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M.A. / Children are so often seen as unproductive, dependents that are vulnerable and not responsible for their own actions. Children are in fact individuals in the process of development that can learn to act in a responsible way and to manage their lives. Because children are in the process of development and change, it is a challenge for the therapist to meet the unique needs of the child. This study was developed as a response to a need under social workers for structure in the handling of children with adaptation problems. Social workers need more than just techniques that can be utilized with children in therapy. They also need guidelines on the best techniques to utilize in different phases of the process. This programme aimed at developing an integrated model for child therapy that can be utilized for children who have experienced trauma, who have difficulties adapting to new circumstances, who have behavioural problems or who are in need of personal skills. The Intervention Design and Development Model of Rothman and Thomas (1994) was utilized in the development of the new technological item. The different phases used in the development of the model for child therapy were the following: The problem analysis and planning phase, which included the planning of the study and the setting of goals for the study. The information gathering and synthesis phase, which included an investigation into the available sources for the development of new technology for child therapy. The first focus of the actions in this phase was to identify applicable sources that could be utilized to formulate a theoretical basis for the new technology. The theoretical basis served as a frame of reference to identify the most important aspects of a child that a therapy model should take into account. The next focus was to select existing interventions and technologies that could be used to formulate a practice model that would address the needed aspects of a child. The design phase, consisted of setting a preliminary product. The evaluation phase, which included the implementation of the pilot test and both the process and outcome evaluation. The aim of this phase was to test the programme and to see what can be done to improve on the results and to refine the final product. The implementation and dissemination phase which concluded the study by setting the final product ready for distribution. This product, a model for Functional child therapy, does not provide a recipe for child therapy, nor does it only help children to work through present traumas. The main focus of the model is to help children to become unique individuals within a world that is dominated and structured by adults. Children learn with this model not just to react on adult behaviour, but to become active, responsible role players in their own world.

M. Ed. (Educational and Learning Support) / Society has never before experienced a human tragedy of the magnitude caused by the orphan crisis. Life for the estimated 4 million orphans in sub-Saharan Africa is often desperate where children attempt to care for themselves and each other without adequate adult· support. Orphaned children are not only traumatized by the loss of their parents, they then also lack adult guidance during crucial developmental stages of their lives, and educational concerns are usually neglected. The social costs that emerge are juvenile crime, reduced educational levels, unskilled workers and a general burden on the state. With the introduction of the School Based Support Teams (SBST) in an attempt to further the implementation of inclusive education, schools have become aware of the need to support all learners in their community, including orphans. This study investigated the nature of the role played by the SBST of a primary school in their endeavours to support orphaned learners. During their work with the orphans, the SBST encountered many challenges that emerged as diverse needs of the children were revealed.Initially, the focus was on meeting lower order needs such as food, clothing, shelter and school equipment. In meeting these needsthe SBST embraced a position of collaboration with local businesses and child welfare organisations in providing the necessary resources. Help was also given in the planting of a vegetable garden, with an irrigation system which was tilled by volunteers from the parent community. School uniforms were provided by the Department of Social Development and the Rotary club. With time however, the SBST, started taking an additional responsibility, such as obtaining identity documents, applying for child grants and arranging for social worker involvement in the management of foster parents and custody. Caregivers and foster parents were approached and aided in their applications for exemption from paying school fees and close collaboration with custody courts was maintained. Working more deeply with the orphans, higher order needs emerged regarding grieVing for lost parents, the need to re-establish social groups and family ties, and the need for spiritual guidance and a sense of hope for the future. Responding to this additional challenge the SBST established a link with the local church to provide counselling support for the orphans. The schools guidance department conducted a workshop for the teachers on basic counselling and bereavement counselling which serve to empower the staff to deal with the orphans' emotional trauma on a daily basis. Since the orphaned learners were now being physically and emotionally supported, learning problems emerged due to their previous interruptions in schooling. The SBST called on the expertise of remedially trained teachers to provide extra classes and supervise homework for these learners in an attempt to address their scholastic backlog. Selected orphans were loaned solar powered reading lamps for use at home where there is no electricity. Orphaned learners were also encouraged to participate in the school's sporting and extra-mural programme and the necessary sport gear and arrangements were facilitated by the SBST. As the nature of the SBST's involvement deepened, a sub-committee was established, the welfare portfolio, whose sole responsibility was the well-being of the school's orphans. In managing the growing orphan population in the school, they compiled a database of the orphans in the school detailing their specific problems, needs, home circumstances and the actions required by the school in supporting each child's individual needs. A workshop was conducted for the foster parents and caregivers on budgeting and using the child care grants wisely for the orphans. Since it was revealed that some caregivers were abusing the funds on alcohol and neglecting the orphans in their care. The welfare committee also negotiated half price transport fees with the local taxi service in the transportation of orphaned learners to and from school. Apartnership was established with the local police station to gain their support. Should any orphaned learners report physical abuse, they would be respectfully treated. The systemic and collaborative nature of the role of the SBST in this primary school is highlighted in this case study. Without the visionary focus and strategic planning of the SBST in supporting the orphaned learners, they would probably have dropped out of school. Thus the transformation of the SBST into a broad-based structure which networks with a myriad of sources is crucial in fostering inclusive educational practices in South African schools.

Indiana University-Purdue University Indianapolis (IUPUI) / The division of labor in households is an important topic in marital relationships. Families are not static; they are in a constant state of change. Employment, individual family members’ schedules, and religious beliefs can impact how couples divide household tasks. This particular study draws on in-depth interviews of four married couples from American Baptist churches to explore how couples within this type of church divide household tasks. The interviews focused on the management of second- and third-shift household tasks, as well as childcare. The purpose of obtaining this information was to see if the way American Baptist couples handle second-, third-shift duties, and childcare is more consistent with general population couples or more consistent with Evangelical/Conservative couples. Husbands and wives were interviewed separately to obtain individual thoughts and opinions. The interviews revealed that when it comes to second-shift tasks and child care, American Baptist couples are more in line with general population couples. As far as third-shift duties, Evangelical, general population, and American Baptist couples are all currently handling in very similar ways with the female performing the majority of third-shift tasks.