The topic of the research is derived from the researcher‟s own interest as a social worker and observations of reality within youth-headed families. Over the past few years the number of published studies on child and youth-headed households has grown out of the realisation that this multi-faceted phenomenon is growing in numbers and complexity. Most of these studies and reports concentrate on the issue of scale and the severity of the crisis of child and youth-headed households (UNICEF, 2002; Maqoko & Dryer, 2007 & Kuhanen, Shemeikka, Notkola & Nghixulifwa, 2008). These studies reveal the complex nature of the phenomenon of child and youth-headed families and the challenges that face young people within these families which impact on their growth and development. In most of the studies, the phenomenon of child and youth-headed households has been reported to have an impact on societal framework as a result of its complexity (UNICEF, 2002, 2008; van Dijk, 2008; Kuhanen et al., 2008; Evans, 2010). Over the past years there has been a steady increase in studies that has focussed on coping and resilience of children and young people. Many of these studies have identified resilience-related factors through quantitative ecological approaches to research. To date, there seems to be very few qualitative studies that have been undertaken to delineate the construct of resilience in child and youth-headed families within the South African context from the perspectives of children and young people growing up in these families (Beeka, 2008; Nkomo, 2008; Leatham, 2005). McCubbin (1999, in Smith 2006:48) argues that qualitative research is well suited to understanding processes and strategies in the study of resilience. This study therefore corresponds to McCubbin‟ calling by employing a qualitative research to the study of resilience in youth-headed families. The first goal of this study was to gain a deeper understanding of the experiences and needs of youth-headed families in Port Elizabeth, South Africa, as well as to enhance understanding of the protective factors and processes within youth-headed families and their environment that enable them to cope with their circumstances. The secondary goal of this study was to formulate practice guidelines for supporting members of youth-headed families that could be used by social workers and other service providers rendering services to these families in order to enhance their coping and resilience. The following objectives were formulated to guide the research process: - To explore and describe the experiences and needs of youth-headed families; - To explore the perceptions of community members regarding the needs of youth-headed families, as well as their perceptions regarding how these needs are addressed at community level; - To identify and describe the protective factors and/or processes within individual members of youth-headed families, their families and community context that promote the coping and resilience of youth-headed families; - To explore the views of service providers rendering services to youth-headed families regarding the nature of interventions and programmes rendered to these families; - To review the literature on existing family support programmes in order to identify good practice examples to inform the formulation of practice guidelines for supporting members of youth-headed families.

D.Ed. / The purpose of this inquiry was to explore perceptions and practices of family well-being in the context of child-headed families, and to propose a comprehensive framework that would be beneficial for supportive, educational interventions in the families. This inquiry was conducted among orphans living in two child-headed families. Family life of the orphans was the major focus of this study. All the resources from within a family, the activities, interactions and the way a family organizes and plans determines the well-being of individuals in the family. The specific characteristic of this inquiry is that it captures phenomena around human group way of life (families) and human conduct (lived experiences, interactions and behaviours). It is for this reason that the qualitative ethnographic design was employed and a Grounded Theory Approach of analysis was used to inductively derive a comprehensive framework for the facilitation of well-being in the child-headed families who participated in this study. Data generation was done through in-depth interviews, small group discussions, visual and imagery observation, and theoretical sampling. Interviews were conducted with orphans 12 years and older and for orphans under the age of 12 years observations were employed for ethical compliance. The grounded theory analysis included initial coding, focused coding, axial coding, identifying main categories and memo writing to develop the framework.

Despite the growing global momentum and commitment to addressing child malnutrition over the past few decades, undernutrition in children remains a global health crisis, particularly in low- and middle-income countries (LMICs), and leads to deleterious physical and cognitive effects on children. The maternal social network has been linked to child development and health outcomes, partially through its effect on maternal depression, which in turn affects maternal behavior and child health. However, there is limited research in LMICs broadly and in Uganda specifically on the infant/young child caregiving social network, the social network through which mothers receive infant/young child caregiving assistance. This mixed-methods dissertation study piloted and refined a measure to capture this infant/young child caregiving social network in northern Uganda, and then examined sample descriptive data and the associations between networks’ characteristics and maternal depression using a social network analysis (SNA) approach. We also qualitatively examined challenges, barriers, and facilitators to infant and young child caregiving social support. Results found the social network measure to be feasible, acceptable, and comprehensible, and refinements were added to further increase clarity and suitability to the cultural context. Quantitative analyses found higher maternal depression severity to be significantly correlated with lower support on several network characteristics including the average number of caregiving tasks people assisted with, the number of people helping with advanced tasks, and the network density. Further exploration showed that higher network density was also correlated with higher number of tasks alters assisted with. Qualitative results found that mothers often experienced multiple ongoing challenges and barriers in their relationships, such as chronic spousal abuse and financial restriction, and highlighted a lack of systemic support and interventions to address these challenges. We also found several facilitators that helped mothers obtain much needed caregiving support, such as through their older children or Food for the Hungry, a non-profit organization. Though larger future studies are needed to corroborate findings, results of the study may inform interventions for maternal depression and child nutrition/health, identifying possible targets such as network density and highlighting the importance of addressing specific chronic barriers to caregiving social support. Lastly, we also developed a measure that may be used in future studies to examine caregiving networks as a mechanism of change in existing interventions.

South Africa faces a high disease burden and a limited public capacity to provide care to the ill. Research from the UK and sub-Saharan Africa suggests the burden often falls to children, who also take over domestic responsibilities necessary for household survival. To date, there is limited research exploring the relationship between parental illness and children’ responsibilities, or the moderating effect of socio-demographic variables. The thesis is comprised of three research phases. The first is a literature review to summarise existing research and identify substantial gaps, which included limited amounts of quantitative evidence on this topic and a lack of a tool to as-sess child responsibility that had both been adapted to the South African context and included caring responsibilities. The second research phase consists of an exploratory study of n = 349 children living with ill adults in urban and rural communities in the Western Cape province of South Africa to investigate their range of responsibility, which included caring for an ill parent, household chores, childcare, and income-generation. The resulting data were used to create the Child Responsibility Measure, which assesses the range and time burden of re-sponsibilities among South African children. The third research phase is a cross-sectional quantitative survey of n = 2,476 pairs of children and parents from urban and rural communities in KwaZulu-Natal province, South Africa. Resulting data on parental health, socio-demographics, and child responsibilities were analysed with multiple regres-sions to determine drivers of children’s responsibility. Among the findings were that parental illnesses increase the likelihood children provide care and have larger responsibility workloads, and girls are more likely to take on all types of responsibility excluding income-generating activities, which were more common in boys. Additionally, while urban children were more likely to provide personal care, rural children had greater responsibility workloads.

Thesis (MSD (Play Therapy))--University of Pretoria, 2003. / Includes bibliographical references.

M.Ed. (Educational Psychology) / The changing structures of family and the increase in number of orphans are progressively becoming noticeable both nationally and internationally. A growing number of South African children are left without parents who can provide them with basic needs and emotional care and support. The influence of the HIV/AIDS pandemic has had a detrimental effect on the lives of children and adolescents who have lost one or both parents because of it. Orphans living in child-headed households within underprivileged communities are amongst the most vulnerable children and there is a need to stimulate broad-based discussion, and heighten awareness of and sensitivity to their plight, special needs and rights. This study aims to explore and describe the lived psycho-educational experiences of Grade 7 child-headed orphans in a primary school in Soweto and the support programmes available. It also aims to stimulate interest amongst other role players within government, agencies and communities to assist in addressing the situation of these learners through effective intervention strategies. The researcher has made use of a qualitative, phenomenological case study research design. Data was gathered through individual interviews, focus group interviews and the written life essays/stories, analysed according to Tesch’s method of open coding. The findings of this research revealed that the Grade 7 child-headed orphans’ psychological experiences included anger, sadness, lack of trust and need for love, while their educational experiences included performance in class and transition to high school. They also indicated how they experienced support by School Based Support Team (SBST), teachers, peers, community and Non-governmental Organisations (NGOs). The results of the study led to the formulation of recommendations which are intended to heighten awareness via the Department of Education (DoE) and stimulate interest amongst role players, such as school counsellors, educational psychologists and social workers, who are assisting these vulnerable children.

D.Ed. (Educational Psychology) / Child-headed households are becoming increasingly prevalent in the absences of parents, especially in township and rural communities. Parents become absent for different reasons, such as needing to find employment away from home or falling ill and dying. Many extended families can no longer financially afford to care for the children within their own homes. Often different family members will take in siblings as they are unable to accommodate them all in their home due to lack of space or financial resources. As a result siblings would be scattered within the extended family. Child-headed households have become a solution whereby siblings could keep living together as a unit as well as staying within their known environment. Often, however, the responsibility of managing the households would be placed on the adolescent girls due to gender-role division. This could leave the girls vulnerable to the possibility of dropping out of school as managing a household, caring for younger siblings and keeping up with academic responsibilities places adolescent girls under intense pressure. The research focused on the gendered experiences of African adolescent girls from child-headed households in Orlando-West, Soweto. A qualitative research approach was used and the study was conducted by means of a hermeneutic phenomenological case study research design. Feminism, as a paradigm and main theoretical orientation, framed the study and findings. The data collection methods included two focus group interviews, one group of girls and one of boys. Three specifically selected girl participants living within the contexts of a child-headed home were selected. Over eight months and by means of individual interviews, the completion of a booklet and photo-voice activities the participants shared their gendered experiences with me within the contexts of a child-headed household. The findings of the data analysis indicated that adolescent girls from child-headed households specific to this study had to make meaning of their lives whilst still being influenced by patriarchal cultural practices and traditions from the past. The division of household chores in the home as modelled by parents was an instrumental factor in initiating gender inequality. The second theme related to the adolescent girls’ daily struggles in adverse circumstances as they had to make meaning and continually adjust to living arrangements that were not always stable. By virtue of their gender, dangers from the community were persistent. Living as a girl within a child-headed household also meant being confronted daily with the socio-economic hardships that influenced being able to attain academic support at school, and purchasing toiletries, food and daily necessities for their families.

The aim of this study was to investigate the effectiveness of community playgroups on the playfulness of children ages 15 months to 3 years with special needs. In addition to playfulness of the child, the sensitivity and responsiveness of the caregiver were examined. A quasi-experimental, pretest-and-posttest, repeated measures design was used to follow eight children and their caregivers receiving early intervention services and taking part in a community playgroup. The children and their caregivers were measured during a 4-week standard-of-care baseline, before and after an 8-week intervention period, and 4 week post-intervention. The Test of Playfulness (ToP) was utilized to measure playfulness at baseline, before and after intervention, and at follow-up. Qualitative ratings for caregiver-child interaction based on the National Institute of Child Health and Human Development scales measured the sensitivity and responsiveness of the caregiver. A repeated measures analysis of variance (ANOVA) demonstrated that participation in the 8-week playgroup significantly increased child playfulness ( p < .01). Analysis did not detect a change in caregiver sensitivity and responsiveness as a result of intervention. All caregivers who participated in the playgroup were initially highly sensitive responders to their children. Four weeks post-intervention, a strong, positive linear relationship was found between the sensitivity and responsiveness of the caregiver and the playfulness of the child. The effectiveness of the community playgroup has implications for part of comprehensive occupational therapy practice in early intervention.

Home-based child care providers, including regulated family child care (FCC) providers, have long been the backbone of caregiving in the United States. Throughout the 21st century, federal and state governments have endeavored to enhance the quality of early childhood education and care (ECEC) programs to realize promising impacts on child development and learning, such as through investments in creating quality rating and improvement systems (QRIS). However, QRIS often have center-centric standards, are focused more on structural aspects of programs than caring and teaching processes, have demonstrated limited associations with child outcomes, and struggle to engage FCC providers. As federal and state governments move to incorporate FCC providers more deeply into ECEC systems in the wake of the COVID-19 pandemic, this study explores the components of quality that 169 FCC providers across four states value and how a (mis)alignment in these priorities may relate to their engagement in QRIS. This mixed method study mobilizes institutional and reconceptualist theories to explore how FCC providers adopt and resist institutionalized visions of ECEC quality that largely privilege white, Western, and center-centric perspectives. Findings indicate that FCC providers hold varied perspectives on what makes their programs great. Some providers’ perceptions of quality emphasized more structural and symbolic elements aligned with normative ideas of quality, while other providers’ perceptions balanced professional ideals about things like child-centered pedagogy and skill development alongside a focus on fostering loving, family-like, and culturally sustaining relationships with children and their families. While most providers shared at least one component of quality with their state’s QRIS standards (most often related to pedagogy), they also felt that QRIS and other policy systems placed too much emphasis on more structural and bureaucratic elements of their programs instead of on their relationships with children and families. While a few providers felt genuinely engaged in and satisfied with their QRIS, others faced challenges, intentionally stayed at lower rating levels, or dropped out of the QRIS entirely. Findings from this study have implications for creating more culturally and contextually responsive visions of quality, QRIS standards, and ECEC systems in the United States, all of which can be more attuned to the strengths and needs of children, families, and the FCC providers that care for them.

M.Ed. (Educational Psychology) / In the context of poverty, political turmoil and HIV/AIDS, it has become more difficult for parents to take care of their children accordingly. This problem is especially pronounced in Africa and contributes to the formation of child- and youth-headed households (CYHHs). The emergence of such households places children and youth at risk of vulnerability to exploitation, poverty and lack of access to education and resources. This means that these children and youth need to fend and provide for themselves. Given the dominant position of boys in African cultures, they may be in a better position to take care of and provide for their families. Therefore, the aim of this study is to describe and understand the gendered experiences of 12- to 14-year-old African male learners living in CYHHs and, based on this, to suggest possible support interventions to assist them. A qualitative multiple case study design was used, where seven male learners from the Soweto area participated in the data collection process. These learners were identified through a non-profit organisation (NPO) in the Soweto area. The data collection process included the use of individual interviews, collages, and essays. These were analysed using qualitative content analysis methods, as stipulated by Zhang and Wildemuth (2009). The study is explorative in nature and, given the issues of gender being addressed, a social constructionist paradigm was used. The theoretical framework included the works of two prominent theorists in the field of developmental psychology – Erikson (1963, 1968) and Nsamenang (1992, 2005, 2006). Erikson provides valuable insights into the psychosocial experiences of adolescents, whereas Nsamenang explains the relevance of development in an African context. Their ideas were used to understand the findings in relation to the development of the participants.