On t.p.: Master of Arts (Welfare Programme Management) / Thesis (MA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The study of case management of sexually abused children by social workers was conducted in the Moses Kotane District Municipality, because of the following reasons: firstly, there is an escalation of reported cases that are referred from various service organizations to the Department of Social Services; secondly the statutory policies alone cannot be the absolute protection for children against sexual abuse; thirdly, as communities seem to ignore their roles in protecting children against this problem. The social workers end up carrying the ultimate responsibility to protect children. An exploratory study was therefore undertaken to investigate how social workers in the Moses Kotane District Municipality intervene in these cases. It is crucial for professionals to have the necessary knowledge, skills and correct attitude when they intervene in child sexual abuse cases. The study explored the various dynamics that motivate this problem as well as the circumstances that can expose children to the risk of child sexual abuse. Motivation to abuse children in the Moses Kotane District Municipality emanated from the family circumstances, characteristics of the abusive father(s) as well as a lack of community child care resources The social workers need to have insight in various risk factors of this problem. These may include the circumstances surrounding the child, community factors, societal factors, family factors and the attributes of professionals dealing with child sexual abuse cases. The knowledge of the dynamics and risk factors assists social workers to assess whether the child has been abused and to do risk assessment as well as need assessment of the victims and their families. Such information can assist the social workers to make a safety plan of action regarding the child victims. It is therefore vital that the social workers identify the nature of case management style through which they render services to sexually abused children. Direct service delivery, which is preferred by most social workers in the agency, and indirect service delivery are the two types of case management styles that social workers can employ, depending on whether they work in a generic social work setting or private child welfare agency. Although social workers may have the expertise and skill to intervene effectively in child sexual abuse cases, their interventions may be affected by various challenges and result in ineffective service delivery to the victims and perpetrators of child sexual abuse. These challenges may include working conditions that are adverse, community trials of cases of child sexual abuse and unresponsive agency management. Other challenges may include resistance from clients, lack of supervision, lack of training in child sexual abuse work as well as the demanding nature of child sexual abuse work. Throughout the process of case management the social workers need to liaise and cooperate with the multi-professional team comprising of the police (CPU), medical personnel, the prosecutor(s), a psychologist as well as the family members. The team may vary from one agency to the other, however, the social worker, police and medical personnel need to be available at all the team meetings. None of these professionals is supposed to assess victims alone, because the assessment should be focused on the social, medical, psychological, legal, physical and material needs of sexually abused children. It is imperative that social workers are aware of how their attitudes, beliefs, emotions, perceptions and feelings affect the effectiveness of service delivery to these children. The professionals therefore need to be skilled to react responsively and professionally to the victims. Social skills are important for creating worthy client - worker relationships and to enhance accountability in role relationships between the clients and the professionals. By applying interactional skills, the social workers can create a child-friendly atmosphere during intervention, as the social worker can be able to listen empathetically and deal with feelings that surface during the interviews. By applying cognitive skills, the professionals can be in a position to "read" subtle emotions and feelings of the clients and assess the level of their cognitive functioning. The application of theory in practice is vital during intervention as decisions; judgement and interventions should be professional and not haphazard. The social worker thus needs to have knowledge of the perspectives, theories and models of social work. This study has provided such a framework to guide social workers in managing cases of child sexual abuse. / AFRIKAANSE OPSOMMING: Die studie oor hoe maatskaplike werkers gevallebestuur van seksueel gemolesteerde kinders doen, is in die Moses Kotane Munisipale Distrik onderneem om die volgende redes. Eerstens is daar 'n toename in die gerapporteerde gevalle van seksuele molestering wat deur verskeie diensorganisasies verwys word na die maatskaplike werkers in diens van Departement van Welsyn. Tweedens bied die statutêre beleid op sigself nie aan kinders algehele beskerming teen seksuele molestering nie. Derdens blyk dit dat van maatskaplike werkers verwag word om algehele verantwoordelikheid vir die beskerming van kinders te aanvaar omdat dit skyn asof gemeenskappe hulle rol om kinders teen seksuele molestering te beskerm, ignoreer. Derhalwe is 'n verkennende studie onderneem om vas te stel hoe maatskaplike werkers in die Moses Kotane Munisipale Distrik dienste lewer aan hierdie kinders. Dit is essensieel dat professionele persone oor die nodige kennis, vaardighede en regte houding sal beskik wanneer gevalle van seksuele molestering van kinders hanteer word. Met die studie is die faktore wat aanleiding gee tot seksuele molestering, sowel as die omstandighede wat kinders blootstel aan die risiko van seksuele molestering, ondersoek. Daar is vasgestel dat die motivering vir seksuele molestering van kinders in die Moses Kotane Munisipale Distrik gespruit het uit hulle gesinsomstandighede, kenmerke van die molesterende vader(s), sowel die gebrek aan bronne vir kinderbeskerming in die gemeenskap. Maatskaplike werkers behoort insig te hê in die faktore wat kinders 'n risiko van seksuele molestering kan maak. Hierdie faktore kan verband hou met die omstandighede van die kind, gemeenskapsfaktore, samelewingsfaktore, gesinsfaktore en die kenmerke van die professionele persone wat die gevalle van kinders wat seksueel molesteer is, hanteer. Kennis van die dinamika van seksuele molestering en die risiko faktore van seksuele molestering van kinders, sal maatskaplike werkers in staat stelom te assesseer of kinders gemolesteer is en om risiko-assesserings, sowel as behoeftebepalings van die slagoffers en hulle gesinne te doen. Sodanige inligting sal die maatskaplike werker help om 'n veiligheidsplan van aksie vir kinderslagoffers op te stel. Dit is derhalwe noodsaaklik dat maatskaplike werkers die aard van hulle gevallebestuur styl deur middel waarvan dienste aan seksueel gemolesteerde kinders gelewer word, sal kan identifiseer. Direkte dienslewering, wat deur die meeste maatskaplike werkers in die ondersoek groep verkies is en indirekte dienslewering is die twee soorte gevalle bestuurstyle wat maatskaplike werkers kan gebruik. Die keuse tussen die twee sal afhang van of maatskaplike werkers in 'n generiese of gespesialiseerde opset praktiseer. Alhoewel maatskaplike werkers oor die kundigheid en vaardigheid mag beskik om gevalle van seksuele molestering effektief te hanteer, mag hulle intervensies beïnvloed word deur verskeie struikelblokke wat kan veroorsaak dat oneffektiewe diens aan die slagoffers en oortreders van seksuele molestering van kinders gelewer kan word. Struikelblokke wat deur die respondente ervaar IS, is byvoorbeeld onproduktiewe werksomstandighede, gemeenskapsverhore van oortreders van seksuele molestering van kinders en onresponsiewe besture van organisasies. Ander struikelblokke kan die weerstand van kliënte, gebrek aan supervisie, gebrek aan opleiding in die hantering van seksuele molestering van kinders, sowel as die veeleisende aard van die hantering van kinders wat seksuele gemolesteer is, insluit. Tydens die proses van gevallebestuur behoort die maatskaplike werker deurlopend te skakel en saam te werk met 'n multi-professionele span, bestaande uit die polisie (KBE), mediese personeel, die staatsaanklaer, 'n sielkundige, sowel as die gesinslede van die gemolesteerde kind. Alhoewel die span van organisasie tot organisasie kan verskil, behoort die maatskaplike werker, polisie en die mediese personeel beskikbaar te wees vir alle spanvergaderings. Nie een van hierdie professionele persone is veronderstel om slagoffers alleen te assesseer nie, want die assessering behoort toe fokus op die sosiale, mediese, sielkundige, regs, fisiese en materiële behoeftes van seksueel gemolesteerde kinders. Dit is verder noodsaaklik dat maatskaplike werkers bewus sal wees van hoe hulle houdings, oortuigings, emosies, persepsies en gevoelens die effektiwiteit van hulle dienslewering aan hierdie kinders kan beïnvloed. Professionele persone behoort derhalwe oor die vaardigheid te beskik om met die nodige empatie en professionaliteit te reageer teenoor slagoffers. Met behulp van toepaslike professionele vaardighede kan die maatskaplike werker tydens intervensie 'n kindervriendelike omgewing tydens skep Dit sal die maatskaplike werker in staat stelom empaties te luister en gevoelens wat tydens onderhoude na vore kom te hanteer. Die toepassing van kognitiewe vaardighede sal die professionele persoon ontvanklik maak vir subtiele emosies en gevoelens van die kliënt en instaat stelom die vlak van hulle kognitiewe funksionering te assesseer. Die toepassing van teorie in die praktyk tydens intervensie is noodsaaklike omdat besluite en beoordelings tydens intervensie professioneel moet wees. Die maatskaplike werker benodig dus kennis van relevante perspektiewe, teorieë en modelle van maatskaplike werk wat vir die doel benut kan word. Die studie bied sodanige raamwerk aan wat as riglyne vir maatskaplike werkers kan dien en gebruik kan word om gevalle van seksuele molestering van kinders te bestuur.

This study explored Childline Zimbabwe’s provision of psychosocial support to sexually abused children. This was done by reviewing counsellors’ practices regarding face-to-face counselling, counselling approaches, referrals, follow-ups, case recording and through measuring client satisfaction levels. A qualitative case study approach was adopted with mixed methods to collect data from counsellors and clients. Data analysis was informed by grounded theory and followed an inductive process of coding and categorising the data into relevant themes. The outcomes of this study showed that referral of clients represents a major strategy of addressing child sexual abuse cases. The engagement of clients in face-to-face counselling stages however remained limited due to difficult work environments and challenges related to individual counsellors’ capacities. This posed questions about Childline’s role as a counselling or referral organisation. This study contributes to counselling of sexually abused children with information over the counselling interventions necessary in addressing survivors of sexual abuse. / Psychology / M. A. (Psychology)

Many of the sources indicated in this work are classical and not updated due to the fact that the origins of Gestalt Philosophy are found in classical works / Verskeie van die geraadpleegde bronne in die literatuurhoofstukke verteenwoordig klassieke werke wat nie binne die erkende periode vir relevante wetenskaplike navorsing val nie. Die oorsprong van die Gestalt Filosofie wat in hierdie studie benut is, word in hierdie klassieke werke gevind en is ook in hierdie werke geraadpleeg / The Gestalt approach was used as the contextual framework to explore how music can be used as a therapeutic medium in the treatment of the emotionally traumatized child. Music as a sensory experience was used during the therapeutic process with each case study, to facilitate the child's process towards healing. The conceptual framework of music as a therapeutic medium was researched in depth to bring clarity to the influence it has on the emotional well-being of the child. The child who entered into therapy was selected according to specific criteria, with the experience of emotional trauma being priority. The researcher also studied the concept of emotional trauma in depth and the consequences it has on a child's overall functional ability. Music was used as an expressive technique during the therapeutic process with each child. The conclusion drawn from this study indicated that the gestalt approach can be applied effectively in using music as a therapeutic medium in the treatment of the emotionally traumatized child. / Die Gestalt benadering is gebruik in hierdie navorsing ten einde 'n kontekstuele raamwerk daar te stel waarbinne musiek as terapeutiese medium in die behandeling van emosionele trauma in kinders gebruik kon word. Musiek kan beskryf word as 'n sensoriese ervaring. Hierdie sensoriese ervaring is binne die terapeutiese proses toegepas ten einde die kind se herstelproses te fasiliteer. Die studie is binne die navorsingskonteks van gevallestudieprosedures gedoen. Musiek is binne die konseptuele raamwerk bestudeer en nagevors ten einde die terapeutiese waarde daarvan in diepte te ondersoek. Hierdie in-diepte ondersoek het aan die navorser 'n duidelike beeld gegee hoe dit toegepas kon word in terapie. Deur dit toe te pas in terapie is die invloed van musiek op die emosionele welsyn van die getraumatiseerde kind gedokumenteer. Die navorsingskriteria vir insluiting in die ondersoek was gegrond op die literatuurondersoek en het onder meer die belewing van trauma ingesluit. Die belewing van emosionele trauma en invloed op die kind se geheelfunksionering was dus 'n verdere eenheid van ontleding en is in diepte deur die navorser bestudeer. Musiek is dus gebruik as 'n ekspressiewe tegniek tydens die terapeutiese proses met elke gevallestudie. Die gevolgtrekking waartoe in hierdie studie gekom kon word is dat musiek binne die konteks van die gestalt benadering suksesvol in die hantering van emosionele trauma by die kind gebruik kan word. / Philosophy, Practical and Systematic Theology / M.Diac. (Play Therapy)

South African schools provide an enormous challenge for transformation towards inclusive and caring communities of learners, facilitators and caregivers. This qualitative study conducted at a primary school used narrative pastoral therapy-as-research and participatory action research-as-therapy to develop inclusive and caring practices. Co-authoring conversations with learners and caregivers from a diverse cultural and religious traditions and collaborating with facilitators challenged me to develop pastoral care as political care. This paved a way for future transformation of a school as a multi-religious community of care and respect. I engaged with participants in finding alternative ways of dealing with loss due to death of loved ones or separartion from caregivers. Children with chronic illness challenged their experiences of rejection and marginalisation at school by writing and producing a play while those whose voices were silenced chose other ways to inform learners and facilitators about their illness. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology with specialisation in Pastoral Therapy)

This study sets out to explore the perceptions of life orientation teachers of child sexual abuse (CSA) in primary schools. Teachers in this study consist of a selection of Life Orientation teachers who are normally involved in the management of CSA. Child sexual abuse is a widespread problem in schools not only in South Africa, but internationally. The topic is relevant today because child sexual abuse has many negative, physical, emotional, psychological and educational consequences. One of the most significant problems children face today is the threat of sexual abuse. Child sexual abuse is a global phenomenon that is regarded as one of the greatest social problems of the 21st century. Learners are at risk of sexual abuse by teachers, scholar patrollers, family members and community members. Child sexual abuse in schools is defined by the study as the unwelcome contact or non-contact sexual behaviour on a learner. There is a perception that most victims of child sexual abuse are young children and do not report sexual abuse because they are afraid to expose their perpetrators. The study will benefit children in primary schools at informal settlements and in Gauteng East because learners will be equipped with information that child sexual abuse is against their rights and perpetrators must be reported without fear. Most child sexual abuse is not reported; detected or prosecuted hence as a priority we must identify and protect children who are being sexually abused or are at risk of sexual abuse. My choice of qualitative approach was influenced by the work I am doing presently at school. The researcher used pseudonyms not actual names when describing schools’ names. I am working as a teacher at a Primary School in Slovo-Park, Springs, in Gauteng East, Gauteng Province. In this study, the design and methods on perceptions of selected stakeholders on child sexual abuse are discussed. The study explains why the explorative qualitative research design and interpretative paradigm were adopted to assess the perceptions of the participants on child sexual abuse. The researcher explains the interview technique as a data gathering tool used. In addition, the description of the ethical considerations that guided the researcher during data collection from the participants is described. The study focused on a small number of 9 Life Orientation teachers in order to provide in-depth, detailed information about perceptions of sexual abuse in schools. In this study the researcher used Bronfenbrenner’s ecological system’s model. These systems are; (1) The Microsystem; (2) The Mesosystem; (3) Exosystem ;( 4) The Macro system; (5) Chronosystem. These interrelated contexts as well as the individual setting can therefore be used to form an understanding of the contexts and settings involved in forming the perceptions of Life Orientation teachers. The researcher used purposive sampling to select both schools and participants. In addition, from each school three (3) Life Orientation teachers were selected making a total of 9 participants from the schools. Data was collected from 9 participants, namely 9 Life Orientation teachers selected purposefully because these teachers are mainly involved in life skills and Life Orientation and were trained in the area and they have continuous contact and knowledge of learners who may be at risk of child sexual abuse. Findings indicate that child sexual abuse impacts negatively on the emotional health, physical health, and academic achievement of the abused learner. / Educational Foundations / M. Ed. (Socio-Education)

Text in Afrikaans / The aim of this study was to compile a programme to prepare the child in a children's home for family re-unification. An extensive study of relevant literature was conducted and included works on subjects such as the middle childhood years, the child in the children's home, family re-unification, the Gestalt approach and Gestalt play techniques. An empirical study was undertaken with semi structured interviews with social workers and family re-unification workers. From these resources some themes were identified to be included in the programme. Conclusions and suggestions were made in the interest of the implementation of the programme. / Social Work / M.Diac.(Rigting: Spelterapie)

Text in Afrikaans / The aim of this study was to compile a programme to prepare the child in a children's home for family re-unification. An extensive study of relevant literature was conducted and included works on subjects such as the middle childhood years, the child in the children's home, family re-unification, the Gestalt approach and Gestalt play techniques. An empirical study was undertaken with semi structured interviews with social workers and family re-unification workers. From these resources some themes were identified to be included in the programme. Conclusions and suggestions were made in the interest of the implementation of the programme. / Social Work / M.Diac.(Rigting: Spelterapie)

From a feminist theology of praxis the appreciative inquiry used in this research reflected on the constituting role the living of values by facilitators play in transforming the lives of children who suffer the effects of poverty, neglect and abuse. The concretisation or the living of values within the school community linked with the theme of solidarity with the marginalised. The facilitators' solidarity with children as "concrete others" became ways of doing participatory ethics. As part of a postmodern paradigm, a social constructionist discourse made it possible for therapist-researcher and participants to view the facilitators' work and the research itself as part of a relational process. Appreciative inquiry invited a reflective stance towards action, relating and personal knowledge. The research also reflected on poststructuralist theory and practice, and the power of imagination and language to re-describe of the work of facilitators. / Practical Theology / M. Th. (Practical Theology, with specialisation in Pastoral Therapy)

From a feminist theology of praxis the appreciative inquiry used in this research reflected on the constituting role the living of values by facilitators play in transforming the lives of children who suffer the effects of poverty, neglect and abuse. The concretisation or the living of values within the school community linked with the theme of solidarity with the marginalised. The facilitators' solidarity with children as "concrete others" became ways of doing participatory ethics. As part of a postmodern paradigm, a social constructionist discourse made it possible for therapist-researcher and participants to view the facilitators' work and the research itself as part of a relational process. Appreciative inquiry invited a reflective stance towards action, relating and personal knowledge. The research also reflected on poststructuralist theory and practice, and the power of imagination and language to re-describe of the work of facilitators. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology, with specialisation in Pastoral Therapy)

Summaries in English and Afrikaans / Practical research has shown that children with learning disabilities often experience psychosocial problems. These problems not only have an influence on the parent-child relationship, but also impact negatively on the psychological development of the child. The objective of this study is to explore these psychosocial problems by investigating the personal experiences of the learning disabled child within his immediate family. The literature study on learning disabilities shows that it is a complex condition that not only manifests in learning problems, but which can also adversely affect the child in totality. The Relation theory, an educational psychological perspective, functions as a theoretical framework for exploration, and is discussed with reference to psychosocial problems of the learning disabled child. In the empirical study, the researcher has primarily employed projection techniques to investigate the child's experiences of himself and his relationships with family members, from his internal frame of reference. From these findings, recommendations are proposed for psychotherapy. / Uit die praktyk blyk dit dat leergestremdheid by kinders dikwels met psigososiale probleme gepaard gaan. Nie alleen beinvloed hlerdie problema die ouer~kindverhouding nie, maar dit het ook 'n negatiewe invloed op die psigiese ontwikkeling van die kind. Die doel van die studie is om die persoonlike belewenisse van die leergestremde kind binne die gesin te verken. Die meratuurstudie wat oor die verskynsel van leergestremdheid gedoen is, het getoon dat dit 'n kompleksa toestand is wat nie aileen met leerprobleme gepaard gaan nie, maar ook die kind in sy totallteit nadelig bei'nvloed. Die Relasieteorie, 'n opvoedkundig-sielkundige perspektief, wat as teoretiese raamwerk vir verkenning dien, is bespreek en waar toepaslik is na die psigososiale problema van die leergestremde kind verwys. In die empiriese ondersoek is hoofsaaklik van projeksietegnieke gebruik gemaak om vanuit die leergestremde kind se interne verwysingsraamwerk sy persepsies en belewenisse ten opsigte van homself en sy verhoud!ngs in die gesin te verken. Na aanleiding hiervan is aanbevelings vir terapeutiese hulpverlening gemaak. / Educational Studies / M. Ed. (Specialisation in Guidance and Counseling)