Klimatförändringarna är troligen den största utmaningen mänskligheten står inför. För den överskådliga framtiden, nuvarande och kommande generationer kommer att tvingas relatera till den genom hela sina liv. Det finns ett behov av att förbereda dem för de utmaningar klimatförändringarna innebär. Det här examensarbetet kommer att undersöka hur skolor kan förbereda elever för de utmaningar klimatförändringarna kommer innebära, både i form av anpassning till, och begränsning av klimatförändringarna. För att besvara frågeställningen presenteras de huvudsakliga konsekvenserna av klimatförändringarna, och analysen går sedan in i de mest relevanta aspekterna och frågar vad skolor kan göra för att förbereda elever för dessa aspekter. Analysen finner att skolor kan förbereda elever på en mängd olika sätt. Erfarenheterna från Lärande för hållbar utveckling, Undervisning för Globalt Medborgarskap och Fredsundervisning kan vara värdefulla i att stärka elever, underlätta internationellt samarbete, minska riskerna för konflikter, nära hållbara tankesätt och omorientera samhället mot hållbara lösningar. Att undervisa om de politiska aspekterna av klimatförändringarna, med ett särskilt fokus på frågorna om rättvisa i de globala klimatförhandlingarna, befinns vara viktiga i att stärka elever till att kunna influera de beslut som kommer forma deras framtid. Skolor kan även hjälpa till att förbereda elever för livsstilsförändringar och flera olika utmaningar kopplade till anpassningar till klimatförändringarna. Dessa resultat diskuteras sedan och frågan om vad som bör göras lyfts. / Climate change is arguably the greatest challenge facing humanity. For the foreseeable future, current and coming generations will be forced to relate to it throughout their lives. There is a need to prepare pupils for the challenges climate change poses. This thesis investigates how schools can prepare pupils for the challenges of climate change, both in terms of adaptation and mitigation. To answer this, the main consequences of climate change are presented and then the analysis delves into the most relevant aspects and asks what schools can do to prepare pupils for these aspects. The analysis finds that schools can prepare pupils in a wide variety of ways. Notably, the experiences of Education for Sustainable Development, Global Citizenship Education and Peace Education can be useful in empowering pupils, facilitating international cooperation, reducing risks of conflict, fostering sustainable thinking and reorienting society towards sustainable solutions. Teaching about the political aspects of climate change, with a specific focus on the issues of equity in the global climate negotiations, is found to be important in empowering pupils to be able to influence decisions that will shape their future. Schools can also help prepare pupils for lifestyle changes and various challenges of adaptation consequences. These results are then discussed where the question of what ought to be done is raised.

The objective of this study is to explore the impact of a social group work programme in the lives of adolescent orphans in foster care in the North–West province who are also affected by HIV and AIDS, and to enhance their social functioning. Keywords: Adolescent, foster care, foster parent, social work, social group work, empower, family, orphan, HIV and AIDS There are a growing number of children in need of care in South Africa who are placed with foster parents. The biggest reason for foster placement is due to the rising mortality rate of biological parents due to HIV and AIDS. Section A refers to the problem statement, research objectives, research procedures and research methodology. The limitations of the research are also investigated and the definitions of key words. The research was conducted in two phases. The needs assessment was conducted in phase one and the planning, implementation, and evaluation of the social group work programme in phase two. The problem statement in section A is based upon the following: It was found that insufficient research is being conducted on the problems and circumstances of adolescent orphans in South Africa. It is evident that the physical and emotional needs of adolescent orphans are not being fulfilled. The HIV and AIDS pandemic have a negative effect on the quality of daily life for orphans under foster care. The problem statement gave rise to five research aims. The overarching research design conformed to the Development and Utilization Research model. The model was divided into five phases that guided the research. The single–system design was used to gather quantitative and qualitative data. A literature study was conducted around the themes of foster care, foster parents, social group work, and circumstances of the foster care situation. Section B consists of the four articles that form the report on the research outcomes Each article is dealt with as a self–contained unit focusing on specific research objectives that were achieved via specific research methods. These methods were employed to collect the necessary data for the design and evaluation of the social group work programme. Article 1: The circumstances and needs of the adolescent orphan in foster care. The aim of this article is to identify the circumstances and needs through a self–designed and structured schedule. Thirty adolescent orphans in foster care from the researcher's case load were identified to take part in the research. Twenty adolescent orphans were selected by means of accidental sampling. Ten (N = 10) were selected for the experimental group and ten (N = 10) were selected for the control group. The results indicated the problems and needs experienced by adolescent orphans. These could be used for discussion during a social group work programme designed to provide knowledge, teach skills, and improve the social functioning of the group. Article 2: The role of the social worker during service delivery to adolescent orphans in foster care. The nature and extent of foster care in the North–West province was investigated by means of the completion of questionnaires. The role of the social worker regarding services to adolescent orphans in foster care was also investigated. A self–structured questionnaire was used for data collection purposes and 85 questionnaires were sent to social workers in the North–West province. The results show the state of existing programmes and the opinions of social workers on topics that could be included in a social group work programme. The data was used in Article 2. Article 3: A social work intervention programme for adolescent orphans in foster care. The programme was developed according to the data received from the 30 (N=30) adolescent orphans in foster care and the 85 (N=85) social workers in the North–West province. The programme was presented to 30 (N=30) adolescent orphans in foster care. Social group work was used as method to present the programme. The group gained knowledge and received skills training, both of which served to enhance their social functioning. Article 4: The evaluation of a social group work programme for adolescent orphans in foster care The purpose of this article is to evaluate the social group work programme. Three standardized measuring instruments were used. The Generalized Contentment Scale, the Index of Family Relations, and the Personal Self–esteem Profile were used. These instruments were used three times: once before intervention, once during intervention and once after intervention. The control group 10 (N=10) also completed the questionnaire three times but did not attend the social group. A self–developed questionnaire was completed before and after each session. A self–developed evaluation was completed after the final session to assess the effectiveness of the programme. Section C - Summary, conclusions and recommendations. Section D - contains the appendices with the results of the three standardized measuring instruments that were used for data collection. Section E - Contains the Bibliography. / Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2012.

The objective of this study is to explore the impact of a social group work programme in the lives of adolescent orphans in foster care in the North–West province who are also affected by HIV and AIDS, and to enhance their social functioning. Keywords: Adolescent, foster care, foster parent, social work, social group work, empower, family, orphan, HIV and AIDS There are a growing number of children in need of care in South Africa who are placed with foster parents. The biggest reason for foster placement is due to the rising mortality rate of biological parents due to HIV and AIDS. Section A refers to the problem statement, research objectives, research procedures and research methodology. The limitations of the research are also investigated and the definitions of key words. The research was conducted in two phases. The needs assessment was conducted in phase one and the planning, implementation, and evaluation of the social group work programme in phase two. The problem statement in section A is based upon the following: It was found that insufficient research is being conducted on the problems and circumstances of adolescent orphans in South Africa. It is evident that the physical and emotional needs of adolescent orphans are not being fulfilled. The HIV and AIDS pandemic have a negative effect on the quality of daily life for orphans under foster care. The problem statement gave rise to five research aims. The overarching research design conformed to the Development and Utilization Research model. The model was divided into five phases that guided the research. The single–system design was used to gather quantitative and qualitative data. A literature study was conducted around the themes of foster care, foster parents, social group work, and circumstances of the foster care situation. Section B consists of the four articles that form the report on the research outcomes Each article is dealt with as a self–contained unit focusing on specific research objectives that were achieved via specific research methods. These methods were employed to collect the necessary data for the design and evaluation of the social group work programme. Article 1: The circumstances and needs of the adolescent orphan in foster care. The aim of this article is to identify the circumstances and needs through a self–designed and structured schedule. Thirty adolescent orphans in foster care from the researcher's case load were identified to take part in the research. Twenty adolescent orphans were selected by means of accidental sampling. Ten (N = 10) were selected for the experimental group and ten (N = 10) were selected for the control group. The results indicated the problems and needs experienced by adolescent orphans. These could be used for discussion during a social group work programme designed to provide knowledge, teach skills, and improve the social functioning of the group. Article 2: The role of the social worker during service delivery to adolescent orphans in foster care. The nature and extent of foster care in the North–West province was investigated by means of the completion of questionnaires. The role of the social worker regarding services to adolescent orphans in foster care was also investigated. A self–structured questionnaire was used for data collection purposes and 85 questionnaires were sent to social workers in the North–West province. The results show the state of existing programmes and the opinions of social workers on topics that could be included in a social group work programme. The data was used in Article 2. Article 3: A social work intervention programme for adolescent orphans in foster care. The programme was developed according to the data received from the 30 (N=30) adolescent orphans in foster care and the 85 (N=85) social workers in the North–West province. The programme was presented to 30 (N=30) adolescent orphans in foster care. Social group work was used as method to present the programme. The group gained knowledge and received skills training, both of which served to enhance their social functioning. Article 4: The evaluation of a social group work programme for adolescent orphans in foster care The purpose of this article is to evaluate the social group work programme. Three standardized measuring instruments were used. The Generalized Contentment Scale, the Index of Family Relations, and the Personal Self–esteem Profile were used. These instruments were used three times: once before intervention, once during intervention and once after intervention. The control group 10 (N=10) also completed the questionnaire three times but did not attend the social group. A self–developed questionnaire was completed before and after each session. A self–developed evaluation was completed after the final session to assess the effectiveness of the programme. Section C - Summary, conclusions and recommendations. Section D - contains the appendices with the results of the three standardized measuring instruments that were used for data collection. Section E - Contains the Bibliography. / Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2012.

The research is linked to the line of Education and Arts from the Postgraduate Program in Education at Federal University of Santa Maria and was developed by the research group FAPEM - Formation, Action and Research in Music Education. It aims to understand how music is educated and how the school movement influences that education in relation to empower the musical act of the students. It was motivated by a personal experience search for schooling processes that would increase the power of the musical act of basic education students from a public school. Apart from personal experience, the research was also developed in other full-time elementary school from January to June 2015, making it as empirical field for the construction of data. It is organized in four parts. The first outlines the methodological construction supported by guidelines linked to qualitative approach, bringing the empirical research field and pointing schooling of music as a phenomenon of real life, interpreted from a hermeneutic orientation (MUCCHIELLI 2004). The second presents conceptual bases of education from Masschelein and Simons (2014); School from Fernandes (2013), Masschelein and Simons (2014), Coêlho (2013; 2013b), among others, in addition to Spinoza s thinking that leads to the concept of power. The third presents the historical process of constitution of the School and the inclusion of music in this process, focusing on the meeting between music and Brazilian school from the legal guidelines that have subsidized the school musical education over the years. The fourth part elucidates the personal education experience of music that led to the proposition of this research and reports the construction data, observations and analyzes undertaken through empirical field. Also in the latter part is the analysis of the two experiences - the personal and the empirical field - from the concepts presented in the second part. It is based on the thesis that music, when educated, loses and regains power in function of the contexts and intentions coming from the school movement proposed by individuals who had constituted it. They is an interpretation of the fact that when the school tries to meet the expectations of a busy school from sense and organizational assumptions (COELHO, 2013, 2013b), the music loses power in order not to create opportunities to students empower the musical act. / A pesquisa está vinculada à linha Educação e Artes do PPGE/UFSM e foi desenvolvida junto ao grupo de pesquisa FAPEM Formação, Ação e Pesquisa em Educação Musical. Objetiva compreender como a Música é escolarizada e como o movimento escolar influencia nessa escolarização em relação à potência do agir musical dos estudantes. Foi motivada por uma experiência pessoal de busca por processos de escolarização que aumentassem a potência do agir musical de estudantes de uma escola pública de ensino básico. Para além da experiência pessoal, a pesquisa também foi desenvolvida em outra escola de ensino básico de tempo integral dentre os meses de janeiro a junho de 2015, constituindo-a como campo empírico para a construção de dados. Está organizada em quatro partes. A primeira delineia a construção metodológica apoiada em orientações ligadas à abordagem qualitativa, trazendo o campo empírico de pesquisa e apontando a escolarização da Música como um fenômeno da vida real, interpretado a partir de uma orientação hermenêutica (MUCCHIELLI, 2004). A segunda apresenta bases conceituais de escolarização a partir de Masschelein e Simons (2014); de Escola, a partir de Fernandes (2013), Masschelein e Simons (2014), Coêlho (2013; 2013b), dentre outros, além do pensamento spinozano que conduz ao conceito de potência. A terceira apresenta o processo histórico de constituição da Escola e a inserção da Música neste processo, com enfoque no encontro entre a Música e a escola brasileira a partir das orientações legais que têm subsidiado o ensino musical escolar ao longo dos anos. A quarta parte elucida a experiência pessoal de escolarização da Música que acarretou a proposição dessa pesquisa e relata a construção de dados, observações e análises empreendidas através do campo empírico. Também estão nesta última parte, análises das duas experiências - a pessoal e a do campo empírico -, a partir dos conceitos apresentados na segunda parte. Apoia-se sobre a tese de que a Música, quando escolarizada, perde e recupera potência em função dos contextos e intencionalidades advindas do movimento escolar proposto pelos indivíduos que o constituem. Tem como interpretação o fato de que quando a escolarização tenta atender a expectativas de uma escola movimentada a partir de sentido e pressupostos organizacionais (COÊLHO, 2013, 2013b), a Música perde potência no sentido de não oportunizar aos estudantes um agir musical potente.

Hawai'i was once an independent Indigenous sovereign island nation with a distinctive culture, history, and legislative past. The laws of the modern state of Hawai'i reflect that history as Indigenous heritage has been integrated into state law. However, during the last forty years the laws protecting Native Hawaiian rights have been challenged in Hawai'i through a series of significant land claim lawsuits. Native Hawaiian struggles for sovereignty are based on the assertion of their heritage rights in lawsuits. This dissertation explores the use of heritage in land claim lawsuits and the role it plays in the construction of a modern Indigenous identity. It uses Native Hawaiian efforts for land control in Hawai'i as a case study to explore how involvement in the legal process has impacted both Indigenous identity and heritage. In this dissertation I examine three major lawsuits following one line of legal precedent: traditional and customary access rights. The investigation answers the questions of how legal narrative construction using heritage impacts Indigenous identity; how heritage values are substantiated; what the role is of experts in formulating cases; if there is a measurable change over time in the way that cultural claims are structured; and what the impact is of increased Indigenous political leadership and land control on Native Hawaiian identity and heritage. To complete this research, I applied a mixed qualitative method approach of ethno-historical, socio-legal, and legal narrative analyses with content analysis to examine Indigenous textural production and court performance as forms of social practice. I supported my research with ethnographic semi-structured interviews and participant observation in recognition of Indigenous protocol. The results indicate that Native Hawaiian use of heritage in courtrooms has contributed to Indigenous identity construction by enhancing collective memory, increasing land control, and protecting group rights. The results also provide insight into how such actions by Indigenous peoples can advance upward social mobility, encourage collective identification and civic involvement, regenerate cultural practices, and strengthen group identity. This research provides new insights into how Indigenous heritage can be used as a means of Indigenous empowerment and develops a greater and more complex understanding of the uses of heritage for land control and sovereignty. These findings may be used by other special interest groups using heritage to achieve common goals.

The research deals with the empowerment of adolescent victims of family violence. The purpose of the study was to give an account of the therapeutic intervention process of two case studies, by means of a descriptive, qualitative type of research. This research was executed via semi-structured interviews by the researcher. The population in the study was limited to adolescent victims between the age of twelve to eighteen years, who are victims of family violence. The sample in this study was two respondents. The children are students at a high school in Roodepoort. After completion of the empiric study it was concluded that the adolescent who is exposed to family violence, is empowered if a therapeutic process - like the one suggested by Oaklander (1994:289) which applies gestalt play therapeutic techniques - is followed. As clearly shown in the literature, the researcher came to the conclusion that family violence has a destructive effect on the adolescent and that he can be empowered by gestalt play therapy. OPSOMMING Die navorsing handel oor die bemagtiging van adolessente slagoffers van gesinsgeweld. Die doel van die studie was om deur middel van 'n beskrywende, kwalitatiewe tipe navorsing die terapeutiese intervensieproses van twee gevallestudies te beskryf. Hierdie navorsing het met behulp van semi-gestruktureerde onderhoudvoering geskied. Die populasie in die studie was begrens tot adolessente slagoffers tussen die ouderdom twaalf tot agtien jaar wat slagoffers van gesinsgeweld is. Die steekproef in hierdie studie was twee respondente. Die kinders is verbonde aan 'n hoërskool te Roodepoort. Daar is na afloop van die empiriese studie tot die gevolgtrekking gekom dat indien 'n terapeutiese proses - soos wat deur Oaklander (1994:289) voorgestel word met die benutting van gestaltspelterapeutiese tegnieke - deurloop word, die adolessent wat aan gesinsgeweld blootgestel word, bemagtig word. Soos ook uit die literatuur duidelik blyk, het die navorser die afleiding gemaak dat gesinsgeweld vernietigend op die adolessent inwerk en dat hy deur gestaltspelterapie bemagtig kan word. / Social work / MDIAC (PLAY THERAPY)

This thesis proposes that the destitute people of South Africa, and specifically Tshwane, comprise an often neglected group of people that can and must be helped by means of missions with the destitute to experience growing degrees of SHALOM. Part of this would include a drive to re-integrate the destitute into society as functioning members of that society. This is undertaken through developing a proposed model that strives to empower destitute people in a variety of ways, using a variety of "movements" and strategies. A model such as this is necessary in the light of the seeming inability of helpers (including churches, CBO's and other non-religious organizations), to come to grips with the complex problem of destitution in our country, and in Tshwane specifically. This perceived inability is addressed by exploring the problem of destitution, in the process seeking a better understanding of a complex problem, followed by considering the responsibility of the church as missiological agent of social healing and ministry. Missiologically, SHALOM is perceived as the aim/ goal of missions with the destitute, where SHALOM refers to wellbeing, justice, relational, completeness, whole-being, peace, etc. The model is intended to serve as a viable strategy in the arsenal of churches that take the missiological call towards social healing seriously, and to provide a comprehensive, holistic approach when dealing with the destitute. It is postulated that the church, more than any other organization, should enjoy an advantage when it comes to social ministry, because of two reasons, namely (1) a strong missiological point of departure as a motivation to be involved in social ministry, where we see the church as a partner in the Missio Dei, and (2) a strong missiological aim, namely SHALOM, which transcends mere charity or welfare, but seeks to empower people holistically. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)

This thesis proposes that the destitute people of South Africa, and specifically Tshwane, comprise an often neglected group of people that can and must be helped by means of missions with the destitute to experience growing degrees of SHALOM. Part of this would include a drive to re-integrate the destitute into society as functioning members of that society. This is undertaken through developing a proposed model that strives to empower destitute people in a variety of ways, using a variety of "movements" and strategies. A model such as this is necessary in the light of the seeming inability of helpers (including churches, CBO's and other non-religious organizations), to come to grips with the complex problem of destitution in our country, and in Tshwane specifically. This perceived inability is addressed by exploring the problem of destitution, in the process seeking a better understanding of a complex problem, followed by considering the responsibility of the church as missiological agent of social healing and ministry. Missiologically, SHALOM is perceived as the aim/ goal of missions with the destitute, where SHALOM refers to wellbeing, justice, relational, completeness, whole-being, peace, etc. The model is intended to serve as a viable strategy in the arsenal of churches that take the missiological call towards social healing seriously, and to provide a comprehensive, holistic approach when dealing with the destitute. It is postulated that the church, more than any other organization, should enjoy an advantage when it comes to social ministry, because of two reasons, namely (1) a strong missiological point of departure as a motivation to be involved in social ministry, where we see the church as a partner in the Missio Dei, and (2) a strong missiological aim, namely SHALOM, which transcends mere charity or welfare, but seeks to empower people holistically. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)

The purpose of this study was to describe the perceptions of nurse educators in Limpopo Province regarding their empowerment. The researcher conducted a quantitative descriptive-correlative research design to describe the perceptions of nurse educators in Limpopo Province regarding their empowerment. Laschinger's Integrated Model of Nurse/Patient Empowerment deduced from Kanter's Theory of Structural Power in organisations and Spreitzer's Psychological Empowerment Theory guided the construction of the data collection instrument. Data collection was carried out using a self-designed structured questionnaire. The population comprised all nurse educators in Nursing Education Institutions in Limpopo Province. The Ethics Committee of the Department of Health in Limpopo Province granted permission to conduct the research in the Limpopo Province. Non-probability convenience sampling was applied to obtain the participant sample for the study. The study shed light on important aspects of nurse educators' perception of their empowerment. The findings demonstrated that nurse educators perceived the concept of empowerment differently. The most incorrect perception of empowerment was that empowerment entailed paternalism rather than democratic (n=73; f=43;58.9%) and that it involved alienation rather than being inclusive, also at 58.9%. The total average scores were of concern to the researcher. The results of respondents' experience of structural empowerment varied as only 0.9%(f=1) did not indicate whether they agreed or disagreed that structural empowerment existed at the NEIs. 40.4% (f=44) indicated/agreed to have experienced psychological empowerment while 57.8% (f=63) have not experienced psychological empowerment. The findings related to association amongst the constructs indicated that gender was not associated with structural empowerment as well as psychological empowerment (p-value less than 0.05). There was no association between the highest qualification and structural empowerment (50.5% (f=55). However, 57% (f=63) agreed that there was an association between the highest qualification and psychological empowerment of respondents. The respondents disagreed that years of teaching experience (50.5% (f=55) was associated with structural empowerment, while 48.6% (f=53) believed it existed. The respondents indicated that no association existed between the campus they were placed at and structural empowerment (50.9% (f=55) while 57.8% (f=62) agreed that the campus placement was associated with structural empowerment as well as being associated with psychological empowerment at 56.5% (f=61). The discipline in which the nurse educators were teaching was not associated with either their structural empowerment (p=843 more than p=0.05) or their psychological empowerment at p=0.955 more than p=0.005). The respondents agreed that the discipline they taught was associated with their psychological empowerment at 55.9% (f=57); however, no statistically significant association existed at p-value 0.665 more than p-value 0.005. As the results indicated, the concept of empowerment yielded various perceptions of nurse educators. The results demonstrated the necessity to develop empowerment programmes for nurse educators at the NEIs. / Maikemišetso a dinyakišiso tše e be e le go hlalosa maikutlo a bafahluši ba baoki mo Profentshing ya Limpopo mabapi le ka fao ba boning matlafatšo ya bona. Go šomišitšwe motheo was hlaloso-kamano go hwetša maikutlo a mafahluši ba baoki. Dinyakišišo di be di ithekgilwe ka kgopolo-kgolo ya Laschinger ya matlafatšo ya balwetši, a e tsere go tšwa kgopolong-kgolo ya Kanter ya matlafatšo mo mešomong le matlafatšo ya megopolo ya go ngwalwa ke Spreitzer. Dikgopolo-kgolo tše di šomišitšwe go aga/dira gore monyakišiši a kgone go hwetša maikutlo a mafahloši ba baoki mo kholetšheng ya baoki. Dinyakišišo tše di itheilwe godimo ga mafahloši ba baoki ka moka mo kholetšheng ya baoki ya profense ya Limpopo. Komiti ya maitshwaro a mabotse mo Lefapheng la Maphelo e file monyakišiši tumelelo ya go dira porotšeke ye. Porotšeke ye e laiditše seemo sa matlafatšo ya mafahluši ba baoki mo porofentsheng ya Limpopo. Dipoelo tša dinyakišišo tše di bontšhitše gore mafahluši ba baoki ma na le maikutlo a a fapaneng mabapi le matlafatšo ya bona. Seo se sa kgotsofatšeng ke gore bafahlušhi ba baoki ba (n=73; f=43;58.9%) ga ba laetša maikutlo a a nyakegang ka gore ba bontšhitše gore matlafatšo mo kholetšeng ya baoki ke kgateleo go na le gore ke temokerasi. Mafahluši ba 58.9% ba rile matlafatšo ke go bea motho thoko bakeng sa go dumela polelo ya maikutlo a lokologilego. Taba ye ke yona e tshwentsego monyakisisi. Dipoelo di bontšhitse gore palo ya bafahlušhi ba baoki e lego 0.9% (f=1) ga se e dumele goba go gana gore go na le matlafatšo mo ba šomago. Mafahluši ba 40.4% (f=44) ba bontshitše gore ba bone gore go na le matlafatšo ba mogopolo mola ba 57.8% (f=63) ba bontšhitše gore gab a ikwa ba matlafaditšwe mogopolong. Dipoelo di bontšha gape gore ga go na kamano magareng ga bong le matlafatšo ya mo mošomong. Gape, ga gona matlafatšo magareng ga go rutega le matlafatšo mo mošomong (50.5% (f=55). Ka go le lengwe, mafahluši ba baoki ba 57% (f=63) ba dumetše gore gona le kamano magareng ga go rutega le mafatšo ya mogopolo. Palo ba bona e lego (50.5% (f=55) e bontšhitše gore gona kamano ya matlafatšo le maitemogelo mola ba (48.6% (f=53) bas a kwane le kgopolo ya gore gona le kamano / Health Studies / D. Litt. et Phil. (Health Studies)

The research deals with the empowerment of adolescent victims of family violence. The purpose of the study was to give an account of the therapeutic intervention process of two case studies, by means of a descriptive, qualitative type of research. This research was executed via semi-structured interviews by the researcher. The population in the study was limited to adolescent victims between the age of twelve to eighteen years, who are victims of family violence. The sample in this study was two respondents. The children are students at a high school in Roodepoort. After completion of the empiric study it was concluded that the adolescent who is exposed to family violence, is empowered if a therapeutic process - like the one suggested by Oaklander (1994:289) which applies gestalt play therapeutic techniques - is followed. As clearly shown in the literature, the researcher came to the conclusion that family violence has a destructive effect on the adolescent and that he can be empowered by gestalt play therapy. OPSOMMING Die navorsing handel oor die bemagtiging van adolessente slagoffers van gesinsgeweld. Die doel van die studie was om deur middel van 'n beskrywende, kwalitatiewe tipe navorsing die terapeutiese intervensieproses van twee gevallestudies te beskryf. Hierdie navorsing het met behulp van semi-gestruktureerde onderhoudvoering geskied. Die populasie in die studie was begrens tot adolessente slagoffers tussen die ouderdom twaalf tot agtien jaar wat slagoffers van gesinsgeweld is. Die steekproef in hierdie studie was twee respondente. Die kinders is verbonde aan 'n hoërskool te Roodepoort. Daar is na afloop van die empiriese studie tot die gevolgtrekking gekom dat indien 'n terapeutiese proses - soos wat deur Oaklander (1994:289) voorgestel word met die benutting van gestaltspelterapeutiese tegnieke - deurloop word, die adolessent wat aan gesinsgeweld blootgestel word, bemagtig word. Soos ook uit die literatuur duidelik blyk, het die navorser die afleiding gemaak dat gesinsgeweld vernietigend op die adolessent inwerk en dat hy deur gestaltspelterapie bemagtig kan word. / Social work / MDIAC (PLAY THERAPY)