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.

This study focused on HIV-positive domestic helpers and the constructions of their experiences in their employing families. A literature survey established the primary theoretical assumption for the study that acknowledges the domestic helper as an integral part of the extended family of the employer. The study sought to generate grounded theory through content analysis, qualitative research methods and the constructivist-interpretative paradigm. Semi-structured interviews with open questions were conducted with 14 HIV-positive domestic helpers. Responses captured in audio recordings were transcribed and analysed. The textual data was then analysed and interpreted based on open, axial and selective coding. From this coding process four themes emerged as the ways in which HIV-positive domestic helpers construct their experiences within the families. The results from this study indicate that they construct their experiences around: <ul> <li> the HIV&AIDS diagnosis, </li> <li> their HIV&AIDS status, </li> <li> their emotions and </li> <li> their needs. </li></ul> A particularistic scrutiny of the data and research results indicate that participants experience that visible symptoms of HIV&AIDS may forewarn employers when domestic helpers are HIV-positive. These domestic helpers experience negative attitudes, reduction of job content and retrenchment with concomitant financial repercussions. However, the participants in this study indicated that the attitude of employers' children towards them remain positive after diagnosis. In terms of the way in which they construct their experience around emotion, results indicate that they experience complex emotions including shock, uncertainty, loneliness, unworthiness, guilt, rejection, concern, anger, shamefulness and depression. Yet, they also present high levels of acceptance and spiritual growth. In terms of needs, they indicate the need for HIV-friendly workplaces and medical care. They specifically desire employers to help care for their children when they pass away. A comprehensive appraisal of the research results points towards two key aspects: the lack of agency that is prevalent in this group of participants and the silences that is evident from their narratives. The narratives of the HIV-positive domestic helpers indicate that they easily negate agency of their lives to their employers and concomitantly that the lack of agency hampers their ability to retain a sense of worthiness and responsibility for their lives. The results from this study also ensconce silences in many guises. Silences were reflected: <ul> <li> through semantic values and linguistic nuances,</li> <li> regarding acts or omissions of employers,</li> <li> regarding communications,</li> <li> regarding needs and</li> <li> regarding reduction of job content</li> </ul> In rare instances, the construction of experiences of some participants confirmed the ability of HIV-positive domestic helpers to accept agency of their circumstances. In summary, HIV-positive domestic helpers in this study experienced a lack of agency, they report narratives of silences, but they also reflect elements of healing, growth and spiritual deepening when they construct their experiences of HIV&AIDS in their families of employment. Copyright 2004, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Barnard, JP 2004, MIV-positiewe huiswerksters se konstruering van hul ervarings van MIV en VIGS binne die werkgewersgesin (Afrikaans), PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-03112005-080007 / > / Thesis (PhD (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

The Resilient Educators support programme (REds) for HIV and AIDS affected educators was initiated by the University of the Northwest in 2006, following a research project in 2005 that highlighted the need for a support programme that addresses the challenges of educators affected by HIV and AIDS, as existing support structures were found to be inadequate. The REds programme is implemented in phases, and after the completion of each phase, the programme is modified to meet the needs of a broader audience of educators. Since 2006, the REds programme has been implemented by independent researchers in four South African provinces, Gauteng, Mpumalanga, the Northwest province and the Free State. This round of implementation included a comparison group, to allow researchers to compare data. The 2009 implementation of the REds programme was aimed at gathering comparative data to prove that the programme has a positive impact on the quality of life and resilience of educators. This was done in order to provide to the greater REds programme the opportunity to generalise the findings of the programme, and implement it on a national level. The goal of this study was to evaluate the effectiveness of the 2009 version of the REds programme to enhance the quality of life and resilience of HIV and AIDS affected educators in Gauteng. For the purpose of this research study, the researcher used applied and evaluative research. The mixed methods research approach was used, followed by the concurrent triangulation design. The qualitative and quantitative data carried the same weight in the results of the study, and the data sets were merged in the interpretation to produce well-validated conclusions. When comparing the pre- and post-test results, both the quantitative and qualitative data were used to prove or disprove the hypothesis. For the quantitative part of the study, the researcher made use of a quasi-experimental design namely the comparison group pre-test-post-test design. For the qualitative part of the study, the researcher used a collective case study design. Quantitative data was collected through two group administered standardised questionnaires, the Professional Quality of Life Screening (ProQol) and the Resilience Scale for Adults (RSA). Qualitative data was collected by using a narrative, drawings and observations. Pre-test data was collected from the experimental and comparison groups prior to exposure to the REds programme. The experimental group participated in the programme and afterwards, both the experimental and comparison groups participated in a post-test. The participants were recruited from the Diepsloot Combined School and the Emfundiswene Primary School in Alexandra, Johannesburg, Gauteng, by using non-probability volunteer sampling. The quantitative empirical research findings in the experimental group data showed minimal differences between the pre- and post-test data for the ProQol test, and trivial differences in the RSA screening. The comparison group data also showed minimal differences, but the differences were in a downward trend. When comparing the experimental and comparison group findings, the experimental group’s results were slightly more positive than the comparison group, but not enough to draw valid conclusions. However, the qualitative findings showed that the participants in the experimental group found that the programme addressed their support needs as HIV and AIDS affected educators and they felt empowered with knowledge and skills that they lacked, thus making them more resilient. The researcher did not mark any changes in the comparison group data, thus indicating that they did not feel empowered. The researcher hypothesised the following: If the Resilient Educators support programme (REds) were implemented among HIV and AIDS affected educators, their quality of life and resilience will be increased. Conclusions drawn from the qualitative research findings indicated that the REds programme met the support needs of HIV and AIDS affected educators, as the experimental group indicated that they felt empowered and the comparison group did not indicate this. The quantitative data results were not significant enough to prove or disprove the proposed hypothesis, and thus the researcher recommends that the reasons for the insignificant test results from the questionnaires be investigated. AFRIKAANS : Die Resilient Educators Support Programme (REds), ’n ondersteunings program vir MIV-en VIGS-geaffekteerde opvoeders, is in 2006, deur die Noordwes-Universiteit ontwikkel. Die projek spruit uit navorsing wat in 2005 gedoen is en getoon het dat die uitdagings wat MIV-en VIGS-geaffekteerde opvoeders in die gesig staar nie aangespreek word deur die huidige ondersteuningstrukture nie, en dat daar ’n daadwerklike behoefte aan ’n ondersteuningsprogram bestaan. Die REds-program word in fases geïmplementeer, en in elke fase, word die program heraangepas om aan die behoeftes van ’n breër teikengehoor van opvoeders te voldoen. Sedert die begin van die projek in 2006, is die REds-program deur verskeie onafhanklike navorsers, in vier Suid Afrikaanse provinsies, Gauteng, Mpumalanga, Noordwes en die Vrystaat geïmplementeer. Die 2009-implementering van die REds-program, het ’n vergelykende groep ingesluit, wat navorsers instaat stel om die data wat ingesamel word te vergelyk met ’n groep wat nie ’n intervensie ontvang het nie. Die 2009-implementering van die REds-program se doel was om vergelykbare data in te samel, en sodoende te bewys dat die program ‘n positiewe impak op die lewensgehalte en veerkragtigheid van opvoeders het. Die doel van hierdie studie was om te evalueer hoe doeltreffend die 2009-weergawe van die REds-program die lewenskwaliteit en veerkragtigheid van MIV-en VIGS geaffekteerde opvoeders in Gauteng verbeter. Vir die doeleindes van hierdie navorsing het die navorser toegepaste en evaluerende navorsing benut. Die gemengdemetode-navorsingsbenadering en die samewerkende triangulasie-ontwerp is benut. Die kwantitatiewe en kwalitatiewe data dra ewe veel gewig in die resultate van die studie. Datastelle is ook saamgevoeg tydens die interpretasie daarvan ten einde deeglik gestaafde gevolgtrekkings te maak. Tydens die vergelyking van die voor- en na-toetsresultate, is die kwantitatiewe en kwalitatiewe data benut om die hipotese te bewys of te weerlê. Vir die kwantitatiewe deel van die studie het die navorser ‘n kwasieksperimentele ontwerp, genaamd die groep-vergelykende voor-toets-na-toetsontwerp benut. Die kwalitatiewe deel van die studie is gedoen met behulp van die kollektiewe gevallestudie-ontwerp. Kwantitatiewe data is verkry deur twee groepgeadministreerde gestandaardiseerde vraelyste, die Professional Quality of Life Screening (ProQol) en die Resilience Scale for Adults (RSA), te gebruik. Kwalitatiewe data is ingesamel deur gebruik te maak van ’n narratief, tekeninge en observasies. Voor-toets-data is ingesamel by die eksperimentele en vergelykende groep. Die eksperimentele groep het die die REdsprogram deurloop en beide groepe het daarna deelgeneem aan die na-toets. Die deelnemers van die Diepsloot gekombineerde skool en die Emfundiswene laerskool in Alexandra, Johannesburg is by wyse van ’n nie-waarskynlikheids steekproeftrekking gekies, deur van die vrywillige steekproeftegniek gebruik te maak. Die kwantitatiewe navorsingsbevindinge van die eksperimentele groep het minimale verskille tussen die voor- en na-toets-data getoon vir die ProQol-toets, en niksbeduidende verskille is opgemerk in die RSA-toets. Die vergelykende groep se data het ook minimale verskille tussen die voor- en na-toets getoon, maar hierdie veranderings was negatief. In ’n vergelyking tussen die eksperimentele en vergelykende groep se resultate, is bevind dat die eksperimentele groep se uitslae meer positief van aard was as die van die vergelykende groep. Hierdie verskil is egter so klein dat geen werklilke gevolgtrekkings gemaak kan word nie. Desnieteenstaande het die kwalitatiewe bevindinge getoon dat die program wel aan die eksperimentele groep se ondersteuningsbehoeftes voorsien het. Die deelnemers het aangedui dat hulle bemagtig is met die kennis en vaardighede wat hul benodig om hul veerkragtigheid te verhoog. Die navorser het egter geen veranderinge in die vergelykende groep se data waargeneem nie, wat dus beteken dat die vergelykende groep nie bemagtig is nie. Die navorser het die volgende hipotese geformuleer: Indien die Resilient Educators support program (REds) onder MIV-en VIGS-geaffekteerde opvoeders geïmplimenteer word, sal hul lewenskwaliteit en veerkragtigheid verbeter. Gevolgtrekkings gemaak na gelang van die kwalitatitewe navorsingsbevindinge toon aan dat die REds-program wel die ondersteuningsbehoeftes van die opvoeders aanspreek, aangesien die eksperimentele groep aangedui het dat hulle bemagtig voel, in teenstelling met die vergelykende groep wat nie bemagtig voel nie. Die kwantitatiewe navorsingsbevindinge was egter van so ’n aard dat die navorser dit nie kon benut om die hipotese waar of vals te bewys nie. Na gelang van hierdie bevinding beveel die navorser onder andere aan dat die rede(s) vir die niksseggende kwantitatiewe toetsresultate verder ondersoek word. / Dissertation (MSW)--University of Pretoria, 2010. / Social Work and Criminology / unrestricted