The Apartheid system had a tremendous effect on education in South Africa. Education occurred in segregated environments, controlled by the government. The racial differentiation in universities was a clear indication of what was occurring within the society. Post-Apartheid many reforms have been made towards ensuring equal access and redress of the past inequalities especially in education. With the huge responsibility being placed on social workers in working with vulnerable populations. The aim of social work education is to promote critical responsive practice and to train students to ensure effective service delivery. This study explores the perceptions of the teaching staff regarding selection for the Bachelor of Social work (BSW) program at the University of Cape Town (UCT). The study investigated the perceptions of the teaching staff regarding the current selection process at the University of Cape Town, the benefits of implementing a Bachelor of Social Work specific selection process, the possible challenges that could be encountered and the recommendations thereof. The study adopted a qualitative research approach where data was collected using a semi structured interview schedule. The population interviewed was the University of Cape Town Department of Social Development teaching staff. The findings of the study show that there is limited knowledge of the current selection process among the teaching staff as the university uses a generalised selection process managed by administrative staff. The results of the study reveal that implementing a specific selection process could promote a higher standard of practice and may improve the reputation of the social work profession. The findings further indicated that there could be variations between the department and the university requirements if the department was mandated to manage selection of its students therefore initiating conversations around selection could be valuable. Lastly the study recommends the need for a selection process that reflected not only on the academic ability but also the personal qualities of an applicant through submission of personal statements and motivational letters, and conducting oral and demonstration interviews.

The purpose of this research study was to explore adolescent girls' perceptions of relational aggression and its influence on their well-being. The study focussed specifically on relational aggression occurring within the school context. It explored participants' perceptions of relational aggression between adolescent girls in the school context, their personal experiences of relational aggression, the influence of relational aggression on their well-being and recommendations for addressing relational aggression in the school context. Research was conducted using a qualitative research design. Purposive sampling was used to select twenty participants. Data was collected through conducting face-to-face, semi-structured interviews. Qualitative methods were used to analyse the data obtained. The findings of this study emphasised the complexity of adolescent girls' perceptions and experiences of relational aggression in their lives. The findings illustrated the existence of relational aggression within the school context and that adolescent girls were both the victims and perpetrators of relational aggression at school. The findings further highlighted the negative emotions associated with experiencing relational aggression. The seriousness of the influence that relational aggression has on the well-being of adolescent girls was also highlighted in this study. This study focussed specifically on its influence on peer relationships, academic performance and self-esteem. Participants also made recommendations for addressing relational aggression in the school context. While taking the limitations of this study into account, the findings may benefit the Western Cape Department of Education and the research site in developing intervention strategies to address relational aggression between adolescent girls within the school context.

Includes bibliographical references.

Word processed copy. Includes bibliographical references (leaves 105-112).

Bibliography : leaves 161-166. / This study explores the potential of a prejudice reduction programme at a girls' junior school. Within South Africa, even with the changing policy and reforms that were based on a new constitutional dispensation, adults and children were, and still are, being faced on a daily basis with issues of prejudice and discrimination, such as racism, sexism, and class discrimination to name a few. The objectives of this study are fourfold: To explore what the dominant prejudices of grade 6 girls are; to examine how these prejudices are manifested; to investigate whether these prejudices could be reduced in a peer setting; and to discover whether the development of a co-constructed prejudice reduction programme would be a viable option for reducing prejudice. A mixed methodology approach combining both qualitative and quantitative data collection approaches is employed in this study. In this dual approach, the richness of respondents' experiences gained from focus group discussions, is complemented by data gained from structured questionnaires. A pre-test post-test model is adopted. The four focus groups have a dual purpose. One of their main purposes is to be utilized as research instruments in gathering qualitative data around the incidence and form of prejudice amongst the respondents. However, these same focus groups are also treated as a prejudice reduction intervention with the pre-test and post-test questionnaires functioning as measures of effectiveness in reducing prejudice. This research has uniquely used the focus group approach as a vehicle for prejudice awareness and prejudice reduction. The peer group setting was maximized to bring about transformation of attitudes and to coconstruct a prejudice reduction programme. The group process was skillfully used to promote a safe context for this change.

Bibliography: leaves 82-84. / The Inter-Ministerial Committee on Young People at Risk (IMC) undertook a comprehensive analysis of the Child and Youth Care system, including the Juvenile Justice system in South Africa and made recommendations for transformation thereof. Various transformation initiatives in the Child and Youth Care System stimulated the researcher's interest in the progress of the implementation of transformation policies. In particular the policies related to the Juvenile Justice system at the Cape Town Juvenile Justice Assessment Centre were of interest to the researcher. Services and legislation governing youth in conflict with the law was fragmented. New legislation was needed that incorporated national and international instruments to protect the rights of children and to regulate the juvenile justice system. Since the establishment of the Inter-Ministerial Committee on Young People at Risk (IMC) in 1996, various documents, policies, discussion papers and draft legislation have been published. The aim of this study is to determine to what extent the recommendations in these various documents have been implemented at the Cape Town Juvenile Assessment Centre. The aim of the Cape Town Juvenile Assessment Centre is to assess all youth in conflict with the law in the magisterial district and, where possible, to divert the case away from the justice system. From the findings of the study it is clear that the Cape Town Juvenile Assessment Centre has progressed far on the continuum of implementing the transformation policies. The probation officers in particular had excellent insight into the transformation process and the implementation of practice principles. It was also clear that every effort was made to make services child and family centred. Diversion options are implemented where possible and detention of juveniles in prisons was reduced drastically. The Cape Town Juvenile Assessment Centre has good relationships with other role-players. Services are co-ordinated through a monthly co-ordination meeting, where role-players like the Departments of Social Services, Justice, South African Police Services and NICRO are represented. In summary, the Cape Town Juvenile Justice Assessment Centre has made commendable progress in implementing policy recommendations and policy related to the transformation of the juvenile justice system. There is, however, room for improvement, particularly with the after-hour assessments. Delegating decision-making powers to all prosecutors will streamline the diversion process. Diversion options for second- or third-time offenders should be developed. Furthermore, not enough support is given to youth in conflict with the law and their families in that very few of them are referred to welfare organisations for continued services.

Includes bibliographical references (leaves 85-99). / The arrival of unaccompanied minors poses unique challenges to the host country, raising serious questions about the rights and psychosocial health of that child. This mini thesis explores the experiences of young unaccompanied girls who arrived in South Africa and who are classified today as teenage refugee girls. The author investigated the challenges faced and adjustment mechanisms applied by the girls during pre-migration, trans-migration and post-migration phases. This study highlights significance of stability and safety for functional adolescent development and what happens when stability and safety are absent.

Includes bibliographical references. / The aim of this study is to try and find out what the need of Grade 10 girls are at a high school in the suburbs of Cape Town and how the school can assist them in meeting these needs. The rationale for doing this research arose as a result of the need to draw up a life skills programme based on research, which would include the participatory input of the grade 10 leamers. Like most high schools, the one the researcher approached, has experienced their share of normal to serious behaviour problems and the counselling department wanted to address these in their life skills programme with the emphasis on early prevention. Grade lOs (average age 16 years) were specially identified by the head of counseling as those being most at risk. The theoretical approaches covered in the literature review are psycho-analytic and object relations, focusing on the developmental tasks of middle adolescence, in particular the emergence of the young persons self-identity as they separate from their family and move towards greater individuality with their peer group. The relevance of life skills education to equip adolescents to cope with the social and emotional challenges they are likely to encounter, is also covered.

Includes bibliographical references (leaves 122-126). / This qualitative study explores family resilience in response to extrafamilial child sexual abuse. Family resilience refers to the adaptive pathway along which a family journeys in response to a significant stressor. The theory on family resilience proposes that protective family factors and processes serve to mediate the impact of trauma on a family. A gap was found in the literature in the area of family resilience relating to child sexual abuse and theoretical research conducted as part of this study aims to contribute to this area. The research study adopts a strengths perspective which views families as challenged rather than dysfunctional.

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