Summaries in Afrikaans and English / ADHD is a well-known disorder affecting approximately 8% of children in South Africa. Despite years of research and development re the disorder, it seems that parents and teachers sometimes do not have the ability to handle a child with ADHD. Since a lot of the information is contradictory, confusion exists among parents and teachers who act as the support system of the child with ADHD. ADHD is a serious and destructive disorder and can influence the child’s social functioning negatively. Due to continuous failure, the child with ADHD has a low self-esteem. These aspects are the point of reference for the aim of this study, namely the development and implementation of a Gestalt therapeutic intervention plan aimed at the empowerment of the child with ADHD in the middle childhood years, his supporting systems and the evaluation of the impact thereof. The empirical data was gathered by a process of intervention research. A combination of the qualitative and quantitative approach was used. During the use of the qualitative method, a quasi-experimental one-group-pretest-posttest design was utilized. During the qualitative phase, the phenomenological perspective was used. An in-depth literature study was done in respect of ADHD, the theoretic basis of ADHD, the child with ADHD in the middle childhood years and the ADHD from a Gestalt therapeutic perspective. This literature study was the starting point for the development of the comprehensive holistic intervention plan. The intervention plan consists of three programmes: Firstly an empowering program of six sessions aimed at the child in the middle childhood years with ADHD – attention was given to emotional awareness and the dealing with unfinished business. Secondly an empowering programme aimed at the parents consisting of four parental guidance sessions, and thirdly an empowerment programme aimed at the teachers, consisting of two workshops. / AandagTekortHiperaktiwiteitsVersteuring (ATHV) is 'n welbekende versteuring wat ongeveer 8% van SuidAfrikaanse kinders be'invloed. Ten spyte van jarelange navorsing en die verbetering van begrip vir die versteuring, blyk dit dat ouers en onderwysers steeds nie altyd oor die vermoe beskik om 'n kind met A THV te hanteer nie. Aangesien daar baie teenstrydige inligting beskikbaar is, word verwarring geskep by ouers en onderwysers, wat as die kind met A THV se steunstelsels moet dien. A THV is 'n ernstige en verwoestende versteuring en kan die kind se maatskaplike funksionering negatief be'invloed. As gevolg van voortdurende mislukking het die kind met ATHV dikwels 'n lae selfwaarde. Hierdie aspekte het as uitgangspunt gedien vir die doel van die ondersoek, naamlik die ontwikkeling en implementering van 'n Gestaltterapeutiese intervensieplan gerig op die bemagtiging van sowel die kind met A THV in die middelkinderjare, asook sy steunstelsels, en om die impak daarvan te evalueer. Tydens die ondersoek is 'n proses van intervensienavorsing gevolg wat 'n gekombineerde kwalitatiewe en kwantitatiewe navorsingsmetode is. In die benutting van die kwalitatiewe metode is 'n kwasie-eksperimentele een-groep-voortoets-natoetsstrategie benut. By die kwalitatiewe metode is vanuit die fenomenologiese perspektief gewerk. 'n Diepgaande literatuurstudie is gedoen ten opsigte van ATHV, die teoretiese begronding van ATHV, die kind met ATHV in die middelkinderjare en ATHV vanuit 'n Gestaltterapieperspektief. Hierdie literatuurstudie het as basis vir die ontwikkeling van 'n omvattende holistiese intervensieplan gedien. Die intervensieplan bestaan uit drie programme. Eerstens 'n bemagtigingsprogram van ses sessies gerig op die kind met A THV in die middelkinderjare waar die klem geplaas is op emosionele bewuswording en die hantering van onvoltooidhede. Tweedens 'n bemagtigingsprogram gerig op die ouers tydens vier ouerleidingsessies. Derdens 'n bemagtigingsprogram gerig op die onderwysers bestaande uit twee werkwinkels. Gestaltterapie het nie slegs as teoretiese verwysingsraamwerk tydens die ondersoek gedien nie, maar Gestaltterapeutiesemetodes is ook benut tydens die implementering van die intervensieplan. Resultate vanuit die empiriese gegewens dui aan dat die ouers en onderwysers se kennis ten opsigte van ATHV verbeter het, want hulle het hanteringstrategiee aangeleer en begin toepas, en daar was beter begrip tussen die skool en die ouers waarby die kinders gebaat het. Die kinders se selfwaarde is ook verhoog en hulle maatskaplike funksionering het verbeter. / Social Work / D. Diac. (Play Therapy)

Poverty, violence, unemployment, the high rate of HIV/Aids and a lack of resources are some of the issues the South African government is currently trying to address. Victims of crime and violence have special needs that require early intervention. Studies show that if left unattended, victims may show maladjustment in their social, marital and work environments; receiving assistance and support following victimisation therefore holds many benefits for the victim. The Victim Empowerment Programme (VEP) announced by government as part of the National Crime Prevention Strategy is meant to address these needs. The VEP is a comprehensive, multifaceted, intersectoral model that brings together integrated service delivery for victims of crime and violence. One of the mandates of the Department of Social Development as the lead department of the VEP is to provide services that empower and meet the needs of communities and individuals who are considered victims. This study seeks to justify why it is beneficial to use a participatory learning approach when designing and conducting „in-service‟ continuing professional development training courses for state-appointed social workers working within the field of victim empowerment (VE) in South Africa. It also advocates for the theoretical approaches of experiential problem-based learning and psychosocial empowerment, and discusses the use of a crossover of theories from the different disciplines of mainstream psychology, community psychology and social work. The vision of a new South Africa based on post-1994 ANC government policies is outlined and the history of the field of socio-economic development and community development is discussed. Mainstream psychology‟s contribution to community development, and the tenets of community psychology, participation and empowerment, are applied in the design of an „in-service‟ short course. The primary focus of the study is on the range of skills and abilities needed to initiate and maintain successful VE services. These include the following: skills in group process facilitation; skills in intersectoral collaboration (referral and networking) with other governmental departments and other healthcare professionals; knowing how to establish and maintain forums; an understanding of the principles and tools of participatory learning and action; skills required for designing, organising and presenting workshops; project management, and the monitoring and evaluation of VE projects. This study elucidates how critical the „in-service‟ training of VE social workers is within the new social development paradigm in South Africa, and offers key considerations and recommendations regarding future „in-service‟ training programmes/short courses for state-employed social workers involved in VE services. / Psychology / D. Litt. et Phil. (Psychology)

Poverty, violence, unemployment, the high rate of HIV/Aids and a lack of resources are some of the issues the South African government is currently trying to address. Victims of crime and violence have special needs that require early intervention. Studies show that if left unattended, victims may show maladjustment in their social, marital and work environments; receiving assistance and support following victimisation therefore holds many benefits for the victim. The Victim Empowerment Programme (VEP) announced by government as part of the National Crime Prevention Strategy is meant to address these needs. The VEP is a comprehensive, multifaceted, intersectoral model that brings together integrated service delivery for victims of crime and violence. One of the mandates of the Department of Social Development as the lead department of the VEP is to provide services that empower and meet the needs of communities and individuals who are considered victims. This study seeks to justify why it is beneficial to use a participatory learning approach when designing and conducting „in-service‟ continuing professional development training courses for state-appointed social workers working within the field of victim empowerment (VE) in South Africa. It also advocates for the theoretical approaches of experiential problem-based learning and psychosocial empowerment, and discusses the use of a crossover of theories from the different disciplines of mainstream psychology, community psychology and social work. The vision of a new South Africa based on post-1994 ANC government policies is outlined and the history of the field of socio-economic development and community development is discussed. Mainstream psychology‟s contribution to community development, and the tenets of community psychology, participation and empowerment, are applied in the design of an „in-service‟ short course. The primary focus of the study is on the range of skills and abilities needed to initiate and maintain successful VE services. These include the following: skills in group process facilitation; skills in intersectoral collaboration (referral and networking) with other governmental departments and other healthcare professionals; knowing how to establish and maintain forums; an understanding of the principles and tools of participatory learning and action; skills required for designing, organising and presenting workshops; project management, and the monitoring and evaluation of VE projects. This study elucidates how critical the „in-service‟ training of VE social workers is within the new social development paradigm in South Africa, and offers key considerations and recommendations regarding future „in-service‟ training programmes/short courses for state-employed social workers involved in VE services. / Psychology / D. Litt. et Phil. (Psychology)

This study outlines the results of an evaluation of programmes through a developmental quality assurance process within shelters for abused women and their children in Gauteng Province. The survey obtained the attitudes and opinions of the social workers/social auxiliary workers and shelter managers towards their services. The study reflects empirical findings as well as strengths and developmental areas within these shelters. The results from the study indicate that shelters for abused women and their children are functioning well. However, the Minimum Standards for Shelters are not fully adhered to. Therefore, internal and external evaluations should be used by shelter managers to evaluate their own performance and to improve service delivery. / Social Work / MA(SS) (Social Work)

This study outlines the results of an evaluation of programmes through a developmental quality assurance process within shelters for abused women and their children in Gauteng Province. The survey obtained the attitudes and opinions of the social workers/social auxiliary workers and shelter managers towards their services. The study reflects empirical findings as well as strengths and developmental areas within these shelters. The results from the study indicate that shelters for abused women and their children are functioning well. However, the Minimum Standards for Shelters are not fully adhered to. Therefore, internal and external evaluations should be used by shelter managers to evaluate their own performance and to improve service delivery. / Social Work / MA(SS) (Social Work)