This report presents findings from a comparative qualitative study conducted in the Johannesburg inner city. The study sought to understand immigrant and South African heterosexual men’s perceptions, experiences, and responses to domestic violence. Drawing on social constructionist theory, the research investigates whether migration and nationality influenced how heterosexual men perceived, experienced, and responded to domestic violence. The study used qualitative methodology and relied on original empirical research. In total, participants (consisting of six immigrant and six South African men) were identified through purposive and snowballing sampling methods. Semi-structured interview guides were used to collect data, which was then analysed using thematic content analysis. Findings of the study revealed that migration influenced the way in which immigrant men experienced and responded to domestic violence in South Africa. However, migration did not have an impact on how immigrant men perceived domestic violence. This means that the ways in which immigrant men perceived domestic violence was the same as they perceived it in their home countries. However, the ways in which they were experiencing and responding to it in South Africa was different from the ways they used to experience and respond in their home countries (migrant sending countries). The South African participants did not attribute their perceptions, experiences and responses to migration. Instead, they attributed their experiences to the over insistence on rights by women, and the failure of law enforcement agencies to ensure that men who are victims of domestic violence are also heard. Findings also revealed that nationality differences between immigrant men and South African men did not influence the ways in which these two groups perceived and understood the term ‘domestic violence’. Thus, migrant men and South African men understood the term in the same way. The definitions of domestic violence that participants reported were different from the traditional definitions and categorizations of domestic violence. Participants defined domestic violence in accordance with their perceptions and experiences, as there was a thin line between perceptions and personal experiences. Further analysis showed that men understood domestic violence as being physical, emotional, and verbal. The findings of the study also revealed that immigrant men believed that their susceptibility to domestic violence was due to migration because of the perception that South African domestic violence legislation favours women. Furthermore, South African men attributed ‘favouritism on terms of the law’ towards women as an issue that made women take advantage of the policy framework to initiate violence towards their intimate partners. These men suggest that women do this in the knowledge that men are generally not believed when they (i.e. men) make reports of domestic violence.

Sexual violence against children (SVAC) is a complex, global challenge that negatively impacts the health and human rights of hundreds of millions of children. Over the last 50 years, SVAC has increasingly been viewed as a public health problem, and significant progress has been made in understanding its prevalence, identifying risk factors, and developing prevention approaches. While practitioners recognize that children’s experiences of sexual violence are diverse, there is an absence of evidence on different forms of SVAC. In this dissertation, I introduce the construct of “SVAC subtype,” which aims to capture the heterogeneity in children’s experiences of sexual violence. SVAC subtype refers to the characteristics associated with an SVAC experience, including the survivor’s characteristics (age, gender, etc.), the perpetrator’s characteristics (age, relationship to survivor, etc.), and the event’s characteristics (the location, the specific acts, etc.). Greater insight into SVAC subtypes provides policymakers, implementers, and researchers with information they can use to assess how well existing SVAC interventions prevent the identified subtypes, to tailor and target prevention interventions to better reach and meet the needs of children, and to improve research on SVAC and evaluations of prevention programs. In this dissertation, I describe how to identify and apply SVAC subtypes to ensure that no children are left behind in SVAC primary prevention efforts. I developed Chapters 1 and 2 in partnership with the AfriChild Centre, a Uganda-based research institute that promotes the well-being of African children. In Chapter 1, I describe the application of the Latent Class Analysis (LCA) methodology to identify subtypes of children’s first SVAC incidents across five Eastern and Southern African countries (Kenya, Malawi, Mozambique, Uganda, and Zambia). This analysis used nationally representative Violence Against Children Survey (VACS) data to identify eight subtypes of first SVAC incidents, four among boys and four among girls. Among boys, the identified subtypes were Boys’ SVAC subtype 1: Peer-perpetrated sexual touching at school; Boys’ SVAC subtype 2: Preadolescent survivors, known perpetrator; Boys’ SVAC subtype 3: Partner-perpetrated, forced or pressured sex at survivor’s home; and Boys’ SVAC subtype 4: Older adolescent survivors, attempted forced sex on a road, estimated to represent 25%, 29%, 14% and 32% of boys’ first SVAC incidents, respectively. Among girls, the identified subtypes were Girls’ SVAC subtype 1: Peer-perpetrated sexual touching at school; Girls’ SVAC subtype 2: Preadolescent survivors in their own home, known perpetrator; Girls’ SVAC subtype 3: Partner-perpetrated forced or pressured sex at perpetrator’s home; and Girls’ SVAC subtype 4: Adolescent survivors, attempted forced sex on a road, estimated to represent 13%, 15%, 31% and 40% of girls’ first SVAC incidents, respectively. Experiencing emotional violence, physical violence, or parental absence prior to SV was predictive of experiencing certain SVAC subtypes compared to others. In Chapter 2, the same approach was applied to understand SVAC subtypes in Uganda using VACS data. Among boys, the identified subtypes were: Boys’ SVAC subtype 1: Peer-perpetrated sexual touching at school; Boys’ SVAC subtype 2: Preadolescent survivors, forced or pressured sex, family member perpetrator; Boys’ SVAC subtype 3: Older adolescent survivors, repeated, partner-perpetrated SV, outdoors; and Boys’ SVAC subtype 4: Young adolescent survivors, attempted forced sex, neighbor perpetrator, estimated to represent 27%, 14%, 24% and 34% of boys’ first SVAC incidents, respectively. Among girls, four subtypes were identified: Girls’ SVAC subtype 1: Peer-perpetrated sexual touching at school; Girls’ SVAC subtype 2: Preadolescent survivors, attempted or forced sex, neighbor or family member perpetrator; Girls’ SVAC subtype 3: Older adolescent survivors, repeated, partner-perpetrated SV; and Girls’ SVAC subtype 4: Stranger-perpetrated SV, outdoors, estimated to represent 21%, 12%, 26% and 41% of girls’ first SVAC incidents, respectively. Among boys and girls reporting SVAC, physical violence or parental absence prior to SV significantly increased the odds of reporting SVAC subtype 2, compared to SVAC subtype 1. Stakeholders in Eastern and Southern Africa can use the findings of Chapters 1 and 2 to assess how well existing SVAC interventions are expected to prevent the identified subtypes and take corrective actions to ensure any overlooked SVAC subtypes are prevented. In both chapters, I present brief, non-exhaustive assessments of this issue, which revealed misalignment between prevention programs and prevalent SVAC subtypes. Practitioners can also use the identified SVAC subtypes to target and tailor SVAC primary prevention programs in the region to increase their effectiveness and sustainability. Finally, researchers can use the findings to design surveys that better capture the heterogeneity of survivors’ experiences, allowing them to ascertain the prevalence of SVAC subtypes across time and settings and to determine which programs are effective in preventing specific subtypes. In Chapter 3, I present additional recommendations for how identified SVAC subtypes can be utilized, introducing the Plan2Prevent roadmap, which provides guidance to implementers on how to consider SVAC subtypes and other contextual factors to design or refine SVAC prevention approaches. This chapter describes a partnership with Pathfinder Tanzania to pilot the Plan2Prevent roadmap to refine an SVAC prevention program in Zanzibar. Plan2Prevent has the potential to support practitioners to use data to design or refine SVAC prevention programs that are informed by evidence and aligned with the local context, with the aim of more effectively and sustainably preventing SVAC. Analyzing data to better understand the heterogeneity of children’s experiences of sexual violence by identifying SVAC subtypes can support stakeholders to move away from viewing SVAC as a one-dimensional issue. Chapters 1 and 2 demonstrate the utility of LCA as a means of identifying SVAC subtypes, and all three chapters provide guidance on how SVAC subtypes can be used to improve SVAC primary prevention efforts. A deeper understanding of SVAC subtypes can help policymakers, implementers, and researchers to assess the state of SVAC prevention programming and improve SVAC prevention interventions, research, and evaluation. Overall, this dissertation posits that the application of more nuanced, data-based understanding of SVAC can improve prevention programs so that more children can live free from sexual violence.

This is a qualitative study of girls’ and boys’ understanding and experiences of genderbased violence in one co-educational primary school in KwaZulu-Natal. The study sought to get insights into the problem of gender-based violence by investigating the lived experiences of both male and female learners within the school context. The aim of the study was to unveil forms of gender-based violence that the learners experience and some contributory factors, as well as the strategies for alleviating gender-based violence in this schooling context. The study adopted a qualitative case study research design. It employed semi-structured interviews as its method of data collection and these took the form of focus group interviews and individual in-depth interviews. A total of eight learners (four girls and four boys) participated in the study. The study found that there was a high incidence of gender-based violence in the school under study. This took the form of demeaning gendered comments, unfounded sexual rumours, sexualized gestures and jokes, sexual harassment, bullying and corporal punishment. Some school spaces, peer pressure, media and dominant discourses of gender were found to be some factors contributing to gender-based violence in this school. The findings indicate that boys are the group most culpable of continuing the cycle of genderbased violence by perpetrating acts of aggression on others learners. Boys drew on dominant discourses of gender in this context, which generally accord power to masculinities, at the expense of femininities. The resultant inequitable gendered power relations played a vital role in the perpetuation of the cycle of gender-based violence in the school. The study also finds that school teachers too were implicated in acts of gendervii based violence, which mainly took the form of assaulting learners, both male and female. In addition, teachers display a general acceptance of gender-based violence incidents as normal children’s behaviour, and take no remedial actions to stop such abuses. The study offers some suggestions that relevant stakeholders could employ to address gender-based violence at schools. These include supplementing teacher education curriculum, to provide training on how to deal with gender-based violence, a campaign to bring about greater awareness in schools and in the communities where parents are involved, additional professional support for schools and setting up structures for learner peer support. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2012.

This study examined the dynamics of school violence and the role of school leadership in reducing it in two Umlazi township schools. A case study was conducted in two secondary schools in Umlazi township. The aim of the study was to explore how school leaders (School Governing bodies, School Management Teams, educators, learners and parents) help schools to reduce violence. This qualitative study was set in the interpretivist paradigm. The research tools compromised of semi-structured interviews, documents analysis and observations. The two theories which underpinned this study were violent and non-violent theories. A review of international and national literature around school violence revealed that some of the challenges of learner-indiscipline encountered by South African schools were being experienced world-wide. The findings of this research were a revelation to me that violence in schools and in the community has escalated to such an extent that it has become an access problem for some learners in many schools in South Africa (SAIRR, 2008). I had a privilege of experiencing first-hand what secondary school educators, managers and parents encountered and dealt with on a daily basis. It is evident that learner indiscipline is on the increase; educator’s teaching time is being consumed in dealing with discipline issues; educators are becoming frustrated and demoralised; the tribunal hearings are not regarded as an effective structure by educators, learners and parental involvement is lacking as parents seems to have abdicated the responsibility for their children’s behaviour and education to the school management and educators. Further, the SGB play a limited role in the activities of the school due to their incapacity and lack of empowerment. Some of the recommendations based on the findings are that schools must involve all stakeholders in the formation of the Code of Conduct policy. The contents and procedures outlined in the policy must be communicated to all stakeholders and there must be consistency in its application. Stakeholders must formulate innovative strategies to engage parents to actively participate in the activities of the school. The Department of Education must fulfil its obligation to capacitate parents and other stakeholders. An empowered SMT and SGB will make a greater contribution to the elimination of school violence. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.

Text in English / The study aimed at exploring the “mindset” of learners, teachers and principals behind the violence in schools. “Mindset” is a person's general attitude with which he/she approaches a situation and the way they think about things, their experiemces and opinions. The data in the current study was gathered from three schools on the Cape Flats in the Western Cape. The Cape Flats is home to South Africa’s most violent gangs, perpetuated by the socio-economic issues created by apartheid. A provincial breakdown of crime statistics ranks the Western Cape second highest in South Africa. The researcher adopted Bronfenbrenner’s Ecological Framework to delineate the risk factors which impact on the community, family, individual, peer group and school environment. Participants’ selection was effected through a non-probability method of purposive sampling. Participants’ in a non-probability sample are selected based on their accessibility or by the purposive personal judgment of the researcher. The downside of the non-probability sampling method is that an unknown proportion of the entire population was not sampled. From the preceding results, it is evident that learners are exposed to many forms of violence. Too many children are reared in dysfunctional families, poorly managed schools and neighbourhoods caught in the grip of violence and poverty. If this malady is not addressed and managed, South Africa can expect another generation of youth who resort to violence as a means of conflict resolution. The rich and in-depth information around participants’ unique opinions, experiences and realities contribute towards a better understanding of school violence, dysfunctional behaviour and towards the improvement of school violence interventions. It is also argued that additional insights from the study would add value to the organisational incapacity management process of schools. / Psychology / M.A. (Psychology)

Text in Afrikaans / In hierdie studie is die aard en gevolge van bendegeweld onder kinders in die vroeë adolessente jare by bendegeteisterde skole in die Wes-Kaap ondersoek ten einde terapeutiese riglyne te bepaal vir leerders wat bendegeweld by die skool ervaar. Die verskynsel van bendegeweld is in die literatuur ondersoek. Die bio-ekologiese teorie van Urie Bronfenbrenner het as teoretiese grondslag vir die navorsing gedien, welke teorie die wedersydse invloed wat persone en hul omgewing op mekaar het, beskryf. Trauma by die vroeë adolessent en drie bestaande modelle vir traumaberading word bespreek, waarna ’n stel maatstawwe vir ’n traumaberadingsmodel uit die drie modelle sowel as die literatuur gekies word. Die empiriese navorsing is deur middel van sowel kwantitatiewe- as kwalitatiewe navorsingsmetodes gedoen. ’n Fokusgroepbespreking én onderhoude met onderwysers en skoolhoofde het plaasgevind om diepgaande inligting oor behoeftes ná voorvalle van bendegeweld te verkry. Twee in-diepte onderhoude is met persone wat kenners op die gebied van bendes en bendegeweld is, gevoer. Vervolgens is twee vraelyste, een vir leerders en een vir onderwysers en skoolhoofde, opgestel om vas te stel watter hulp hulle met betrekking tot ’n trauma-intervensieprogram benodig. Die studie het bevind dat bendegeweld leerders se akademiese prestasie sowel as hul emosionele en sosiale funksionering raak, terwyl dit gevoelens van magteloosheid en frustrasie by onderwysers en skoolhoofde veroorsaak. Die studie sluit af met ’n verskeidenheid aanbevelings oor die daarstel van terapeutiese riglyne vir opvoeders om die impak van bendegeweld op leerders by skole in bendegeteisterde gebiede te hanteer. / This study investigated the nature and effects of gang violence among children in the early adolescent stage of development at gang-infested schools in the Western Cape in order to identify therapeutic guidelines for learners who experience gang violence at school. The phenomenon of gang violence was explored in the literature study. The bioecosystems theory of Urie Bronfenbrenner was employed as the theoretical basis for the study, which describes the reciprocal influence between humans and their environment. Early adolescent trauma and three existing models for trauma counselling are discussed, followed by the selection of a set of criteria for a trauma counselling model based on the three models as well as the literature studied. The empirical research was carried out through both quantitative and qualitative research methodologies. A focus group discussion as well as interviews with educators and principals were conducted in order to obtain in-depth information on their needs after incidents of gang violence. Two in-depth interviews have been conducted with professionals who are experts in the domain of gangs and gang related violence. This led to the development of two questionnaires, one for learners and one for educators and principals, to determine what type of support they need in terms of a trauma intervention programme. The study found that gang violence severely affects learners’ academic performance as well as their emotional and social functioning, while it creates feelings of frustration and powerlessness among teachers and principals. The study concludes by offering a range of recommendations for the formulation of therapeutic guidelines for educators to address the effects of gang violence on learners who attend schools in gang-infested areas. / Psychology of Education / D. Ed. (Psychology of Education)

Die Brasiliaanse opvoedkundige Paulo Freire word as een van die belangrikste opvoeders van die twintigste eeu beskou. Sy benadering tot volwasse onderrig is op verskeie terreine toegepas maar nooit direk as teenvoeter vir geweld teen vroue en kinders aangewend nie. Die doel van hierdie studie was om vas te stel op welke wyse Paulo Freire se benadering tot leer en onderrig in volwasse basiese onderrig as teenvoeter kan dien vir die kultuur van geweld teen vroue en kinders in Suid-Afrika. Die studie bestaan uit ’n analitiese literatuurstudie en ’n kwalitatiewe studie met elf deelnemers. Ten einde die navorsingsvraag te beantwoord neem die studie ‘n aanvang met ’n literatuurstudie oor die redes vir geweld teen vroue en kinders. Daarna val die fokus op volwasse basiese onderrig [VBO], volwasse leer en die knelpunte in VBO in Suid-Afrika. In die volgende hoofstuk word die literatuur ten opsigte van Freire se werk en sy benadering tot volwasse onderrig bespreek. Kernelemente van sy benadering word getabuleer waarna kritiek op en die belang van sy benadering, sowel as die toepassing daarvan, in Afrika en Suid-Afrika bespreek word. In die kwalitatiewe empiriese studie word die resultate van die vrae in die onderhoudsgids met betrekking tot geweld en VBO bespreek waarna die resultatate in die laaste hoofstuk in die lig van die literatuurstudie geanaliseer word. Nadat die data beoordeel is, word aanbeveel dat, hoewel kennis geneem moet word van die uitdagings in VBO en Freire se benadering, die benadering steeds as ’n middel in basiese volwasse onderrig gebruik kan word om geweld die hoof te bied. ’n Praktiese voorstel vir teengeweldonderrig word gemaak met behulp van ’n teengeweldlesplan vir VBO. Die navorsing sluit af met beperkings van die studie en voorstelle vir optrede. / The Brazilian educator Paulo Freire is considered to be one of the most important educators of the twentieth century. His approach to adult education has been applied to various fields, but never directly to prevent violence against women and children. The purpose of this study was to ascertain how Freire’s approach to learning and teaching can be used as an antidote against violence against women and children in South Africa. The study consists of an analytical literature review and qualitative study with eleven participants. To answer the research question, the study commences with a literature study on the reasons for violence against women and children. Therafter the focus shifts to the adult basic education, adult learning and the restraints in adult basic education in South Africa. In the next chapter Freire’s work and his approach to adult education is dis-cussed. Key elements to his approach is tabled whereafter critique on and the im-portance of his approach, as well as its application in South Africa, is discussed. In the qualitative empirical study the results of the questions in the interview guide with regard to violence and adult basic education is discussed, whereafter the results are analised in the final chapter in view of the literature study. After the consideration of the data, it is recommended that cognisance must be taken of the challenges to adult basic education and Freire’s approachwhich can still be utilised as a medium in adult basic education to combat violence. A practical proposal for antiviolence education is made through a antiviolence lesson plan for ABE. The research concludes with limitations and recommendations. / ABET and Youth Development / M. Ed. (Adult Education)

Text in Afrikaans / In hierdie studie is die aard en gevolge van bendegeweld onder kinders in die vroeë adolessente jare by bendegeteisterde skole in die Wes-Kaap ondersoek ten einde terapeutiese riglyne te bepaal vir leerders wat bendegeweld by die skool ervaar. Die verskynsel van bendegeweld is in die literatuur ondersoek. Die bio-ekologiese teorie van Urie Bronfenbrenner het as teoretiese grondslag vir die navorsing gedien, welke teorie die wedersydse invloed wat persone en hul omgewing op mekaar het, beskryf. Trauma by die vroeë adolessent en drie bestaande modelle vir traumaberading word bespreek, waarna ’n stel maatstawwe vir ’n traumaberadingsmodel uit die drie modelle sowel as die literatuur gekies word. Die empiriese navorsing is deur middel van sowel kwantitatiewe- as kwalitatiewe navorsingsmetodes gedoen. ’n Fokusgroepbespreking én onderhoude met onderwysers en skoolhoofde het plaasgevind om diepgaande inligting oor behoeftes ná voorvalle van bendegeweld te verkry. Twee in-diepte onderhoude is met persone wat kenners op die gebied van bendes en bendegeweld is, gevoer. Vervolgens is twee vraelyste, een vir leerders en een vir onderwysers en skoolhoofde, opgestel om vas te stel watter hulp hulle met betrekking tot ’n trauma-intervensieprogram benodig. Die studie het bevind dat bendegeweld leerders se akademiese prestasie sowel as hul emosionele en sosiale funksionering raak, terwyl dit gevoelens van magteloosheid en frustrasie by onderwysers en skoolhoofde veroorsaak. Die studie sluit af met ’n verskeidenheid aanbevelings oor die daarstel van terapeutiese riglyne vir opvoeders om die impak van bendegeweld op leerders by skole in bendegeteisterde gebiede te hanteer. / This study investigated the nature and effects of gang violence among children in the early adolescent stage of development at gang-infested schools in the Western Cape in order to identify therapeutic guidelines for learners who experience gang violence at school. The phenomenon of gang violence was explored in the literature study. The bioecosystems theory of Urie Bronfenbrenner was employed as the theoretical basis for the study, which describes the reciprocal influence between humans and their environment. Early adolescent trauma and three existing models for trauma counselling are discussed, followed by the selection of a set of criteria for a trauma counselling model based on the three models as well as the literature studied. The empirical research was carried out through both quantitative and qualitative research methodologies. A focus group discussion as well as interviews with educators and principals were conducted in order to obtain in-depth information on their needs after incidents of gang violence. Two in-depth interviews have been conducted with professionals who are experts in the domain of gangs and gang related violence. This led to the development of two questionnaires, one for learners and one for educators and principals, to determine what type of support they need in terms of a trauma intervention programme. The study found that gang violence severely affects learners’ academic performance as well as their emotional and social functioning, while it creates feelings of frustration and powerlessness among teachers and principals. The study concludes by offering a range of recommendations for the formulation of therapeutic guidelines for educators to address the effects of gang violence on learners who attend schools in gang-infested areas. / Psychology of Education / D. Ed. (Psychology of Education)

Thesis (M.Ed.)--Universiteit van Suid-Afrika, 2002.

Summaries in Afrikaans and Engish / The aim of this research was to explore the emotional experience of grade 7 learners in a gang afflicted area. The researcher further investigated how the learners experience this gang violence and how they give meaning to it The researcher also examined the possible ways in which the educational psychologist could assist these learners in actualising their full potential. A literature study of relevant sources has been undertaken to establish the theoretical context of the gang related problem. Two groups of 8 grade 7 learners were used as respondents in the empirical study. The qualitative research method has been used and the researcher made use of focus groups and interviews as measuring instruments. The results of the empirical study have shown that learners experience gang violence negatively when they are exposed to it on a regular basis and that it impacts negatively on their performance at school. / Die doel van hierdie ondersoek was om die emosionele belewing van graad 7-leerders in 'n bendegeteisterde gebied te ondersoek. Daar is ook ondersoek ingestel na die belewing van leerders van die bendegeweld en op watter wyse hulle daaraan betekenis gee. Voorts is daar ook gekyk na moontlike hulpverlening aan hierdie bendegeteisterde leerders deur die opvoedkundige sieikundige ten einde die leerders te help om hulle volle potensiaal te verwesenlik. 'n Literatuurstudie van relevante kontemporere bronne is onderneem om die teoretiese konteks van die bendeprobleem te bepaal. Vir die empiriese ondersoek is daar twee groepe van 8 leerders elk uit 'n graad 7-klas as respondente gebruik. Die kwalitatiewe navorsingsmetode is gebruik en daar is spesifiek gefokus op fokusgroepe en die voer van onderhoude. Die resultate uit die empiriese ondersoek het getoon dat leerders die gereele blootstelling aan bendegeweid negatief beleef en dat dit negatief op hulle skoolwerk impakteer. / Psychology of Education / M.Ed. (Specialisation in Guidance and Counselling)