This study set out to investigate the parent-infant interventions that are run by a community-based organisation on the outskirts of Johannesburg’s Alexandra township, South Africa. Community-based interventions that support the parent-infant dyad present an ideal opportunity to shape the development of youth as they aim to foster secure attachment relationships thereby providing the bedrock for future growth. This research specifically explores caregivers’ perceptions of the Baby Mat project in order to understand why some caregivers make optimal use of this intervention whereas others do not. It also gives insight into why some caregivers who are referred for parent-infant psychotherapy on the Baby Mat fail to take up this offer. In addition, it identifies needs caregivers have that are not being met by the Baby Mat. Data for this study was collected by holding a focus group with 11 caregivers in group discussion. The results of the data analysis indicate that caregivers are increasingly having to navigate the transition to motherhood alone, and are often overwhelmed with anxiety. Possibly this is because the support gleaned from extended families has diminished over the last few decades in South Africa. Consequently caregivers are often very receptive to the Baby Mat, which they see in the role of “grandmother”. By visiting the Baby Mat, caregivers realise that they are not alone in the challenges they face and often leave the mat feeling more hopeful about their problems. Yet several factors block them from making full use of this intervention. The primary one is their socially and economically weak position. They are also concerned that actions that they would rather avoid might be taken when facilitators on the mat learn of the abuse they are exposed to. Having limited resources, they are often looking for information and guidance and when this need cannot be met, frustration follows. Generally they want people running relevant interventions to come to them, as opposed to their going out to seek support. This may explain their failure to take up parent-infant psychotherapy. It is also was evident that the caregivers want to reach out to each other.

The changing structures of families and the increase in the number of child headed families are progressively becoming noticeable both nationally and internationally. Reviewed literature has confirmed that the increasing trend in orphan status among school going age over the period 2002-2009, is of major concern. A growing body of literature also indicates that child headed families and orphan hood are becoming common phenomena in many African countries in general and South Africa in particular. This scenario presents certain challenges especially on the orphaned children‘s learning and schooling experiences as well as their behavioural and social interaction patterns. The phenomenon calls for greater educational support for such learners at school and home. Increasingly, teachers and schools world over are expected to respond to the changing educational environment and contextual realities of schooling that include the orphaned learners who head households. The aim of this thesis was to address the behavioural challenges that orphaned learners who head household experience and to develop a psycho-educational programme to support their learning. A qualitative instrumental case study research design was used with a study sample of 30 orphaned learners living in child headed household aged 10 to 16 years, ten Life Orientation Teachers, four members of School Management Team, eight members of School Based Support Team (SBST) and four Social Workers who were purposively sampled to participate in the study. The study was conducted in 15 classes located at four schools (3 secondary, 1 primary) in Taledi Area, Mamusa Circuit located in Ipelegeng Township of Schweizer Reneke town under Dr R.S. Ruth Momphati District-North West Province, South Africa. In order to answer the research question, data was collected using a variety of data collection techniques. These were semi structured interviews, observations and documentary analysis. Data obtained was analysed using the interpretational analysis method to determine the common themes and sub themes describing the behavioural challenges that the orphaned learners experience during schooling in the playgrounds and in the classroom. Data analysed revealed that although orphaned learners are socially strong with regard to interaction with their peers, they experience learning difficulties in the classroom leading to underperformance and grade repeating. The study also noted that orphaned learners exhibit negative conduct behaviours and negative social interaction patterns with their LO teachers and members of the school management team. The study also revealed that emotional problems and lack of material support are common phenomena amongst these learners. The study arrived at the recommendation that a psycho-educational programme to address the behavioural challenges be developed to enhance the academic performance of the learners. / Psychology of Education / D. Ed. (Psychology of Education)

In South Africa prior to 1994, community-based care and support services were established for whites only. The majority of older African (black) persons received informal support from their adult children and relatives. This has waned over the years due to the social and economic changes that have put into doubt the continued viability of such support. The Older Persons Act of 2006 requires social workers to establish community-based care and support services for older persons. Hence, the study was conducted to understand the factors that influence social workers in establishing CBCSS for older persons in Bloemfontein in the Free State Province. A qualitative research method was undertaken to accomplish the goal of the study. Purposive and snowball sampling techniques were used to identify suitable participants. Face-to-face semi-structured interviews were conducted with fifteen social workers who provide services to older persons. The data was analysed through Tesch’s (cited by Creswell, 2009:186) eight steps of qualitative analysis and data verification was conducted following Guba’s (Kreftling, 1991) model. The major finding is that there is a need for social workers to specialise in older persons programmes (gerontology). For the programmes to be a success, it is recommended that the Department of Social Development (DSD) strive to retain social workers who are knowledgeable and experienced in older persons programmes. / Social Work / M.A. (Social Science)

In South Africa prior to 1994, community-based care and support services were established for whites only. The majority of older African (black) persons received informal support from their adult children and relatives. This has waned over the years due to the social and economic changes that have put into doubt the continued viability of such support. The Older Persons Act of 2006 requires social workers to establish community-based care and support services for older persons. Hence, the study was conducted to understand the factors that influence social workers in establishing CBCSS for older persons in Bloemfontein in the Free State Province. A qualitative research method was undertaken to accomplish the goal of the study. Purposive and snowball sampling techniques were used to identify suitable participants. Face-to-face semi-structured interviews were conducted with fifteen social workers who provide services to older persons. The data was analysed through Tesch’s (cited by Creswell, 2009:186) eight steps of qualitative analysis and data verification was conducted following Guba’s (Kreftling, 1991) model. The major finding is that there is a need for social workers to specialise in older persons programmes (gerontology). For the programmes to be a success, it is recommended that the Department of Social Development (DSD) strive to retain social workers who are knowledgeable and experienced in older persons programmes. / Social Work / M.A. (Social Science)

The changing structures of families and the increase in the number of child headed families are progressively becoming noticeable both nationally and internationally. Reviewed literature has confirmed that the increasing trend in orphan status among school going age over the period 2002-2009, is of major concern. A growing body of literature also indicates that child headed families and orphan hood are becoming common phenomena in many African countries in general and South Africa in particular. This scenario presents certain challenges especially on the orphaned children‘s learning and schooling experiences as well as their behavioural and social interaction patterns. The phenomenon calls for greater educational support for such learners at school and home. Increasingly, teachers and schools world over are expected to respond to the changing educational environment and contextual realities of schooling that include the orphaned learners who head households. The aim of this thesis was to address the behavioural challenges that orphaned learners who head household experience and to develop a psycho-educational programme to support their learning. A qualitative instrumental case study research design was used with a study sample of 30 orphaned learners living in child headed household aged 10 to 16 years, ten Life Orientation Teachers, four members of School Management Team, eight members of School Based Support Team (SBST) and four Social Workers who were purposively sampled to participate in the study. The study was conducted in 15 classes located at four schools (3 secondary, 1 primary) in Taledi Area, Mamusa Circuit located in Ipelegeng Township of Schweizer Reneke town under Dr R.S. Ruth Momphati District-North West Province, South Africa. In order to answer the research question, data was collected using a variety of data collection techniques. These were semi structured interviews, observations and documentary analysis. Data obtained was analysed using the interpretational analysis method to determine the common themes and sub themes describing the behavioural challenges that the orphaned learners experience during schooling in the playgrounds and in the classroom. Data analysed revealed that although orphaned learners are socially strong with regard to interaction with their peers, they experience learning difficulties in the classroom leading to underperformance and grade repeating. The study also noted that orphaned learners exhibit negative conduct behaviours and negative social interaction patterns with their LO teachers and members of the school management team. The study also revealed that emotional problems and lack of material support are common phenomena amongst these learners. The study arrived at the recommendation that a psycho-educational programme to address the behavioural challenges be developed to enhance the academic performance of the learners. / Psychology of Education / D. Ed. (Psychology of Education)

Children heading their households are not a new phenomenon in South Africa. Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) has been the number one cause behind the emergence of many child-headed households in sub-Saharan Africa. This qualitative research inquiry was guided by an interpretivist epistemology. Bronfenbrenner's ecological theory was used as the theoretical framework that guided this study. A case study design was used with un-structured interviews being the primary method of data collection. Participatory task-based methods in the form of metaphors and story writing, informal observations, questionnaires and field notes augmented the data generation process. Purposive sampling procedures were used and two participants were chosen for this study. Thematic analysis of data generated the themes and sub-themes which provided insight into the lives of children in the role of parents. Findings of this study reveal that orphaned and vulnerable children in the role of parents have the task of taking care of their siblings by providing food, washing their clothes, sending them to school and helping with their homework. They also have the added task of making decisions in the home and providing parental guidance to their younger siblings in the absence of their parents. Children in this study also experienced poverty and faced stigma and discrimination from relatives, peers, neighbors and members in the community / Educational Studies / M.Ed. (Guidance and Counselling)

Children heading their households are not a new phenomenon in South Africa. Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) has been the number one cause behind the emergence of many child-headed households in sub-Saharan Africa. This qualitative research inquiry was guided by an interpretivist epistemology. Bronfenbrenner's ecological theory was used as the theoretical framework that guided this study. A case study design was used with un-structured interviews being the primary method of data collection. Participatory task-based methods in the form of metaphors and story writing, informal observations, questionnaires and field notes augmented the data generation process. Purposive sampling procedures were used and two participants were chosen for this study. Thematic analysis of data generated the themes and sub-themes which provided insight into the lives of children in the role of parents. Findings of this study reveal that orphaned and vulnerable children in the role of parents have the task of taking care of their siblings by providing food, washing their clothes, sending them to school and helping with their homework. They also have the added task of making decisions in the home and providing parental guidance to their younger siblings in the absence of their parents. Children in this study also experienced poverty and faced stigma and discrimination from relatives, peers, neighbors and members in the community / Educational Studies / M. Ed. (Guidance and Counselling)