The adolescent with specific barriers to learning often exhibit socio-emotional problems. Conversely, adolescents experiencing socio-emotional upsets do not achieve academically. The exact nature of the relationship is difficult or nearly impossible to elucidate. The aim of this study was to establish the specific challenges that the adolescent learner with barriers to learning with an average or above average intelligence, experiences on socio-emotional level and to take these feelings, experiences and needs as a lancer basis to develop and implement a social work intervention programme. Also to evaluate the effect of this programme on the socio-emotional functioning and academic progress of the adolescents involved. The process of intervention research was followed during the empirical study. The combined, two-phase approach of Cresswell was used for data gathering. The one group pre-test post-test was utilized for the evaluation of the effectiveness of the social work intervention programme. The Child functioning inventory High School (CFI – High) was used to gather information during the quantitative phase. This study focused on the socio-emotional functioning and challenges of the adolescent learner with specific barriers to learning and used Gestalt play therapy within a group context to address these challenges. During the qualitative phase two focus group discussions were held where the experiences, emotions and challenges of adolescents with specific barriers to learning were discussed with a group of five girls and five boys. Based on data gathered from these discussions, and a literature study a social work intervention programme was developed and implemented. This programme consisted of play therapy techniques within the Gestalt therapy framework. The social work intervention programme consisted of ten group sessions of about 90 minutes each, with a group of five girls and a group of five boys. The respondents were between 14 to 16 years, of an average to above average intelligence, and were referred to the social worker of a branch of Child Welfare: South Africa, Mpumalanga because of socio-emotional problems. This study attempted to incorporate the essential elements of Gestalt therapy, various play therapy techniques and the dynamics of group work into a programme to address socio-emotional issues experienced by the adolescent learner with barriers to learning. Socio-emotional aspects that were conceptualised and specifically evaluated are: positive functioning elements, self perception, trauma dynamics, interpersonal relationships and decision making abilities. Based on the findings, the conclusion could be made that the social work intervention programme brought about an improvement in the socio-emotional functioning and the academic progress of the respondents. / Thesis (PhD (Social Work))--University of Pretoria, 2007. / Social Work and Criminology / PhD / unrestricted

Abstracts in English, Afrikaans and Tswana / This study explores whether the turnover tax system (TTS) fulfils its intended function of being a simplified tax system, using primary and secondary data. Structural-functionalism and the tax canons form the theoretical foundations for this study and are used to guide the questionnaire design, data collection process, identification of the overarching themes and the data analysis. Semi-structured interviews are utilised to solicit information from the selected participants, using convenience and snowball selection techniques. The participants believe that the TTS is not functioning as a fully simplified tax system, as not all the tax canons and structural functionalism principles of an effective tax system are being met. The concept of the TTS is perceived as good, although the administration thereof and the South African Revenue Service officials’ knowledge on the TTS are seen to be inadequate. Various recommendations are provided to improve the TTS. / Hierdie studie het ten doel om te bepaal of die omsetbelastingstelsel (“TTS”) sy beoogde funksie vervul – naamlik dié van ʼn vereenvoudigde belastingstelsel, deur die gebruik van primêre en sekondêre data. Strukturele funksionalisme en die belastingbeginsels vorm die teoretiese grondbeginsels vir hierdie studie en word gebruik om die vraelysontwerp, data-insamelingsproses, identifisering van die oorkoepelende temas en die data-ontleding te lei. Halfgestruktureerde onderhoude word gebruik om die uitgesoekte deelnemers om inligting te vra met behulp van gerieflikheid- en sneeubalselekteringstegnieke. Die deelnemers glo dat die omsetbelastingstelsel nie as ʼn ten volle vereenvoudigde belastingstelsel funksioneer nie, aangesien nie al die belastingbeginsels en strukturelefunksionalismebeginsels van ʼn doeltreffende belastingstelsel gevolg word nie. Die konsep van die omsetbelastingstelsel word as goed beskou, hoewel die administrering daarvan, sowel as die kennis wat die Suid-Afrikaanse Inkomstediens se amptenare ten opsigte van die omsetbelastingstelsel het, as ontoereikend beskou word. Verskeie aanbevelings word gedoen om die omsetbelastingstelsel te verbeter. / Thuto ye e lebeledišiša ge e le gore poelo ya tshepedišo ya lekgetho (TTS) e kgotsofatša mohola wo e nepetšwego wona e lego wa go ba tshepedišo ya lekgetho yeo e nolofaditšwego ka go šomiša tshedimošo ya motheo le ya tlaleletšo. Tšhomišego ya sebopego le melao ya motšhelo go hlama metheo ya dikgopolo ya thuto ye le go e šomiša go hlahla tlhamo ya letlakalapotšišo, tshepedišo ya go kgoboketša tshedimošo, tlhaolo ya merero ya go tlaleletša le tekolo ya tshedimošo. Dipoledišano tša go hlamega gannyane di šomišwa go hwetša tshedimošo go batšeakarolo bao ba kgethilwego, go šomišwa kgonagalo le mekgwatiro ya go kgetha ka go ya godimo. Batšeakarolo ba dumela go re TTS ga e šome bjalo ka tshepedišo ya go tlala ya lekgetho, ka ge e se metheo ka moka ya melao ya lekgetho yeo e fihlelelwago. Lereo la TTS le lemogwa bjalo ka le kaone, le ge tshepedišo ya lona le tsebo ya bašomi ba Ditirelo tša Lekgetho tša Afrika Borwa ya TTS e bonala e sa lekana. Ditigelo tše mmalwa di tšweleditšwe go kaonafatša TTS. / College of Accounting Sciences / M, Phil. (Accounting Sciences)