The deadly HIV/AIDS pandemic is one of the major developmental challenges facing our nation. Community caregivers (CCGs) play a significant role in addressing the psychosocial needs of orphan and vulnerable children (OVC); however, little attention has been paid to the work and experiences of CCGs. In an endeavour to increase our understanding of their lived experiences, this research qualitatively explored the concerns and motivations experienced by CCGs who work on a daily basis with children in circumstances of extreme adversity, specifically those affected by HIV/AIDS in South Africa. This study draws on the ecological theory of Bronfrenbrenner (1979) to provide a conceptual framework in which to consider the working circumstances of CCGs. Methodologically, focus group discussions were used as the primary source of data collection. Focus groups were conducted with CCGs from three different non-governmental organisations (NGOs) who provide psychosocial support to children affected by HIV/AIDS. The research found that CCGs are passionate about providing holistic care to the children, families and communities in which they work and they experience a variety of concerns about the way in which services are provided and how funding agendas drive the nature of the work and the manner of monitoring and evaluation. They also experience joy and satisfaction in what they do. Limitations and suggestions for future studies are noted, with the aim being for NGOs to acknowledge the concerns and motives and to develop and implement programmes to support staff, and maintain the resilience needed for CCGs to be even more effective in contributing towards providing meaningful services in the difficult circumstance in which they work. / Thesis (M.Soc.Sci.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

The purpose of this research was to examine what the caregivers of raped children experience in the aftermath of child rape disclosure. Nineteen caregivers were drawn from a Treatment Centre, for child rape victims, using purposive sampling. Information was gathered from them by means of focused in-depth interviews that were conducted by a qualified psychologist and the data collected from these interviews were analysed using thematic analysis. According to the findings of this study, caregivers reacted emotionally, physically, and psychologically to rape discovery. What was feared by most caregivers was that their children might have contracted HIV during the rape incident. Most caregivers also complained of the service rendered by the police and considered it to be the worst as compared to that provided by medical staff. When it comes to coping strategies, most caregivers seemed to have been assisted by the Treatment Centre in dealing with rape disclosure. This suggests a need for the development of more such Treatment Centres which are readily accessible by the public. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008.

Thesis (Ph. D. (Social Work)) -- University of Pretoria, 2004. / Includes bibliographical references.

Thesis (M.Psych.Clin.) - University of Queensland, 2004. / Includes bibliography.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

Thesis (MA (Maatskaplike Werk))--Universiteit van Pretoria, 2004. / Bibliografie ingesluit.

Thesis (Ph. D.)--Michigan State University. Family and Child Ecology, 2008. / Title from PDF t.p. (Proquest, viewed on Aug. 17, 2009) Includes bibliographical references (p. 132-146).

Thesis (M.Ed.)--Memorial University of Newfoundland, 1999. / Bibliography: leaves 74-76.

M.Ed. (Educational Psychology) / Adolescent-headed households are a rapidly growing form of family both nationally and internationally, due to increased death rates caused by HIV/AIDS, migration of labourers from rural to urban areas, and the weakened state of traditional family safety nets in taking up care. This raises responsibilities of orphaned children, with extended families no longer able to cope due to strained socio-economic circumstances. As a result, older siblings become caregivers to the younger siblings, and have to assume the role of parenting their siblings, ensuring that they are well taken care of financially, emotionally and otherwise. Resilience is needed to rise above adversity and to stand firm despite all the obstacles. This study was conducted to explore how creative expressive arts can explore the resilience of adolescents in adolescent-headed households. Creative expressive arts are a source of healing for people who may experience amongst other things emotional barriers as well as an inability to express feelings. Arts in therapy are also of exceptional value when used with people with learning difficulties. This study was based on a socio-cultural framework by Lev Vygotsky as a framework for the research with critical discussion of relevant literature on resilience, adolescent-headed households and their development, mild to moderate intellectual impairment as well as creative expressive arts. A qualitative research approach was chosen to understand the research topic from the perspective of the participants. For the purpose of the study, the interpretivist paradigm was chosen, which focused on how people create meaning out of their lives and experiences. A phenomenological design was employed and research participants included five adolescents from a school that catered for learners with mild intellectual impairments. The participants were purposefully selected. Data collection methods included semi-structured focus group interviews, artefacts and participant observation. As a method of data analysis, the Interpretative phenomenological analysis was used to identify themes that emerged, namely: “externalising their contextual stories”, “voicing” and “connecting with belief systems”. The study concludes with possible contributions, limitations and recommendations for future research.

M.Ed. (Educational Psychology) / The influence of the HIV and AIDS pandemic has had a detrimental effect on the lives of children and adolescents affected by it in that the disease has caused the loss of their parents or parental support. The result of the HIV and AIDS pandemic has seen an increase in the number of children and adolescents living in child-headed households. Research shows that children living in child-headed households may be at risk both in a socio-economical and educational manner. There is a concern that children living in child-headed households may also be affected developmentally, especially with regard to development into adulthood. Psychosocial developmental theory of an individual posits that there is an interaction between social and psychological factors which is to say that an individual’s culture, values, beliefs, attitudes and feelings are all involved in how an individual develops into an adult. This research study aims at exploring the psychosocial developmental experiences of Grade 10 learners from child-headed households. A phenomenological multiple case study design was used to gain an in-depth understanding of four cases. This design was descriptive and exploratory in nature. The data collection methods used included semi-structured individual interviews and collages with four purposefully selected participants, and a focus group interview with a separate group of participants from similar circumstances. The data was subjected to content analysis so as to explore emerging themes as related to the psychosocial developmental experiences of the participants. The findings revealed that the psychosocial developmental experiences of the participants can be described by three themes, namely psychological experiences, social experiences and educational experiences. The sub-themes that emerged demonstrate that these participants have a generally positive outlook on life and the future. The participants demonstrated a desire for a better life and felt that getting a good education would stand them in good stead to reach their dreams and goals. Despite this positive outlook, findings also indicated that there is a need for psychological and social support for learners in child-headed households. As such it is recommended that support systems such as mentors and educational psychologists are implemented in school and community environments.