The phenomenon of children living and/or working on the streets is universal, in particular in developing countries in Africa including South Africa. Causal factors are complex, multidimensional and inter-related and are mainly social and economic. They impact on three social institutions: school, community and family, which are the primary agents of socialisation. Children living and/or working on the streets are exposed to hazardous challenges: diseases; poor health; poor living conditions; crime and violence; arrest and incarceration; alcohol abuse; drug and sexual abuse; poor and exploitative working conditions. Consequently, they learn and internalise the survival culture as a coping mechanism. They suffer socio-economic exclusion in that living on the streets excludes them from participating meaningfully in life of mainstream society. The exclusion is derived from the general public's perception of children living and/or working on the streets, which is derived and shaped by media and sees them as criminals or in need of care. Society responded to the challenges of the phenomenon through shelter programs of intervention and reintegration. However, the efforts of NGOs and shelters have become inconsequential due to the rising numbers and increase their population. This intensifies demands on existing facilities and resources. Research on shelters did not gain any momentum comparative to studies on causative factors of the phenomenon. This situation plausibly could have arisen due to society's acceptance that shelters intervention and reintegration programs were adequately meeting and addressing the plight of children living and/or working on the streets. Yet shelters viewed as human service organisations have their organisational procedures and structures, which either hinder or facilitate the intervention and reintegration of children into the mainstream society. This study focuses on four shelters for children living and/or working on the streets in Durban. Social exclusion and/organisation theories informed the theoretical framework of the research. The enquiry applied a qualitative paradigm whereby individual interviews with shelter managers were conducted. Focus group discussions were conducted each separately with staff and children from the four shelters. The technique revealed valuable information about the experiences of children, staff and shelter managers as they interact and interface in the course of providing and receiving shelters services and in the implementation of intervention and reintegration programs. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2004.

A study into the influence of household and family structure on children in the Chatsworth area with special reference to primary school learners was undertaken. The main objective of the study was to understand the prevailing household/family structure in the Chatsworth area in view of the increasing divorce rate and the HIV/AIDS pandemic and to assess the relationship between household/family structure and outcomes which included access to healthcare, education, shelter, food and adult supervision. The participants consisted of 335 grade 7 learners from 11 primary schools who were selected using stratified random sampling and simple random sampling. The majority of the learners were Indian (67.7%), followed by Black learners (30.7%), Coloured learners (1.2%) and White learners (0.3%). A quantitative research method was implemented involving the administration of questionnaires to the sample of grade 7 learners from schools in the Chatsworth area. The research strategy employed was descriptive-explanatory. The main finding of the study was that for 63.8% of the participants the household structure was that of children residing with both parents-these results support the findings of other research in that South Africa may not yet have felt the full impact of the HIV/AIDS Pandemic in respect of orphan-hood and child-headed households- there should be further research in respect of identifying households affected by HIV/AIDS. Of great concern is that the findings revealed that over one-third of the participants are without adult supervision after school. There is a need for intervention in respect of care and protection of these children as the lack of adequate supervision places these children at risk of abuse and other forms of exploitation. The findings of this study as presented here will contribute towards developing intervention strategies to assist children and families at risk and to more effectively understand and meet the needs of children and families in this community as well researched information is critical in ensuring that responses are effective and adequate. Further studies should be undertaken on a larger scale to determine the prevalent household structure in this community and more extensively on a national scale given the national concerns about the impact of HIV/AIDS on family and households. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.

Dyslexia is a neurological disorder with genetic origin that affects a person’s word processing ability, their spelling, writing, comprehension and reading, and results in poor academic performance. As a result, optometrists are consulted for assistance with the diagnosis and treatment of a possible vision condition. Optometrists are able to assist with treatment as part of a multidisciplinary management approach, where optometric support is necessary. International studies have indicated that up to 20% of Caucasian school children are affected by dyslexia, while there are no similar figures for African children. Studies have been done to assess the extent of visual defects among Caucasian dyslexics, but not among African dyslexic children. The aim of the study is therefore to determine the prevalence of vision conditions in an African South African population of dyslexic school children, and to investigate the relationship between dyslexia and vision. The possible relationship between dyslexia and vision conditions has been recognized as an important area of study, resulting in research being conducted in many countries. Studies have been undertaken by optometrists and ophthalmologists, who differ in their approach and attitude on how vision conditions affect dyslexia. A review of the literature revealed three broad areas of vision that may impact on reading ability, these being acuity defects, binocular vision and ocular pathology. Acuity defects consist of visual acuity and refractive error. Areas of binocular vision evaluated in the literature include near point convergence, heterophoria, strabismus, accommodative functions, vergence facility and reserves. Hyperopia was the only vision variable that was found to be consistently associated with difficulties with reading, but not causally while findings on other variables were inconclusive. However, all the studies acknowledged the complexity of the condition, and the need for a comprehensive multidisciplinary management approach for its diagnosis and management. The study was undertaken in the city of Durban, South Africa, using a case-control study of two groups of African school children between the ages of 10 and 15. Both study groups consisted of 31 children of normal intelligence, who were matched in gender, race and socio-economic status. The case group attended a school for children with learning disabilities, while the control group attended a mainstream school. At the time of the study, only one school catered for African children with learning disabilities, and only 31 of its pupils were diagnosed with dyslexia. Ethical approval was obtained from the University of KwaZulu-Natal; permission to undertake the study in the identified schools was obtained from the Department of Education, and the school principals consented on behalf of the learners, as it was not always possible to reach the individual parent. The researcher (an optometrist) visited both schools by appointment where rooms were made available to do the testing, and the tests were explained to all participants. The LogMar Acuity Charts were used to assess visual acuity, and static retinoscopy was used to assess refractive error. Binocular vision was tested using the cover test for ocular alignment, the Hirschberg test for strabismus, RAF rule for near point of convergence, ± 2 D flipper lenses for accommodation facilities, Donder’s push up methods, using the RAF rule for amplitude of accommodation, plus and minus lenses for relative accommodation, monocular estimation technique for accommodation posture, and prism bars for vergence reserves. Ocular pathology was assessed using a direct ophthalmoscope. The dyslexic group presented with the following: Refractive errors: hyperopia 6.5%, myopia 6.5%, astigmatism 10%, anisometropia 6.5%, remote near point of convergence 33%, esophoria at near 3%, exophoria at near 9.5%, accommodative infacility 54% and lag of accommodation 39.28%. The dyslexic group had relatively reduced fusional reserve compared to the control group. The control group presented with the following: Refractive errors: hyperopia 3%, astigmatism 13%, anisometropia 6.5%, remote near point of convergence 48%, esophoria at near 0%, exophoria at near 0%, accommodative infacility 33% and lag of accommodation 41.93%. The prevalence of a remote NPC was higher in the control group than in the dyslexic group and there was a statistically significant difference between the two groups: NPC break (p=0.049) and recovery (p=0.046). The prevalence of poor binocular accommodation facility at near was higher in the dyslexic group than in the control group and there was a statistically significant difference between the two groups (p = 0.027). Vision defects such as hyperopia, astigmatism, accommodation lag, convergence insufficiency, poor near point of convergence and accommodative infacility were present in the dyslexic pupils, but they were no more at risk of any particular vision condition than the control group. This study provided the prevalence of vision conditions in a population of African dyslexic children in South Africa, the only vision variable that was significantly more prevalent in the dyslexic population being the binocular accommodation facility at near, although the study was unable to find a relationship between dyslexia and vision. The statistically significant difference may not imply clinical significance due to the small sample size. However, it is recommended that any vision defects detected should be appropriately compensated for as defective vision can make reading more difficult for the dyslexic child. The sample size may have been a limitation; however, this was comparable with studies reviewed, most of which had sample sizes of less than 41. Due to the range of possible ocular conditions that could affect dyslexia, it is recommended that a larger sample size be used to ensure more conclusive results. Testing for relative accommodation with a phoropter would provide more accurate results, and accommodation facility and fusional reserves would be better assessed with suppression control. The study provides information and an indication of research needs regarding the prevalence of vision defects in an African South African population of dyslexic children. / Thesis (M.Optom.)-University of KwaZulu-Natal, Westville, 2010.

The term ‘autism’ was first used in 1906 to describe a condition in adults. The term was later used again in 1943 and 1944 by Leo Kanner and Hans Asperger respectively who used the term to describe symptoms found in children. Autism was a relatively unknown condition until the 1980s and 1990s when research on the condition began to increase. The increase in research and availability of information lead to a better understanding of autism and related disorders and there has since been an increase in the number of people diagnosed with 1 in 150 children being diagnosed with autism in South Africa. Autism manifests before 36 months of age with males being four times more susceptible to Autism Spectrum Disorders than females. Research available on autism and related conditions has focused largely on scientific studies in the attempt to discover a cause for the disorder and a cure for it. In recent years there has been an increase in parents writing about their experiences with their children who have autism, however very little literature is available on non-kin care-givers and their experiences in working with children with autism. This thesis provides a view into the world of the non-kin care-giver through research carried out at two school sites in the KwaZulu-Natal region. This research through participant observation and interviews aims to fill the gap in the literature regarding non-kin care-givers of children with autism. The study looks at why non-kin care-givers choose to work with children with autism, the stress and challenges associated with working with children with autism, the highlights and personal impacts of working with children with autism and why non-kin care-givers continue to work in this field. In addition this thesis looks at the experiences of parents of children with autism and as such aims to describe a symbolic journey that parents and non-kin care-givers embark on with autism. In order to understand this symbolic journey this thesis has used the theoretical framework of van Gennep’s (1960) Rites de Passage and Goffman’s (1969) Spoilt Identity and Stigma, analysing each stage of the participants involvement in relation to the concepts of separation, transition or liminality and finally incorporation. By using these theories to analyse the research findings this thesis argues for the formation of a group identity through shared experiences and understandings of autism and in this way for the creation of an Autism Community. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2012.

South Africa’s Apartheid legislation divided ‘races’ and ultimately dictated interactions between people. Post-Apartheid children have been born into a society that focuses on the importance of tolerance, diversity and interaction across ‘race’ lines. The schooling system is one such platform that may encourage interaction among children. This study explores the patterns that emerge in the interaction between children of different ‘races’. Ethnographic observation using schedules of interaction was used to investigate patterns of interaction. To focus the observation, a sample of seven ‘Indian’ children, aged between 9-10 years were observed, paying particular attention to their interactions with children around them in various contexts such as structured/formal lessons, unstructured lessons and free time. The research data was then qualitatively analysed using ethnographic descriptions and content analysis. The study found that patterns of (de) racialised interaction between children are affected by: 1) the degree of structure in the context; 2) Gender; 3) Language. Authority figures can facilitate interaction by organising the space in particular ways, increasing cooperation between children on particular tasks. However, most interaction across ‘races’ occurs in unstructured lessons. The form of boys play tends to be physical and facilitates collective play without respect to ‘race’. Girls play in more dependent on talk and given that the children in the study speak different mother tongues, this leads to separate groups forming during playtime. The results of this study also highlight the importance of a renewed focus on contexts, activities and a revisit to the multilingual schools policy to ensure that opportunities for interaction between ‘race’ lines are increased and all barriers to interaction are reduced. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.

No abstract available. / Thesis (M.A.)-University of Durban-Westville, 1975.

Introduction On the 5th of December 2009, at the 40th Union World Conference on Lung Health in Cancun, Mexico, the American Thoracic Society and the Forum of International Respiratory Societies declared 2010 as the “Year of the Lung”. Asthma features amongst the “big five” of the respiratory diseases worldwide. It is estimated that South Africa has the 25th highest asthma prevalence in the world and the 5th highest case fatality rate in the world. Asthma has been reported as one of the most serious common chronic condition affecting young children. The South African media and government reports states that one in eight children in South Africa has asthma. Children spend a considerable amount of time at school. Teachers are often recognised as in loco parentis at school. Therefore, it is imperative that primary schoolteachers have some knowledge of asthma and its management to ensure that asthmatic school children can be assisted. Aim The aim of this study was to elucidate asthma knowledge and management in primary schools in Umdoni subdistrict. Methods A cross sectional study design was used. Two hundred and twenty six schoolteachers’ from 19 primary schools participated in this paperless survey. An asthma knowledge questionnaire was developed by the researcher in consultation with a paediatric asthma specialist and was fielded using the Mobile Researcher mobile application channel, provided by Clyral. The survey was conducted using cellular telephones that were used to capture teachers’ responses during face-to-face interviews with fieldworkers. The completed surveys were uploaded using general packet radio service (GPRS) to the web-based “Research Centre”. Data were exported to a Microsoft Excel spreadsheet, cleaned and then imported into SPSS 15.10 for analysis. Results This study found that although the majority of primary schoolteachers (61.5%) had above 50% correct answers in the asthma knowledge test, the vast majority (95.1%) felt asthma education was necessary for schoolteachers. The results suggest that although teachers have reasonable knowledge on certain areas regarding asthma, however there is huge gap in their knowledge on the care of a child with an acute exacerbation of asthma. The lack of medical or nursing personnel at these schools means that the initial management of the child during an asthma attack will be in the hands of school personnel. In light of this, it is important to note that 38.5% of participants scored less than 50% on an asthma knowledge test, which denoted poor or limited knowledge of asthma and its management. This study also showed that teachers’ knowledge of asthma and sports was deficient and teachers do have misconceptions about asthmatic children’s abilities. None of the schools had written material to guide the management and care of asthmatic children. Such materials would be necessary, especially in circumstances when prompt action is required in a severe acute asthma attack. Conclusion The results conclude that primary schoolteachers’ knowledge in Umdoni subdistrict is deficient especially in the knowledge of the care of a child with an acute exacerbation of asthma. Teachers in Umdoni subdistrict are in contact with and exposed to asthmatic schoolchildren on a regular basis. Teachers have to cope with asthmatic children who have diverse needs. The importance of enhancing school based asthma health promotion strategies is highlighted by the following recommendations: asthma education training for school personnel, participation and support from Departments of Health and Education and the development and implementation of sound asthma policies in schools. / Thesis (M.Med.)-University of KwaZulu-Natal, Durban, 2011.

Partial care is the care of more than six children on behalf of their parents or caregivers for a temporary period during the day and could include overnight care. Access to partial care and Early Childhood Development (ECD) services are important for child development. South Africa does not have minimum standards for provision of ECD and funding for it is limited. A Children's Bill has been proposed to replace the Child Care Act no 74 of 1983. In the proposed Bill, both partial care and early childhood development will be regulated. This study attempted to explore partial care and early childhood development in Cato Manor, an informal settlement in the process of development. The study was qualitative with a sample of twelve facilities selected from partial care facilities in the community. Interviews were conducted with facilitators from the facilities about their experiences and challenges of providing partial care in the community, using a semi structured interview schedule. Observation of the facilities was also made using an observation checklist to ascertain resources and the physical environment. The findings showed that three categories of partial care facilities existed in Cato Manor. The different cateqorles had inequalities in resources, leading to differences in the nature of care and programmes children were offered. The findings indicated that there were problems associated with registration and monitoring of the facilities. Lack of funding was shown to be a big challenge for the facilities. Community efforts of establishing facilities need to be strengthened. The registration process of facilities needs to be simplified and communication between government departments responsible for registration and the facilities improved. Facilitators need assistance to have access to available funding. / Thesis (M.A.)-University of KwaZulu-Natal, Westville, 2006.

This study was designed to explore sexuality, parenthood, identity, and relationships among female and male youth living on the streets of Durban CBD. It sprung from my previous engagement on the street, which suggested the striking impact of gender on the lives of the youth. Much literature on children and youth living on the street ignore the gendered nature of street life, and this study filled the knowledge gap about gender constructions and gendered relationships on the street. Framed by critical theory, this study explored how constructions of masculinities and femininities are played out on the street and impact the youth’s relationships. It specifically focused on intersectionalities with socio-economic and other structures in understanding gender. Focus groups and individual interviews were conducted with 37 youth on the street, of which 17 were female. Approximately 50 focus group sessions and individual interviews were conducted. Due to drug use and lack of sleep, the concentration levels of the youth would vary a great deal, and the analysis is mainly based on approximately 25 of the focus groups sessions and interviews, which provided satisfactory depth. My extensive involvement on the street and the study’s embeddedness in practical, therapeutic, and conscientising social work ensured rich material. With the participants’ permission, the sessions were tape-recorded. The material was analysed according to critical discourse analysis. Four themes emerged during the analysis: Men as providers, violence, sex, and sexuality on the street; Girls’ violence and contestations of femininity and masculinity; Gang culture and constructions of masculinity; and Constructions of motherhood and fatherhood. Male provision was a major construction of masculinity among the youth on the street, greatly compromised by their socio-economic marginalisation. Consistent with international literature, poverty`s assault on masculinity was evident, and violence was a means to compensate for a wounded sense of masculinity and to establish male superiority. Girls’ sex work was a major gender role transgression, contesting hegemonic femininity, males’ control over women, and the provider role of boyfriends, and was violently opposed by the males living on the street. Girls worked hard to present themselves according to acceptable constructions of femininity, and framed their sex work according to the mandate of male provision, as caring relationships with wealthier men. Young mothers on the street struggled with the contradiction between constructions of motherhood and sex work. There was a demand for them to not give up custody of their children, yet the conditions of homelessness and the street made adequate caring impossible, and the mothers were almost inevitably doomed to condemnation and failure as ‘good’ women. Though male provision was a dominant construction of masculinity, it was not reflected in the actual lives of the youth on the street, and violence was by far the most important means to establish and confirm manliness. The significance given to violence was, in addition to the significant impact of poverty and consequent male vulnerability, framed by rules of the 26 gang. Conscientising work among the youth to reveal the real sources of their oppressions is called for, as well as practical and therapeutic work. Their lives reflect dominant structure in the larger society, and work towards egalitarian relations among genders in society overall as well as measures to transform the profound socio-economic inequality nationally and globally are called for. / Thesis (M.A.)-University of KwaZulu Natal, Durban, 2011.

Although it is acknowledged in the Southern African literature that children living in conditions of poverty have always assumed more household responsibilities, the AIDS epidemic has exacerbated this and significantly changed the nature of childhood as an increasing number of children face life without parents. The study sought to gain insight into the experiential lives of six “child” heads of households and their siblings and to explore, in particular, how they construct their sense of self and family. For the purposes of the study a child-headed household was deemed a household in which a child of 18 or under or still in school was the household head in the absence of any other dependable, permanent adult figure. The study used a narrative approach and thematic analysis and the results emerging from the children's accounts of themselves were focused around the core themes of adult responsibility in the absence of adult status and relationships with adults in the extended family and wider community. The idea of children or adolescents competently running households, taking responsibility for themselves and their futures and adopting a more democratic and shared means of decision making, further challenges conventional conceptions of the „borders‟ between childhood and adulthood and family structure that have been contested and shifting through history. However, being on the front line of social change comes at a cost. Challenging society's popular understanding of children as passive, dependent and innocent positions these young people outside of the norm and what they report is that they feel alone, unheard and victimised. The findings are discussed within the context of Burman's critique of psychology's traditional theoretical notions of universal and innately driven development and a re-conceptualisation of children‟s experiences in terms of the context in which they live, and Crossley's perspective on narrative which emphasises agency grounded within cultural forms of sense-making. A new way of discussing these unconventionally structured families is also presented through the reconfiguration of relationships between family members, recognising connections that span generations and across different household spaces. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.