cited large class groups, a lack of marking assistance and ignorance about OBE as reasons for failing to undertake assessment renewal. The study prepared respondents for assessment renewal. In the interim, however, TUT has introduced a Policy on Teaching, Learning and Technology, whereby OBE has been selected as the teaching model for TUT. In future, respondents will receive training and guidance in the implementation of OBE. This study has hopefully made a significant contribution to this positive development. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2007. / Curriculum Studies / unrestricted

Social Impact Assessment (SIA) identifies the intended and unintended impacts that proposed projects or developments are likely to have on a community or individuals and suggest mitigation measures to prevent these impacts and enhance the positive impacts. The main aim of this dissertation is to explore the significance and the status of SIA in a South African context. EIA is currently in its third era of mandatory practice and with an increasing number of SIAs, it is essential that the practice of SIA should be investigated. The aim of this dissertation was firstly reached by exploring the perspectives of SIA practitioners in South Africa through a questionnaire. The practitioners’ perspectives showed that despite distinct weaknesses in the practice of SIA, i.e. the lack of a fixed set of guidelines and a shortage of SIA skill in the practitioner community, SIA practice has improved since 1997 with the promulgation of ECA, although there is still room for improvement. Secondly a quality review was conducted on a sample of SIARs in South Africa using an adapted review package. The results revealed relatively weak report quality compared to EIA report quality, but with an improvement, in report quality since 1997. The quality review findings appear to confirm the perspectives of the practitioners regarding the state of SIA practice in South Africa. Despite the weaknesses in the SIA process, it appears that the SIA practitioner community is driven by best practice considerations, and that SIA practice is in line with international trends. It appears therefore that despite the observed weaknesses, SIA practice in South Africa is relatively healthy. It is recommended that instead of seeking to strengthen SIA practice by means of regulation and guidelines, SIA practitioners should rather ensure that SIA delivers what it is intended to deliver by ongoing pursuance of best practice, and by improved training and skills development. / Thesis (MSc (Geography and Environmental Studies))--North-West University, Potchefstroom Campus, 2013

Social Impact Assessment (SIA) identifies the intended and unintended impacts that proposed projects or developments are likely to have on a community or individuals and suggest mitigation measures to prevent these impacts and enhance the positive impacts. The main aim of this dissertation is to explore the significance and the status of SIA in a South African context. EIA is currently in its third era of mandatory practice and with an increasing number of SIAs, it is essential that the practice of SIA should be investigated. The aim of this dissertation was firstly reached by exploring the perspectives of SIA practitioners in South Africa through a questionnaire. The practitioners’ perspectives showed that despite distinct weaknesses in the practice of SIA, i.e. the lack of a fixed set of guidelines and a shortage of SIA skill in the practitioner community, SIA practice has improved since 1997 with the promulgation of ECA, although there is still room for improvement. Secondly a quality review was conducted on a sample of SIARs in South Africa using an adapted review package. The results revealed relatively weak report quality compared to EIA report quality, but with an improvement, in report quality since 1997. The quality review findings appear to confirm the perspectives of the practitioners regarding the state of SIA practice in South Africa. Despite the weaknesses in the SIA process, it appears that the SIA practitioner community is driven by best practice considerations, and that SIA practice is in line with international trends. It appears therefore that despite the observed weaknesses, SIA practice in South Africa is relatively healthy. It is recommended that instead of seeking to strengthen SIA practice by means of regulation and guidelines, SIA practitioners should rather ensure that SIA delivers what it is intended to deliver by ongoing pursuance of best practice, and by improved training and skills development. / Thesis (MSc (Geography and Environmental Studies))--North-West University, Potchefstroom Campus, 2013

Assessment, as an integral part of teaching and learning, gained unprecedented prominence in the curriculum in South Africa post 1994. When the new curriculum was introduced, it was assumed that teachers would effortlessly adapt their teaching and assessment practices, and swiftly implement the curriculum. Fourteen years after the inception of the new curriculum, majority of teachers are still grappling with issues of assessment. Previously, there was an exclusive bias towards summative assessment, which is mainly learning product–orientated and less or no focus on the other assessment typologies such as diagnostic and formative assessment, which are learning process–orientated. Of these typologies, diagnostic assessment is not being used maximally to enhance mathematics learning and inform the nature of the interventions to attend to learners’ needs. The study focused on diagnostic assessment by investigating the impact of a particular model, GIST model, on the learning barriers and learner achievement in mathematics among the grade 9 learners. The investigation of the impact of the GIST model was done through the experimental design in four schools with class sizes of d > 40. Data were collected quantitatively through Study Orientation Questionnaire (SOM) and Mathematics Achievement Test (MAT) as well as qualitatively through interviews, observations and document analysis. The t–test and the analysis of covariance (ANCOVA) revealed that the GIST model improved the learner achievement practically significantly (d = 0.79). However, the GIST model could not mitigate the learning barriers and improve correlations between SOM and MAT. The study, however, does find grounds to conclude that the latter findings can be attributed to teachers’ lacking understanding and implementation of diagnostic assessment, in particular the GIST components. Hence, certain recommendations are posed with regard to the applicable training of teachers in order to empower them to effectively utilize diagnostic assessment and to guide learners in overcoming learning barriers in mathematics. / Thesis (Ph.D. (Mathematics Education))--North-West University, Potchefstroom Campus, 2011.