HIV/AIDS is the biggest challenge facing humankind today and can no longer be compared to other health disasters. One of the greatest challenges it presents is that of nurturing healthy children to become competent, adaptive adults despite the numerous negative effects of the pandemic. Of concern is the lack of interventions that address the psychosocial needs of children affected by HIV/AIDS, poverty and violence. The present research study aims to evaluate a group therapy programme that has been developed to address this lack. The therapy programme used in this study is embedded in Bronfenbrenner's (1979) ecological model, which focuses on the interaction between person and environment. The model proposes that this interaction is two directional and reciprocal. It also draws on the literature concerning risk and resilience in children, which aims to understand personal, familial and social factors that create and sustain resilience in children. Thus, the programme aims to intervene on many levels and to give the children the opportunity to deal with and gain mastery over their past experiences and feelings. In addition, it aims to develop resilience, self-esteem and internal coping resources and enables them to access external support systems in the future. In order to evaluate the programme, a sample of 43 vulnerable children was drawn from a peri-urban community in Pietermaritzburg, KwaZulu-Natal. The sample was randomly divided into a control group and two experimental groups, that later merged into one experimental group. Pre-test data was collected from all the participants in the form of a questionnaire consisting of 4 quantitative tools: the Trauma Symptom Checklist for Children (TSCC), the Culture Free Self Esteem Inventory (CFSEI), the Reynolds Child Depression Scale (RCDS) and a Social Support Scale (SSS). The group therapy programme, consisting of 15 sessions was then run with the experimental group. The control group engaged in 15 sessions involving games, singing, III drawing and other activities. Post-test data using the same questionnaire was collected from all the participants. The data was analysed quantitatively. No statistically significant differences were noted between any of the overall pre- and post-test data, except that of the TSCC. The graphical representations of the results showed a reduction in trauma symptoms and depression, and a raise in self-esteem, however the p-values were not significant. This is thought to be the result of the small sample size. The result also indicated that the CFSEI cannot be considered a reliable tool in this study. This study emphasises the need for further research in the field of vulnerable children in South Africa and the development, implementation and evaluation of interventions for this subgroup. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

This project addressess the importance of early childhood intervention for California's infants and toddlers and how the managed care trends are affecting families' ability to obtain help for their children.

No description available.

This research programme endeavours to develop, implement and evaluate an effective method of offering psychosocial support to vulnerable children. Vulnerability is defined by trained community members as including children who are experiencing especially difficult lives. The forms of difficulties experienced by the children has usually been a consequence of the HIV/AIDS pandemic, extreme poverty combined with other psychosocial risk factors, child abuse (especially child sexual abuse) and violence. This community based programme incorporates four phases of intervention, only two of which were the focus of summative evaluation. However, due to the integrated nature of the programme it was necessary to implement and document the various phases of the intervention programme: (i) community selection and mobilisation; (ii) the 5-day Sensitisation Programme (SP) sensitises adult community volunteers to the psychosocial needs of vulnerable children; (iii) the 15-session Structured Group Therapy Programme (SGTP) enables children to work through past adversities and to build resilience within small groups of peers in a programme where community volunteers served as apprentice facilitators under the supervision, guidance and ethical responsibility of qualified psychologists; (iv) community based initiatives to offer on-going of PSS activities to vulnerable children in each of the partnering communities. Nine partnering communities were selected, three township, periurban and rural communities. This programme was not effective in the informal settlements as it was not possible for these communities to place children as a priority. A qualitative summative evaluation of the SP took place using post workshop evaluation questionnaires, focus group discussions conducted by an independent researcher and an audit of the community based initiatives that developed as a result of participation in the SP. The SGTP was summatively evaluated using a 4-way Factorial design with one within-subject and three between-subject conditions: to investigate the age of the subjects, the geographic regions and gender variables. The 741 children formed five experimental and control conditions to conduct various combinations of the above-mentioned phases programmes and to adequately control for the many confounding variables. Pre- and post intervention assessments were conducted by trained community research assistants. The dependent variable measures were the Culture Free Self Esteem Inventory (Battle, 1992), the Trauma Symptom Checklist for Children (Biere & Elliot, 1997), the Reynolds Depression Scale for Children (Reynolds, 1989), the Social Support Scale (Beale Spencer, Cole, Jones, and Phillips Swanson, 1997) and the Connor's Parent Questionnaire Connors, 1998). Multivariate analysis evaluated the effectiveness of the various experimental and control conditions. The results indicate that the SGTP, run in combination with the SP, is an effective intervention strategy in that it alleviates symptoms of self-reported depression and other psychosocial manifestations of distress as well as decreased the number and severity of symptoms reported by primary caregivers, and leads to increased access to perceived social support. The SP and the SGTP conducted independently of each other have limited benefits and as such can be considered to be partially effective. The children who had formed part of the non-vulnerable control group felt left out of the programme and report an increase in symptomatology and decreased access to social support. While this community-based programme can be considered to be an effective method of therapeutic intervention and of offering psychosocial support to vulnerable children, further research is needed to consider the cost-effectiveness, the sustainability and ways in which those children who do not participate can still can benefit. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

The purpose of this study was to explore the impact of the latchkey situation on children's relationships. A literature study on the concept `latchkey' children was conducted and it was established that there are only a few studies conducted on the phenomenon. However, most of the literature consulted established that self-care has a negative and positive impact on children's relationships with the self, their parents, siblings, peers and educators. To confirm the findings from the literature study an empirical study was conducted by means of collecting data from three `latchkey' children, three educators and four parents. The empirical research confirmed the findings of the literature study that a latchkey situation has indeed a negative impact on children's relationships with the self and others. The empirical study did, however, not confirm the positive impact of a latchkey situation on children's relationships with the self, parents, siblings, peers and educators. / Educational Studies / M. Ed (Guidance and Counselling)

Summaries in Afrikaans and English / ADHD is a well-known disorder affecting approximately 8% of children in South Africa. Despite years of research and development re the disorder, it seems that parents and teachers sometimes do not have the ability to handle a child with ADHD. Since a lot of the information is contradictory, confusion exists among parents and teachers who act as the support system of the child with ADHD. ADHD is a serious and destructive disorder and can influence the child’s social functioning negatively. Due to continuous failure, the child with ADHD has a low self-esteem. These aspects are the point of reference for the aim of this study, namely the development and implementation of a Gestalt therapeutic intervention plan aimed at the empowerment of the child with ADHD in the middle childhood years, his supporting systems and the evaluation of the impact thereof. The empirical data was gathered by a process of intervention research. A combination of the qualitative and quantitative approach was used. During the use of the qualitative method, a quasi-experimental one-group-pretest-posttest design was utilized. During the qualitative phase, the phenomenological perspective was used. An in-depth literature study was done in respect of ADHD, the theoretic basis of ADHD, the child with ADHD in the middle childhood years and the ADHD from a Gestalt therapeutic perspective. This literature study was the starting point for the development of the comprehensive holistic intervention plan. The intervention plan consists of three programmes: Firstly an empowering program of six sessions aimed at the child in the middle childhood years with ADHD – attention was given to emotional awareness and the dealing with unfinished business. Secondly an empowering programme aimed at the parents consisting of four parental guidance sessions, and thirdly an empowerment programme aimed at the teachers, consisting of two workshops. / AandagTekortHiperaktiwiteitsVersteuring (ATHV) is 'n welbekende versteuring wat ongeveer 8% van SuidAfrikaanse kinders be'invloed. Ten spyte van jarelange navorsing en die verbetering van begrip vir die versteuring, blyk dit dat ouers en onderwysers steeds nie altyd oor die vermoe beskik om 'n kind met A THV te hanteer nie. Aangesien daar baie teenstrydige inligting beskikbaar is, word verwarring geskep by ouers en onderwysers, wat as die kind met A THV se steunstelsels moet dien. A THV is 'n ernstige en verwoestende versteuring en kan die kind se maatskaplike funksionering negatief be'invloed. As gevolg van voortdurende mislukking het die kind met ATHV dikwels 'n lae selfwaarde. Hierdie aspekte het as uitgangspunt gedien vir die doel van die ondersoek, naamlik die ontwikkeling en implementering van 'n Gestaltterapeutiese intervensieplan gerig op die bemagtiging van sowel die kind met A THV in die middelkinderjare, asook sy steunstelsels, en om die impak daarvan te evalueer. Tydens die ondersoek is 'n proses van intervensienavorsing gevolg wat 'n gekombineerde kwalitatiewe en kwantitatiewe navorsingsmetode is. In die benutting van die kwalitatiewe metode is 'n kwasie-eksperimentele een-groep-voortoets-natoetsstrategie benut. By die kwalitatiewe metode is vanuit die fenomenologiese perspektief gewerk. 'n Diepgaande literatuurstudie is gedoen ten opsigte van ATHV, die teoretiese begronding van ATHV, die kind met ATHV in die middelkinderjare en ATHV vanuit 'n Gestaltterapieperspektief. Hierdie literatuurstudie het as basis vir die ontwikkeling van 'n omvattende holistiese intervensieplan gedien. Die intervensieplan bestaan uit drie programme. Eerstens 'n bemagtigingsprogram van ses sessies gerig op die kind met A THV in die middelkinderjare waar die klem geplaas is op emosionele bewuswording en die hantering van onvoltooidhede. Tweedens 'n bemagtigingsprogram gerig op die ouers tydens vier ouerleidingsessies. Derdens 'n bemagtigingsprogram gerig op die onderwysers bestaande uit twee werkwinkels. Gestaltterapie het nie slegs as teoretiese verwysingsraamwerk tydens die ondersoek gedien nie, maar Gestaltterapeutiesemetodes is ook benut tydens die implementering van die intervensieplan. Resultate vanuit die empiriese gegewens dui aan dat die ouers en onderwysers se kennis ten opsigte van ATHV verbeter het, want hulle het hanteringstrategiee aangeleer en begin toepas, en daar was beter begrip tussen die skool en die ouers waarby die kinders gebaat het. Die kinders se selfwaarde is ook verhoog en hulle maatskaplike funksionering het verbeter. / Social Work / D. Diac. (Play Therapy)

The purpose of this study was to explore the impact of the latchkey situation on children's relationships. A literature study on the concept `latchkey' children was conducted and it was established that there are only a few studies conducted on the phenomenon. However, most of the literature consulted established that self-care has a negative and positive impact on children's relationships with the self, their parents, siblings, peers and educators. To confirm the findings from the literature study an empirical study was conducted by means of collecting data from three `latchkey' children, three educators and four parents. The empirical research confirmed the findings of the literature study that a latchkey situation has indeed a negative impact on children's relationships with the self and others. The empirical study did, however, not confirm the positive impact of a latchkey situation on children's relationships with the self, parents, siblings, peers and educators. / Educational Studies / M. Ed (Guidance and Counselling)

Summaries in Afrikaans and English / ADHD is a well-known disorder affecting approximately 8% of children in South Africa. Despite years of research and development re the disorder, it seems that parents and teachers sometimes do not have the ability to handle a child with ADHD. Since a lot of the information is contradictory, confusion exists among parents and teachers who act as the support system of the child with ADHD. ADHD is a serious and destructive disorder and can influence the child’s social functioning negatively. Due to continuous failure, the child with ADHD has a low self-esteem. These aspects are the point of reference for the aim of this study, namely the development and implementation of a Gestalt therapeutic intervention plan aimed at the empowerment of the child with ADHD in the middle childhood years, his supporting systems and the evaluation of the impact thereof. The empirical data was gathered by a process of intervention research. A combination of the qualitative and quantitative approach was used. During the use of the qualitative method, a quasi-experimental one-group-pretest-posttest design was utilized. During the qualitative phase, the phenomenological perspective was used. An in-depth literature study was done in respect of ADHD, the theoretic basis of ADHD, the child with ADHD in the middle childhood years and the ADHD from a Gestalt therapeutic perspective. This literature study was the starting point for the development of the comprehensive holistic intervention plan. The intervention plan consists of three programmes: Firstly an empowering program of six sessions aimed at the child in the middle childhood years with ADHD – attention was given to emotional awareness and the dealing with unfinished business. Secondly an empowering programme aimed at the parents consisting of four parental guidance sessions, and thirdly an empowerment programme aimed at the teachers, consisting of two workshops. / AandagTekortHiperaktiwiteitsVersteuring (ATHV) is 'n welbekende versteuring wat ongeveer 8% van SuidAfrikaanse kinders be'invloed. Ten spyte van jarelange navorsing en die verbetering van begrip vir die versteuring, blyk dit dat ouers en onderwysers steeds nie altyd oor die vermoe beskik om 'n kind met A THV te hanteer nie. Aangesien daar baie teenstrydige inligting beskikbaar is, word verwarring geskep by ouers en onderwysers, wat as die kind met A THV se steunstelsels moet dien. A THV is 'n ernstige en verwoestende versteuring en kan die kind se maatskaplike funksionering negatief be'invloed. As gevolg van voortdurende mislukking het die kind met ATHV dikwels 'n lae selfwaarde. Hierdie aspekte het as uitgangspunt gedien vir die doel van die ondersoek, naamlik die ontwikkeling en implementering van 'n Gestaltterapeutiese intervensieplan gerig op die bemagtiging van sowel die kind met A THV in die middelkinderjare, asook sy steunstelsels, en om die impak daarvan te evalueer. Tydens die ondersoek is 'n proses van intervensienavorsing gevolg wat 'n gekombineerde kwalitatiewe en kwantitatiewe navorsingsmetode is. In die benutting van die kwalitatiewe metode is 'n kwasie-eksperimentele een-groep-voortoets-natoetsstrategie benut. By die kwalitatiewe metode is vanuit die fenomenologiese perspektief gewerk. 'n Diepgaande literatuurstudie is gedoen ten opsigte van ATHV, die teoretiese begronding van ATHV, die kind met ATHV in die middelkinderjare en ATHV vanuit 'n Gestaltterapieperspektief. Hierdie literatuurstudie het as basis vir die ontwikkeling van 'n omvattende holistiese intervensieplan gedien. Die intervensieplan bestaan uit drie programme. Eerstens 'n bemagtigingsprogram van ses sessies gerig op die kind met A THV in die middelkinderjare waar die klem geplaas is op emosionele bewuswording en die hantering van onvoltooidhede. Tweedens 'n bemagtigingsprogram gerig op die ouers tydens vier ouerleidingsessies. Derdens 'n bemagtigingsprogram gerig op die onderwysers bestaande uit twee werkwinkels. Gestaltterapie het nie slegs as teoretiese verwysingsraamwerk tydens die ondersoek gedien nie, maar Gestaltterapeutiesemetodes is ook benut tydens die implementering van die intervensieplan. Resultate vanuit die empiriese gegewens dui aan dat die ouers en onderwysers se kennis ten opsigte van ATHV verbeter het, want hulle het hanteringstrategiee aangeleer en begin toepas, en daar was beter begrip tussen die skool en die ouers waarby die kinders gebaat het. Die kinders se selfwaarde is ook verhoog en hulle maatskaplike funksionering het verbeter. / Social Work / D. Diac. (Play Therapy)

In this study, guidelines were developed for used by social workers to provide emotional support to children in foster care. The child in foster care as well as the services rendered in respect of such a child have been discussed in a literature study. The principles of Gestalt therapy were also discussed as these were used as part of the empirical study and as basis for the guidelines for social workers. A qualitative research design was used to complete the empirical study and case studies were used. Children between six and twelve years who have been in foster care for less than two years and who needed emotional support were selected for the study by means of a purposeful test sample. The research results showed that children in foster care are in need of emotional support. To provide such emotional support to the child in foster care, guidelines have been developed for social workers which they can apply when providing services to the child. These guidelines also serve as the conclusions and recommendations of the study. / Social Work / (M. Diac. (Play Therapy))

In the experience of being a play therapist and social worker, the researcher became aware of the breakdown of adolescent foster placements. Although there are many causal factors of adolescent foster care breakdown, it was the treatment and sustaining of these placements that the researcher was interested in. The utilization of dyadic brief Gestalt play therapy aims to support the relationship between the carer and adolescent in order to sustain and stabilize the foster placement. The empirical study includes data collection and analysis. The data was gathered through observations and field notes from unstructured interviews, in this case the dyadic therapeutic process with the adolescent and carer. The data was then analyzed, and eleven outcomes were discussed: the building of a therapeutic relationship, the process of dialogue, the gaining of awareness, contact, resistance, the internal working model, polarities, working in the here and now, the utilization of Gestalt experiments and Gestalt play therapeutic techniques. In addition, the implications of the brief Gestalt therapeutic model were identified. These themes are discussed fully in the final chapter encompassing conclusions and recommendations.This study found that it was possible to work effectively with the adolescent and carer in a dyadic brief Gestalt therapeutic way utilizing play therapy techniques. Recommendations regarding the conclusions were made in relation to the outcomes of this study. / Social Work / M.Diac. (Play therapy)