M.A. / The child and youth care system in South Africa was transformed on recommendations of the Inter-Ministerial Committee on the Transformation of the Child and Youth Care System in 1996. The South African Constitution, The Bill of Rights and the Children’s Act 38 of 2005 and its amendment Children’s Act 41 of 2007 ensure that the best interest of children is paramount in all services to children. Corporal punishment was abolished as a method of disciplining children because of its punitive nature and the negative effects it had on children. The motivation for this study arose from the need of the researcher to find out what has replaced corporal punishment, if anything, in the rights-based post corporal punishment era. The objectives for the study were: to explore what was perceived as challenging behavior by the children and child care workers, to establish what methods were used to manage what was perceived as challenging behavior, to explore what training was received by the child care workers to assist them in managing challenging behavior and to make recommendations on the findings. An exploratory, descriptive qualitative research design approach was found to be suitable for this qualitative study. Focus groups were conducted as a means of collecting data. Findings from the study indicated that not much had changed with regards to the methods used to discipline children in the institution post the corporal punishment era. From the study it could be deduced that there is still a lot to be done in terms of alternatives in managing challenging behaviour of children. The study makes recommendations that will involve all significant role players including children in managing challenging behaviour in places of care.

The aim of this study was to investigate the attachment styles of children between the ages of six and twelve years of age who were admitted as inpatients in a children’s ward of a psychiatric hospital. Attachment theory (Bowlby, 1997, 1998) proposes that children develop certain attachment styles towards their primary caregivers from birth through to three years of age, after which the styles remain relatively constant as can be seen through attachment behaviours later on in life. These attachment styles can be secure, insecure-ambivalent / anxious or insecure-avoidant (Ainsworth, Blehar, Waters&Wall, 1978). Green and Goldwyn (2002) also refer to a fourth category that was established through later research on attachment, named disorganised attachment. Psychiatric hospitalisation of a child implies the assumption of psychopathology and through institutionalisation, he or she is literally separated from the primary caregivers and inevitably placed in unfamiliar surroundings with strangers, making it an ideal setting to investigate attachment features. The researcher worked from the supposition that the mere fact of hospitalisation and implied pathology would thus point to insecure attachment styles in these children. A qualitative research design was implemented to gather information regarding the children’s attachment styles. Two projective techniques were used, namely the Children’s Apperception Test and the Picture Test of Separation and Individuation. Analysis of the information consisted of a first- and second-order process of thematic content analysis. The results yielded thirteen categories of experience. An extensive description of each category was provided, and the categories were then related to theory. The results obtained support previous research findings that found that institutionalised children tend to show more insecure attachment styles. The results from this study also indicated that these insecure attachment styles tend to be predominantly insecure-avoidant or insecure-disorganised. / Dissertation (MA(Psychology))--University of Pretoria, 2007. / Psychology / unrestricted

This thesis is part of a larger study off all wards of the Children's Aid Society, Vancouver, who are not living in foster homes. Specifically, it is a study of the 16 wards whose whereabouts were unknown to the Society at the time the initial survey was undertaken in October, 1954. As a background to the study the historical development of child protection legislation in Great Britain and the United States is briefly described, particularly as it relates to the principle and status of public guardianship incorporated in Canadian legislation. In the Province of British Columbia, the Children's Aid Society, Vancouver, is responsible for carrying out the duties of guardianship and of supervision for children made wards of the Society, either until they attain the age of 21 years or until a court order is made returning the child to his parents. Legislation, moreover, specifies foster-home placement as the most desirable form of care for children made public wards. Accordingly, this study attempts to assess the effectiveness of public guardianship for a small group of wards who eventually became lost, with special reference to their problems of adjustment and foster-home placement. A simple schedule was devised appropriate for summarizing the quantitative and qualitative data contained in the files of the children and their families. Summary methods of classification were developed in order to analyse and compare the material. Examination of this material shows that the emotional deprivation and inconsistency in the parent-child relationships experienced by these-children during their early years often prevented them from adjusting to the foster home type of care. Moreover, it was evident that alternative forms of care and the casework services which the problems of these children demanded has not been available, with the result that they eventually became lost to the effective supervision of the Agency. Case illustrations for four of the children were used to present a more detailed and comprehensive picture of the needs of these children during their period in care and of the services provided by the Agency to assist in their better adjustment. The illustrations discuss the psycho-social history available from the case records, and point up the damaging effects on these children of certain experiences during their early childhood, exacerbated by their subsequent experience of foster-home placements. The study led to the formulation of certain recommendations, the most important of these being the need for complete diagnostic assessment of the child both when he is first admitted to care and at continuing intervals throughout his period in care. From this diagnosis a plan for the care of the child should be made which will satisfy his needs. Three types of residential units are suggested which would provide the appropriate placement and treatment facilities required by those children for whom foster-home placement has proved unsuitable. / Arts, Faculty of / Social Work, School of / Graduate

This thesis deals with the issue of vulnerable children. This topic is very current as a legal reform on social and legal protection of children was adopted in 2013 promoting the development of children in a family environment by professionalization of the foster care. The reform should help reduce the number of children in institutional care, as the Czech Republic ranks at the top of the list while assigning children into institutions, compared to other developed countries in the European Union. The aim of this work is to analyze the funding of foster care and care of children in orphanages by government and by private incomes. The theoretical part describes the state social policy concerning the care of vulnerable children and describes the types of non-profit organizations working in this area. The practical part analyzes and compares the types of the care of vulnerable children in terms of institutional arrangements and financing. The thesis also examines what the costs are for both a child in foster care and a child placed in orphanages.

Bibliography: pages 299-316. / Professional staff attached to Child Welfare in Cape Town are aware of the lack of academic attainment of a large number of children in alternative care. The current research investigated the relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children from culturally deprived families. A multiple case study of 21 children, ranging in age from 6 to 16 years, comprising 10 girls and 11 boys attending the same primary school, provided data on neuropsychological, behavioural and family history dimensions. A multi-model assessment approach tapped diverse sources of evidence, including the following 5 parameters: 1) The Sensory Parameter: Snellen's Visual Acuity test, and either Merryweather & Steenkamp's or Wepman's Auditory Discrimination tests. 2) The Motor Parameter: Denckla's Revised Neurological Examination for Subtle Signs and the Purdue Pegboard fine motor speed and coordination tests. 3) The Language Parameter: The UCT Graded Reading, Speed Reading and Graded Spelling tests. 4) The Integrative Parameter: Visuographic functioning included the Beery Developmental Test of Visual-Motor Integration, the Goodenough-Harris Drawing Test and the WISC-R Mazes subtest. General intelligence was assessed using the Wechsler Intelligence Scale for Children - Revised. Memory function was gauged both by the Benton Visual Retention Test (multiple choice format) and the WISC-R Digit Span subtest. Concentration was examined by combining 3 WISC-R subtest measures (Arithmetic, Digit Span & Coding) to yield a "Freedom from Distractibility" index. 5) The Personal Parameter: This included details of the children's heights and weights, as well as information regarding their self-concepts, measured by the Attitudes Towards Self Scale, a semantic differential self-report scale, developed by Nieuwoldt & Cronje. Written responses to 2 projective techniques, which included Wish fulfilment and Incomplete sentences, provided material for content analyses that yielded insights into attitudes to a variety of topics, including school, family life, hopes and fears.

Submitted in fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Psychology at the University of Zululand = Proefskrif voorgele ter vervulling van die vereistes vir die graad DOCTOR EDUCATIONIS in die Fakulteit Opvoedkunde (Departement Psigopedagogiek) aan die UNIVERSITBT VAN ZOELOELAND, 1994 / Eng; = The aim of this investigation was to determine the awareness and capability of house parents in children's homes to meet the educative need of the children who have been entrusted to their care. An introductory historical overview was provided of the origin and development of children's homes in the Republic of South Africa with specific reference to the children's homes of the Dutch Reformed Church, as well as the "idealised" task of these homes. The admission of a child to a children's home was described in terms of the Child Care Act, Act No. 74 of 1983. Aspects that need to be considered when placing a child in a children's home, such as the child's cultural and religious affiliation and the distance from his parental home, were discussed. The fact that the child is admitted to the children's home as an educationally neglected child, was considered. By adopting the education situation as point of departure, educational neglect as the outcome of the inadequate realisation of educative intervention, was elucidated. The non-accountable interventional assistance of the child's own parents who are incapable, causes the child to experience the education relationships as impaired. Arising from this, the education sequence structures and the education activity structures are inadequately actualized. As outcome of the non-accountable educative intervention the normative image of adulthood which is strived for as educational aim, is not adequately realised and is posed as a delayed education aim. An own parental home with both parents available, was scrutinised. The importance of a happy and normal family life for the becoming child was discussed by referring among others, to the significance of the father and the mother in the education of the child. The group situatedness of the child in the children's home, which entails both positive and negative educative lived- experiences, was addressed. Attention was given to the special educative task of the house parents, which includes the physical, psychological and spiritual "re-education" of the child in the children's home. Sufficient physical care of the child is imperative for the creation of a basis for all other educative actions. The educationally neglected child's emotional education (affective education) shows a distorted image in becoming. The house parents' unconditional acceptance of the child and their willingness to provide assistance, aid and guidance, are necessary to winning his confidence and enabling him to live-experience acceptance. Through mutual trust and acceptance, and authoritative guidance the child experiences security. Certain aspects of the educational task of the house parents with regard to the cognitive education of the child, are highlighted. Through the support and guidance of the house parents, the child must be assisted in learning how to cope with his emotions. The child can only pay full attention to his school work and studies when he experiences a stable emotional life. Attention is also given to the moral education, soda} orientation and religious guidance of the child in the children's home. For the purpose of the empirical investigation, self-structured questionnaires were used. The questionnaires were completed by the principals (directors) and house parents of the children's homes of the Dutch Reformed Church in the Republic of South Africa. An analysis was done of 179 questionnaires completed by house parents, and twenty which were completed by the principals. The data thus obtained was processed and interpreted with descriptive and inferential statistics. In conclusion, the findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings, the following recommendations were made; Urgent attention must be given to further training of house parents and improved conditions of service for them. No house parent must be responsible for more than ten children. Educational support services must gradually be incorporated in the assistance and control over the children in the children's homes. Afr = 'n Eie auerhuis met albei auers teenwaardig, is bespreek. Die belangrikheid van 'n gelukkige en ncrmale gesin vir die volwaardige valwassewording van die kind is ender die loep geneem deur ondermeer na die ral van die vader en die moeder in die opvoeding van die kind te verwys. Die graepsgesitueerdheid van die kinderhuiskind wat sowel pasitiewe as negatiewe opvoedingsbelewenisse inhou, is aangespreek. 'n Beskrywing is gegee van die besondere opvoedingstaak van die huisauers ten aansien van die fisiese, pSlglese en geestelike "heropvoeding' van die kinderhuiskind. Toereikende fisiese versorging van die kind is onontbeerlik vir die daarstelling van 'n basis vir alle ander opvoedingsaktiwiteite. Die opvoedingsverwaarloosde kind se gevoelsopvoeding(affektiewe) apvoedingtoon'n wordingsgeremde beeld. Die huisouer se onvoorwaardelike aanvaarding, bereidwilligheid tot hulpverlening en steungewing is inderdaad voorwaarde vir die ontsluiting van vertroue en die belewing van aanvaarding by die kinderhuiskind. Deur wedersydse aanvaarding, vertraue en simpatieke gesagsleiding beleef die kind affektiewe gebargenheid. Sekere aspekte van die huisouer se apvoedingstaak rakende die kagnitiewe apvoeding van die kind is uitgelig. Deur middel van steungewing en leiding maet die kinderhuiskind gehelp word am beheer oar sy gevoelens te kry. Eers wanneer hy sy gevoelens as stabiel beleef, kan die kind sy volle aandag aan sy skoolwerk en studie gee. Aandag is oak aan die sedelike opvoeding, sosiale orUintering en religieuse leiding van die kinderhuiskind gegee. In die empiriese ondersoek is van selfgestruktureerde vraelyste as meetinstrumente gebruik gemaak. Die vraelyste is deur die hoofde (direkteure) van die Nederduitse Gereformeerde Kerk kinderhuise in die Republiek van Suid-Afrika voltooi. 'n Ontleding is gemaak van die 179 vraelyste wat deur die huisouers en 20 wat deur die kinderhuishoofde voltooi is. Die gegewens wat uit die vraelyste verkry is, is verwerk en geinterpreteer aan die hand van beskrywende en inferensiele statistiek. Ten slotte is sekere bevindings voortspruitend uit die Iiteratuurstudie, beskrywende en inferensiele statistiek aangebied. Na aanleiding van di~ bevindings is die volgende aanbevelings gemaak: Verdere opleiding van huisouers moet dringende aandag geniet en beter diensvoorwaardes moet vir huisouers beding word. Elke huisouer moet vir hoogstens tien kinders verantwoordelik wees. Opvoedingshulpdienste(Onderwysdepartemente) moettoenemend betrek word by hulpverlening aan en beheer oor die kinders in die kinderhuise. / University of Zululand

When a family starts to dissolve it frequently comes to the attention of the court or the welfare department and what happens once its members enter the system can be of critical importance. While the number of adults incarcerated is expected to increase slightly, the alarming fact is that if we continue to confine juveniles at the same rate an increase of 70% between 1965 and 1975 can be expected. These data suggest that we should investigate alternatives to detention, not only because of the increasing pressures of space available but, more importantly, because juvenile detention has shown itself to be very expensive and ineffective.

The Community Attention Home, The Dalles, Oregon, provides services to those children, who, due to dependency, delinquent behavior, or family disruption, cannot remain within their present environment. The Home provides short-term shelter care with staff emphasis on proper diagnostic assessment for subsequent placement. Placement of children in the Home provides social service agencies time to plan for further care and/or treatment. The project presents itself in essentially four major areas. They are: a descriptive presentation of data already available at the Home; a determination of what additional data needs to be gathered for further evaluation of the Home’s effectiveness; development of a system for collecting such data as are considered necessary for a further evaluation; and, a description of the statistical methods for the analysis of these data. The information gathered and evaluated as a result of this study will be used by Attention Home staff for both program evaluation and development. This is the third in a series of studies which the Community Attention Home has sponsored for such evaluative and developmental purposes.

Prior to the opening of the Attention Home in August of 1971, a survey was conducted by David Clitheroe and Garrett Long to determine what specific attitudes local groups in the community had about the Attention Home. Their study represented the first part of a two part study. It established the baseline data on the community attitudes toward the Attention Home prior to the opening of the home. These attitudes will be compared with the attitudes after one year’s operation of the home in order to assess what attitudinal changes, if any, have taken place between the first and second surveys.

This study concerns one fifteen year old boy in residential treatment in the State of Oregon. He is a diabetic, has been called emotionally disturbed and for nine years and eight months has been a ward of the Children's Services Division.