Sexual abuse of children is a complex and sensitive subject that has an influence on children , families and the wider community . In referring to the term sexual abuse it is usually associated with girls. Although there is very little literature available that focus specially on the sexual abuse of boys, it can never be denied. The clinic involved school where the research was conducted is a school for behaviour difficult boys in middle childhood (6-12 years). There are a large number of sexually abused boys or boys who have been exposed to sexual abuse in the concerned school. It is clear that children who have been sexually abused sometimes have a variety of problems including behavioral problems. There is little research available in South Africa that focuses specifically on sexual abuse and behavioral problems. It seems that boys externalize trauma and that lead to behavioral problems. It was therefore necessary to determine the impact of sexual abuse on the boys, to ensure that appropriate services can be delivered to these boys. The purpose of this study was to investigate behavioral problems of sexual abuse of boys in a clinic school by means of a literature study and empirical research. The researcher conducted qualitative and quantitative approach at the same time. For the quantitative approach, the total population of the sexually abused boys in the clinic school was involved in the study and a questionnaire compiled by the researcher was completed. For the qualitative approach, focus group was held with " SBST " ( School Based Support Team ) , teachers and child and youth care workers. There are recommendations made that seek to ensure that proper services can be provided to the sexual abuse of boys in a clinic school, in order to address their problem behavior and rehabilitate them faster. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2014

Sexual abuse of children is a complex and sensitive subject that has an influence on children , families and the wider community . In referring to the term sexual abuse it is usually associated with girls. Although there is very little literature available that focus specially on the sexual abuse of boys, it can never be denied. The clinic involved school where the research was conducted is a school for behaviour difficult boys in middle childhood (6-12 years). There are a large number of sexually abused boys or boys who have been exposed to sexual abuse in the concerned school. It is clear that children who have been sexually abused sometimes have a variety of problems including behavioral problems. There is little research available in South Africa that focuses specifically on sexual abuse and behavioral problems. It seems that boys externalize trauma and that lead to behavioral problems. It was therefore necessary to determine the impact of sexual abuse on the boys, to ensure that appropriate services can be delivered to these boys. The purpose of this study was to investigate behavioral problems of sexual abuse of boys in a clinic school by means of a literature study and empirical research. The researcher conducted qualitative and quantitative approach at the same time. For the quantitative approach, the total population of the sexually abused boys in the clinic school was involved in the study and a questionnaire compiled by the researcher was completed. For the qualitative approach, focus group was held with " SBST " ( School Based Support Team ) , teachers and child and youth care workers. There are recommendations made that seek to ensure that proper services can be provided to the sexual abuse of boys in a clinic school, in order to address their problem behavior and rehabilitate them faster. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2014

As stated in the Children’s Act 38 of 2005, learners with behavioural programmes are accommodated in child and youth centres (former industrial schools), and require professional and specialised support. These learners generally display challenging, unacceptable and anti-social behaviour, which must be addressed and handled by teachers and professional support staff. A holistic perspective is needed to meet these learners’ needs and in order to support learners with behavioural problems in child and youth centres, educational services, as well as medical, psychological and other support services must be available. These specialised support services are crucial in the efforts to address the behavioural problems of the learners. The aim of the support to learners with behavioural problems in child and youth centres is to improve the learning ability of the learners with behavioural problems, as well as to change their behavioural patterns in order for them to embrace opportunities in which they will be able to re-enter society successfully and live as well-adapted and functional individuals. Child and youth centres need to make interest groups aware of the challenges with which teachers and professional support staff are confronted on a daily basis in their efforts to support learners with behavioural problems. The aim of this study is to determine what the experiences are of the teachers and professional support staff with regard to the support to learners with behavioural problems in a child and youth centre. To reach the goal of this study, one research question was formulated: “What are the experiences of teachers and professional support staff with regard to the support of learners with behavioural problems in a child and youth centre?” A purposive sample was used, namely the teachers and professional support staff in a child and youth centre in the Ekurhuleni District, were chosen to participate in the research study. The teachers’ group includes the principal, the head of the department and teachers, while the professional support staff included an educational psychologist, a nurse, a social worker and a child and youth worker. The researcher used semi-structured individual interviews which were recorded with the consent of the participants. The recordings were transcribed, interpreted and refined to codes, themes, categories and subcategories. Ethical procedures were followed and approval of the Faculty of Educational Sciences’ Ethics Committee at the North-West University was obtained. Since qualitative studies, which investigates and describes the daily experiences of the teachers and professional support staff in supporting learners with behavioural problems in child and youth centres, are limited, a phenomenological approach, which included an interpretivist paradigm was used to investigate and describe the phenomenon. Meaningful factual conclusions related to the study’s findings, were identified, namely: learners with behavioural problems are provocative and several factors influence the support to the learners negatively; teachers and professional support staff experience uncertainty with regard to their respective responsibilities in the child and youth centre; verbal and physical attacks by the learners on the teachers and professional support staff; and lastly, positive experiences with regard to the support to the learners in a child and youth centre are few and far between. Conceptual findings are enlightened and supported by means of the radical behaviouristic theory, the cognitive social theory, the bio-ecological theory and the social capital theory. In conclusion of the phenomenological qualitative interpretivist study, the researcher offers valuable suggestions with regard to the support to learners with behavioural problems in a child and youth centre. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015

As stated in the Children’s Act 38 of 2005, learners with behavioural programmes are accommodated in child and youth centres (former industrial schools), and require professional and specialised support. These learners generally display challenging, unacceptable and anti-social behaviour, which must be addressed and handled by teachers and professional support staff. A holistic perspective is needed to meet these learners’ needs and in order to support learners with behavioural problems in child and youth centres, educational services, as well as medical, psychological and other support services must be available. These specialised support services are crucial in the efforts to address the behavioural problems of the learners. The aim of the support to learners with behavioural problems in child and youth centres is to improve the learning ability of the learners with behavioural problems, as well as to change their behavioural patterns in order for them to embrace opportunities in which they will be able to re-enter society successfully and live as well-adapted and functional individuals. Child and youth centres need to make interest groups aware of the challenges with which teachers and professional support staff are confronted on a daily basis in their efforts to support learners with behavioural problems. The aim of this study is to determine what the experiences are of the teachers and professional support staff with regard to the support to learners with behavioural problems in a child and youth centre. To reach the goal of this study, one research question was formulated: “What are the experiences of teachers and professional support staff with regard to the support of learners with behavioural problems in a child and youth centre?” A purposive sample was used, namely the teachers and professional support staff in a child and youth centre in the Ekurhuleni District, were chosen to participate in the research study. The teachers’ group includes the principal, the head of the department and teachers, while the professional support staff included an educational psychologist, a nurse, a social worker and a child and youth worker. The researcher used semi-structured individual interviews which were recorded with the consent of the participants. The recordings were transcribed, interpreted and refined to codes, themes, categories and subcategories. Ethical procedures were followed and approval of the Faculty of Educational Sciences’ Ethics Committee at the North-West University was obtained. Since qualitative studies, which investigates and describes the daily experiences of the teachers and professional support staff in supporting learners with behavioural problems in child and youth centres, are limited, a phenomenological approach, which included an interpretivist paradigm was used to investigate and describe the phenomenon. Meaningful factual conclusions related to the study’s findings, were identified, namely: learners with behavioural problems are provocative and several factors influence the support to the learners negatively; teachers and professional support staff experience uncertainty with regard to their respective responsibilities in the child and youth centre; verbal and physical attacks by the learners on the teachers and professional support staff; and lastly, positive experiences with regard to the support to the learners in a child and youth centre are few and far between. Conceptual findings are enlightened and supported by means of the radical behaviouristic theory, the cognitive social theory, the bio-ecological theory and the social capital theory. In conclusion of the phenomenological qualitative interpretivist study, the researcher offers valuable suggestions with regard to the support to learners with behavioural problems in a child and youth centre. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015

South African adolescents are more likely to participate in high-risk behaviours, because they are exposed to high-risk environments that have a negative impact on them. The choices that adolescents make during this explorative life stage will influence and determine certain outcomes of their adult lives. Therefore, it is crucial to improve adolescents’ psychological well-being, as they are the future generation adults. Adolescents with behaviour problems form a unique population who do not respond effectively to traditional therapy, and researchers are continuously searching for more effective ways to reach this population. Equine-assisted therapy (EAT) is an intervention that has been proven to be effective with this population and to provide better outcomes than traditional psychotherapy. Although the value and positive effects of EAT has been proven, there is a gap in the literature concerning research on this topic, especially with regard to research conducted by means of quantitative methods. The overarching goal of this study was to evaluate and refine an EAT programme aimed at improving the psychological well-being of boys in a school of industry. This goal was attained by utilising a quantitative, experimental research design. The Solomon four-group design was applied, because it effectively controls pre-test sensitisation and provides the best control against threats to internal validity. The sample was selected from a school of industry near Bloemfontein, which provides residence to a group of adolescent boys who display behaviour problems. The 40 boys (N = 40) included in the sample were divided into two experimental groups of 10 boys each and two control groups of 10 boys each. During the course of the study, one of the boys withdrew and the sample was reduced to 39 boys. The programme was administered to the boys in the experimental groups. Before the programme commenced, one of the experimental groups and one of the control groups completed the pre-test. The psychometric instruments used were a biographical questionnaire, the Satisfaction with Life Scale and the Coping Orientations to the Problems Experienced Questionnaire. The boys then completed the EAT programme which consisted of eight sessions, each with its own outcomes and designed to improve subjective well-being and coping. After completion of the programme, all four groups completed the post-test consisting of the same psychometric instruments as the pre-test. The results showed that the programme significantly improved the boys’ subjective well-being. The boys’ problem-focused coping, emotion-focused coping and dysfunctional coping were also increased significantly. These improvements can be attributed directly to the programme, because pre-test sensitisation was controlled. The study found that the EAT programme had a significant positive effect on the boys’ subjective well-being and coping. The conclusion can be drawn that the programme significantly improved the boys’ psychological well-being. The programme was evaluated and refined, and recommendations were made for its future use. / PhD (Psychology), North-West University, Potchefstroom Campus, 2014

South African adolescents are more likely to participate in high-risk behaviours, because they are exposed to high-risk environments that have a negative impact on them. The choices that adolescents make during this explorative life stage will influence and determine certain outcomes of their adult lives. Therefore, it is crucial to improve adolescents’ psychological well-being, as they are the future generation adults. Adolescents with behaviour problems form a unique population who do not respond effectively to traditional therapy, and researchers are continuously searching for more effective ways to reach this population. Equine-assisted therapy (EAT) is an intervention that has been proven to be effective with this population and to provide better outcomes than traditional psychotherapy. Although the value and positive effects of EAT has been proven, there is a gap in the literature concerning research on this topic, especially with regard to research conducted by means of quantitative methods. The overarching goal of this study was to evaluate and refine an EAT programme aimed at improving the psychological well-being of boys in a school of industry. This goal was attained by utilising a quantitative, experimental research design. The Solomon four-group design was applied, because it effectively controls pre-test sensitisation and provides the best control against threats to internal validity. The sample was selected from a school of industry near Bloemfontein, which provides residence to a group of adolescent boys who display behaviour problems. The 40 boys (N = 40) included in the sample were divided into two experimental groups of 10 boys each and two control groups of 10 boys each. During the course of the study, one of the boys withdrew and the sample was reduced to 39 boys. The programme was administered to the boys in the experimental groups. Before the programme commenced, one of the experimental groups and one of the control groups completed the pre-test. The psychometric instruments used were a biographical questionnaire, the Satisfaction with Life Scale and the Coping Orientations to the Problems Experienced Questionnaire. The boys then completed the EAT programme which consisted of eight sessions, each with its own outcomes and designed to improve subjective well-being and coping. After completion of the programme, all four groups completed the post-test consisting of the same psychometric instruments as the pre-test. The results showed that the programme significantly improved the boys’ subjective well-being. The boys’ problem-focused coping, emotion-focused coping and dysfunctional coping were also increased significantly. These improvements can be attributed directly to the programme, because pre-test sensitisation was controlled. The study found that the EAT programme had a significant positive effect on the boys’ subjective well-being and coping. The conclusion can be drawn that the programme significantly improved the boys’ psychological well-being. The programme was evaluated and refined, and recommendations were made for its future use. / PhD (Psychology), North-West University, Potchefstroom Campus, 2014

Text in Afrikaans / Die doel van hierdie studie was om deur die benutting van Gestaltspelterapie, adolessente wat gedragsprobleme openbaar, bewus te maak van hulself, ten einde hul toe te rus om hul lewenssituasie meer toereikend te hanteer. Daar is veral gefokus op die aspekte van die Gestaltterapeutiese proses wat die bewustheidsvlakke van die adolessente verhoog het. Ten einde hierdie doel te bereik is die navorsing kwalitatief benader, spesifiek deur ‘n deeglike literatuurstudie en die beskrywing van individuele en groepsgevallestudies. Die informasie is ontleed deur die data-spiraal analise. Vanuit die informasie wat verkry is, deur die integrasie van die literatuur en die empiriese ondersoek, kon die benutting van Gestaltspelterapie met adolessente wat gedragsprobleme openbaar, verken en in diepte beskryf word. / The main purpose of this study was to utilize Gestalt Play therapy with adolescents that display behavior problems, to make them aware of themselves, in order to equip them to handle their life situation more effectively. The focus were specifically on that aspects of the Gestalt therapeutic approach that increase the levels of awareness. In order to achieve this goal the research was approached qualitatively, specifically through a thorough literature study and the describing of individual and group case studies. The information was processed and analised by using the data-spiral analysis. From this information it was possible to explore and describe the utilization value of Gestalt Play therapy with adolescents that display behavior problems. / Social Work / M. Diac. (Spelterapie)

Text in Afrikaans / Die doel van hierdie studie was om deur die benutting van Gestaltspelterapie, adolessente wat gedragsprobleme openbaar, bewus te maak van hulself, ten einde hul toe te rus om hul lewenssituasie meer toereikend te hanteer. Daar is veral gefokus op die aspekte van die Gestaltterapeutiese proses wat die bewustheidsvlakke van die adolessente verhoog het. Ten einde hierdie doel te bereik is die navorsing kwalitatief benader, spesifiek deur ‘n deeglike literatuurstudie en die beskrywing van individuele en groepsgevallestudies. Die informasie is ontleed deur die data-spiraal analise. Vanuit die informasie wat verkry is, deur die integrasie van die literatuur en die empiriese ondersoek, kon die benutting van Gestaltspelterapie met adolessente wat gedragsprobleme openbaar, verken en in diepte beskryf word. / The main purpose of this study was to utilize Gestalt Play therapy with adolescents that display behavior problems, to make them aware of themselves, in order to equip them to handle their life situation more effectively. The focus were specifically on that aspects of the Gestalt therapeutic approach that increase the levels of awareness. In order to achieve this goal the research was approached qualitatively, specifically through a thorough literature study and the describing of individual and group case studies. The information was processed and analised by using the data-spiral analysis. From this information it was possible to explore and describe the utilization value of Gestalt Play therapy with adolescents that display behavior problems. / Social Work / M. Diac. (Spelterapie)