Social workers are responsible for rendering services to children and families who have experienced sexual abuse. These services are to a large degree guided by legislation and organisational policy, but the question arises whether all social workers perceive child sexual abuse in the same way. This is significant since the possibility that a social worker perceives child sexual abuse differently from legislation and existing policies, could lead to having an adverse effect on the rendering of services to children and families exposed to sexual abuse. The aim of this study was to explore and describe the perceptions of social work students regarding child sexual abuse by way of a descriptive qualitative research design. For the purposes of this study the non-probability sampling technique of purposive sampling was used to obtain participants. Fourth-year social work students at a specific higher learning institution were allowed to volunteer for this study and ten students agreed to participate. Unstructured in-depth individual interviews were conducted in order to explore their perceptions of CSA (Child Sexual Abuse). The data was coded into six main perceptions with their categories and subcategories. These perceptions were the following: (1) Child sexual abuse is caused by factors within the child’s ecological environment; (2) Description of the sexually abused child; (3) Description of the perpetrator of child sexual abuse; (4) Child sexual abuse is pervasive and can be characterised by the presence of specific aspects; (5) Child sexual abuse affects the child in specific ways; and (6) Children do not disclose sexual abuse. These results were presented in the format of an article with conclusions, recommendations as well as the limitations of the study. / MSW, North-West University, Potchefstroom Campus, 2015

More often than not learners with learning difficulties are treated differently from normal mainstream learners. Often they experience themselves in a less positive manner because of the interactions with various teachers who may not always have enough patience to deal with these learners while trying to cope with large numbers of learners on a daily base. This study was conducted to explore self-configuration experiences of Intermediate Phase learners with learning difficulties within the learner-teacher relationship. Literature indicates that the self is a complex construct to define and can be interpreted in various ways. The researcher aimed to understand how the self is configured in experiences that learners have with their teachers and how these experiences contribute to and affect self-configuration. The theoretical frameworks of the Dialogical Theory of Self and the Gestalt Field Theory were used to gain an understanding of how vital relations and context are in the configuration experiences of the self. A qualitative case study with purposive sampling was conducted. The study was done at a single school where all the learners in the school have learning difficulties. There were nine learners that fell in the Intermediate Phase category and all of them were boys who voluntarily participated in the research. Data were collected by means of a semi-structured interview in which the participants were asked to use incomplete sentences and a visual map that they made to help them express their experiences. A follow-up interview was conducted to check that the meaning that the learner ascribed to his incomplete sentences and visual map was accurate and an opportunity was given to add something should the participant want to. Participants were given this opportunity as some of them had difficulty in expressing themselves adequately during the first session as a result of their learning difficulties in so much as they struggle to find words that express their feelings and what they wanted to communicate. Data were transcribed and analysed by means of thematic analysis. The study indicated that it was aspects such as quality time the teachers spent with the learners and the tone of voice of the teacher that contributed to the self-configuration experiences of the learners. Further research is necessary to determine whether this is the experience in other schools that cater for learners with learning difficulties and how this knowledge may be used to bring greater awareness to teachers to better understand how learners experience their relationship with regards to self-configuration. Quantitative studies can also be conducted to investigate the impact of teacher-learner relationships on self-configuration. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

Social workers are responsible for rendering services to children and families who have experienced sexual abuse. These services are to a large degree guided by legislation and organisational policy, but the question arises whether all social workers perceive child sexual abuse in the same way. This is significant since the possibility that a social worker perceives child sexual abuse differently from legislation and existing policies, could lead to having an adverse effect on the rendering of services to children and families exposed to sexual abuse. The aim of this study was to explore and describe the perceptions of social work students regarding child sexual abuse by way of a descriptive qualitative research design. For the purposes of this study the non-probability sampling technique of purposive sampling was used to obtain participants. Fourth-year social work students at a specific higher learning institution were allowed to volunteer for this study and ten students agreed to participate. Unstructured in-depth individual interviews were conducted in order to explore their perceptions of CSA (Child Sexual Abuse). The data was coded into six main perceptions with their categories and subcategories. These perceptions were the following: (1) Child sexual abuse is caused by factors within the child’s ecological environment; (2) Description of the sexually abused child; (3) Description of the perpetrator of child sexual abuse; (4) Child sexual abuse is pervasive and can be characterised by the presence of specific aspects; (5) Child sexual abuse affects the child in specific ways; and (6) Children do not disclose sexual abuse. These results were presented in the format of an article with conclusions, recommendations as well as the limitations of the study. / MSW, North-West University, Potchefstroom Campus, 2015

More often than not learners with learning difficulties are treated differently from normal mainstream learners. Often they experience themselves in a less positive manner because of the interactions with various teachers who may not always have enough patience to deal with these learners while trying to cope with large numbers of learners on a daily base. This study was conducted to explore self-configuration experiences of Intermediate Phase learners with learning difficulties within the learner-teacher relationship. Literature indicates that the self is a complex construct to define and can be interpreted in various ways. The researcher aimed to understand how the self is configured in experiences that learners have with their teachers and how these experiences contribute to and affect self-configuration. The theoretical frameworks of the Dialogical Theory of Self and the Gestalt Field Theory were used to gain an understanding of how vital relations and context are in the configuration experiences of the self. A qualitative case study with purposive sampling was conducted. The study was done at a single school where all the learners in the school have learning difficulties. There were nine learners that fell in the Intermediate Phase category and all of them were boys who voluntarily participated in the research. Data were collected by means of a semi-structured interview in which the participants were asked to use incomplete sentences and a visual map that they made to help them express their experiences. A follow-up interview was conducted to check that the meaning that the learner ascribed to his incomplete sentences and visual map was accurate and an opportunity was given to add something should the participant want to. Participants were given this opportunity as some of them had difficulty in expressing themselves adequately during the first session as a result of their learning difficulties in so much as they struggle to find words that express their feelings and what they wanted to communicate. Data were transcribed and analysed by means of thematic analysis. The study indicated that it was aspects such as quality time the teachers spent with the learners and the tone of voice of the teacher that contributed to the self-configuration experiences of the learners. Further research is necessary to determine whether this is the experience in other schools that cater for learners with learning difficulties and how this knowledge may be used to bring greater awareness to teachers to better understand how learners experience their relationship with regards to self-configuration. Quantitative studies can also be conducted to investigate the impact of teacher-learner relationships on self-configuration. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

In the service of child protection organisations, where services are focused on the protection of children within the preservation of families, social workers are exposed to the adverse conditions of children and families forming part of their caseload. Social workers must remain objective and make thoughtful decisions in the best interest of children and families, while they themselves might be traumatised by the circumstances of these children and families. Various studies have been done about occupational stress, secondary trauma, compassion fatigue and the role of supervision in this regard. Less is however known about support as a function of supervision for social workers employed by child protection organisations and the social workers’ experience(s) of this support. The aim of this study was to investigate and to descripe, by means of a descriptive qualitative design, social workers employed by child protection organizations' experience of support as function of supervision. For the purpose of this study, the researcher used a purposeful non-probability sampling. Ten social workers from seven child protection organisations within the specific field of child protection were selected according to their willingness to participate. Unstructured, in-depth, one-on-one interviews, with one question to initiate the interview, were conducted with social workers to investigate their experience of the support as function of supervision. During interviews with the individual social workers the researcher made use of observations and field notes as tools for data collection tools. A focus group with eight social workers was also utilised to verify initial findings and to allow for any additional data that would emerge. The first theme deals with participants’ view of support as a function of supervision, which includes receiving guidance and emotional support. Theme two is about participants’ experience of support as a function of supervision in terms of task-oriented as well as emotional support. The third theme that came up was alternative sources of emotional support, including colleagues, external counselors, family members and selfcare. These themes were divided into sub-themes and categories and discussed according to relevant quotations from interviews and literature reviews. Conclusions and recommendations were made according to these results. One of the most important recommendations arising from the findings of the study, is that the support function of supervision should be used more effectively. Social workers and supervisors must develop a greater awareness of the importance to discuss emotions and the dangers of suppressing emotions. Social workers that receive the opportunity to reflect on their emotions, develop a sense of self-worth, appreciation and experience job satisfaction and motivation, which leads to an increase in service quality. / MSW, North-West University, Potchefstroom Campus, 2014

In the service of child protection organisations, where services are focused on the protection of children within the preservation of families, social workers are exposed to the adverse conditions of children and families forming part of their caseload. Social workers must remain objective and make thoughtful decisions in the best interest of children and families, while they themselves might be traumatised by the circumstances of these children and families. Various studies have been done about occupational stress, secondary trauma, compassion fatigue and the role of supervision in this regard. Less is however known about support as a function of supervision for social workers employed by child protection organisations and the social workers’ experience(s) of this support. The aim of this study was to investigate and to descripe, by means of a descriptive qualitative design, social workers employed by child protection organizations' experience of support as function of supervision. For the purpose of this study, the researcher used a purposeful non-probability sampling. Ten social workers from seven child protection organisations within the specific field of child protection were selected according to their willingness to participate. Unstructured, in-depth, one-on-one interviews, with one question to initiate the interview, were conducted with social workers to investigate their experience of the support as function of supervision. During interviews with the individual social workers the researcher made use of observations and field notes as tools for data collection tools. A focus group with eight social workers was also utilised to verify initial findings and to allow for any additional data that would emerge. The first theme deals with participants’ view of support as a function of supervision, which includes receiving guidance and emotional support. Theme two is about participants’ experience of support as a function of supervision in terms of task-oriented as well as emotional support. The third theme that came up was alternative sources of emotional support, including colleagues, external counselors, family members and selfcare. These themes were divided into sub-themes and categories and discussed according to relevant quotations from interviews and literature reviews. Conclusions and recommendations were made according to these results. One of the most important recommendations arising from the findings of the study, is that the support function of supervision should be used more effectively. Social workers and supervisors must develop a greater awareness of the importance to discuss emotions and the dangers of suppressing emotions. Social workers that receive the opportunity to reflect on their emotions, develop a sense of self-worth, appreciation and experience job satisfaction and motivation, which leads to an increase in service quality. / MSW, North-West University, Potchefstroom Campus, 2014

The purpose of this study was to explore and describe post-graduate students‟ reflections on relational qualities that may enhance relational well-being in South African school communities. The research formed part of a broader research project, entitled “Relational well-being in school communities”. The researcher applied the Gestalt paradigm and the theories of existential dialogue and the field theory to this study. A qualitative, interpretive, descriptive design was followed. Non-probability purposive sampling was used whereby 14 participants were purposively selected based on their involvement in a cohort workshop organised by the Centre for Child, Youth and Family Studies (CCYF) in Wellington in the Western Cape. Data was collected through a World Café session with the post-graduate students. Thematic data analysis was used to identify themes among the data. The findings indicated a distinction between relational qualities embedded in the self, relational qualities that are essential for social connection and relational qualities that are critical in leadership. The findings suggest that the presence of relational qualities in individuals, the school community as a social context and the leadership in the school can contribute to relational well-being in school communities. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The purpose of this study was to explore and describe post-graduate students‟ reflections on relational qualities that may enhance relational well-being in South African school communities. The research formed part of a broader research project, entitled “Relational well-being in school communities”. The researcher applied the Gestalt paradigm and the theories of existential dialogue and the field theory to this study. A qualitative, interpretive, descriptive design was followed. Non-probability purposive sampling was used whereby 14 participants were purposively selected based on their involvement in a cohort workshop organised by the Centre for Child, Youth and Family Studies (CCYF) in Wellington in the Western Cape. Data was collected through a World Café session with the post-graduate students. Thematic data analysis was used to identify themes among the data. The findings indicated a distinction between relational qualities embedded in the self, relational qualities that are essential for social connection and relational qualities that are critical in leadership. The findings suggest that the presence of relational qualities in individuals, the school community as a social context and the leadership in the school can contribute to relational well-being in school communities. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The aim of this study is to explore and describe children’s experiences of the repositioning of their psychological birth order in a reconstituted family. The aim of this study is also to contribute to a better understanding of this phenomenon to aid the parents of these children as well as professionals working with such families. The systems theory was used as the meta-theory of this study. Gestalt field theory formed the connection between the systems theory and Adlerian theory, to portray the interaction between the individual and the different subsystems of which they are part, and formed the lens through which the study was done. Adlerian theory was used to explain the subsystems function in the micro system, with the focus on children’s experiences of the repositioning of their birth order in a reconstituted family. A qualitative research method with Interpretative Phenomenological Analysis was used as research design. Eight children took part in this study. The researcher used semi-structured interviews to explore their experiences of the repositioning of their psychological birth order and the data was analysed thematically. The researcher had a discussion with the participants’ parents to determine the children’s psychological birth order and to obtain background information regarding the original and reconstituted families. The findings indicated that children’s experiences in relation to their parents and siblings had the most profound effect on how they experienced the repositioning of their psychological birth order in a reconstituted family. It seemed that participants preferred their parents treating them congruent to their psychological birth order within the reconstituted family and they experienced incongruent treatment to their psychological birth order, as negative. Participants enjoyed being favoured by their parents. If the sibling who caused the repositioning was favoured, or his or her parents unfairly blamed the relevant participant, it contributed to tension in the sibling and child-parent relationships. Participants seemed to associate less time spent with parents as well as less attention from parents with step- and half-siblings in the reconstituted family. Participants expressed less responsibility in the reconstituted family as a favourable aspect and more responsibilities in the reconstituted family as a unfavourable aspect of being repositioned. In the participants’ experiences, which related to their siblings, the children seemed to defend their psychological positions in their renegotiation for new positions and roles in the reconstituted family often resulting in power struggles and sibling rivalry. Age and gender differences played a role in this process. When participants were ineffective in their negotiation of a new position within the new sibling subsystem, feelings of isolation were reported. Participants experienced frustration when they were unsuccessful in their negotiations regarding former roles associated with their psychological birth order in the new family system. Participants expressed companionship with a step- or half-sibling of the same gender as a favourable experience in their repositioning. The time elapsed since the reconstitution of the family, seemed to play an important role in how children experienced the repositioning of their psychological birth order. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The aim of this study is to explore and describe children’s experiences of the repositioning of their psychological birth order in a reconstituted family. The aim of this study is also to contribute to a better understanding of this phenomenon to aid the parents of these children as well as professionals working with such families. The systems theory was used as the meta-theory of this study. Gestalt field theory formed the connection between the systems theory and Adlerian theory, to portray the interaction between the individual and the different subsystems of which they are part, and formed the lens through which the study was done. Adlerian theory was used to explain the subsystems function in the micro system, with the focus on children’s experiences of the repositioning of their birth order in a reconstituted family. A qualitative research method with Interpretative Phenomenological Analysis was used as research design. Eight children took part in this study. The researcher used semi-structured interviews to explore their experiences of the repositioning of their psychological birth order and the data was analysed thematically. The researcher had a discussion with the participants’ parents to determine the children’s psychological birth order and to obtain background information regarding the original and reconstituted families. The findings indicated that children’s experiences in relation to their parents and siblings had the most profound effect on how they experienced the repositioning of their psychological birth order in a reconstituted family. It seemed that participants preferred their parents treating them congruent to their psychological birth order within the reconstituted family and they experienced incongruent treatment to their psychological birth order, as negative. Participants enjoyed being favoured by their parents. If the sibling who caused the repositioning was favoured, or his or her parents unfairly blamed the relevant participant, it contributed to tension in the sibling and child-parent relationships. Participants seemed to associate less time spent with parents as well as less attention from parents with step- and half-siblings in the reconstituted family. Participants expressed less responsibility in the reconstituted family as a favourable aspect and more responsibilities in the reconstituted family as a unfavourable aspect of being repositioned. In the participants’ experiences, which related to their siblings, the children seemed to defend their psychological positions in their renegotiation for new positions and roles in the reconstituted family often resulting in power struggles and sibling rivalry. Age and gender differences played a role in this process. When participants were ineffective in their negotiation of a new position within the new sibling subsystem, feelings of isolation were reported. Participants experienced frustration when they were unsuccessful in their negotiations regarding former roles associated with their psychological birth order in the new family system. Participants expressed companionship with a step- or half-sibling of the same gender as a favourable experience in their repositioning. The time elapsed since the reconstitution of the family, seemed to play an important role in how children experienced the repositioning of their psychological birth order. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.