Among the many undesirable phenomenon within developing countries is „orphanhood‟ that seems to be precipitated by the escalating parental deaths mostly rooted in the devastating effects of HIV/AIDS and poverty. The phenomenological descriptive case study investigated the effects of double orphanhood on the cognition and learning of orphans and vulnerable children (OVC) living within child-headed households (CHHs) in Chipinge District of Manicaland, Zimbabwe. The qualitative enquiry is tethered on a multi-dimensional concept of constructivism. The triangulated data were collected through participant observations, open-ended questionnaire, interviews and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare officer, making a total sample of 34. The study employed the Tesch‟s qualitative model of data analysis that led the findings into five major themes, each differentiating into sub-categories. The findings revealed that though most OVC try to remain resilient within their orphanhood predicament, they continue to suffer loneliness, inferiority complex, stresses, anxieties, low self-esteem, lack of concentration in class and more negativity that militates against effective assimilation and accommodation of learning materials within their ecological environment. The situation affected both sexes and was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. As such, most of the children‟s voiced responses expressed great despondence over their predicament. Other older OVC were contemplating dropping out of school in order to work, earn and look after their siblings. Even though some OVC reported occasional receipt of aid through donors and the government‟s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky to remain beneficiaries up to the end of their secondary schooling. vi Orphanhood was found to be a psychological deterrent to cognition and learning. Therefore, the local community, education administrators, policy makers, children‟s rights advocates together with the children‟s representatives should map out life-lines ideal for enhancing the cognitive learning of double OVC residing in CHHs. / Psychology of Education / D. Ed. (Psychology of Education)

The study investigated the academic performance of orphaned secondary school learners between the ages of thirteen and eighteen in the Shamavunga Circuit. The study used the qualitative method. This included the sampling of ten orphaned learners from one school in the Shamavunga Circuit. The qualitative component of the study involved sampling three educators and three guardians of orphaned learners from one secondary school in the Shamavunga Circuit. This study was aimed at investigation the perceptions of educators and learners of the academic performance of orphaned learners at secondary schools in the Shamavunga Circuit, Limpopo province. The study found that the educators were of the view that, as compared to their counterparts, orphaned learners are more likely to display unruly behaviour, a lack of concentration and an inability to complete their written schoolwork. The educators also suggested that because the majority of orphaned learners were heading their families (child-headed), there was no one to monitor and supervise them. On the other hand, it has been suggested that the majority of orphaned learners were staying with their caregivers/guardians. The study also revealed that the educators were not well trained in terms of dealing with orphaned learners. In other words they lacked the proper skills and knowledge required to deal with orphaned learners. On the other words, the orphaned learners were of the view that some of the educators were not treating them well as they called them names and they were also not providing them with the support that they should have been receiving from adults who should be playing a parental role in their lives. Furthermore, some of the orphaned learners suggested that the caregivers (guardians) with whom they lived misused their grants for their own benefit. The study also revealed that the guardians of orphaned learners were often not coping and were uneducated. Accordingly, they were unable to adequately meet the needs of these orphaned learners. In conclusion, the study recommended interventions at the school, government as well as the community levels. For example, it is suggested that grandparents (guardians) be provided with support as they were becoming exhausted as a result of having to look after the orphaned learners. It is also suggested that the government build more drop-in centres and orphanages and also provide training for the educators who have to deal with the orphaned learners. / Educational Leadership and Management / M. Ed. (Education Management)

This study aimed to test the efficacy of the memory box as a medium in Gestalt Therapy, specifically within a therapeutic group with AIDS orphans in the middle childhood phase of development. The aim was to explore and describe the utilisation of the memory box, as a medium for telling one's story, within the safety of the Gestalt play therapy group. It was felt that the increased self-awareness fostered by belonging to a supportive group could enhance self-concept. The research included qualitative and quantitative data. Theoretical and the meta-theoretical assumptions affecting children, in the middle childhood phase, orphaned through HIV/AIDS, were reviewed. The group sessions were described and the data obtained from the pre and post-test was graphically illustrated. The information was then compared to ascertain whether the objectives had been met. Results show that the memory box, used in Gestalt play therapy groups, with AIDS orphans was effective. / Social Work / M.Diac. (Play Therapy)

This case study examines the James 1:27 Trust as an information, communication and technology response to the plight of orphans and vulnerable children within the context of an HIV and AIDS epidemic. The James 1:27 Trust demonstrates how social networks can be mobilized in support of children at risk. The use of business information and management systems to administer concepts such as “virtual adoption” is deemed an important innovative contribution. The James 1:27 Trust and its model is studied as a contributor in finding solutions to scale and multiply levels of care by community and faith-based organisations to orphans and vulnerable children. The James 1:27 Trust is located at the Innovation Hub in Pretoria, Africa’s first internationally accredited science park. / Social Work / M.A. (Social Behaviour in HIV/AIDS))

South Africa has been affected both economically and socially by HIV/AIDS. The South African government has put policies in place to support people infected and affected by HIV/AIDS and to ensure that they are not discriminated against. Many children have lost either one or both parents to this pandemic. The purpose of this research study was to explore community-based care for HIV/AIDS orphans. The research question for the study was: “What are the key components of community-based care for HIV/AIDS orphans?” The objectives for this study were as follows: -- To conceptualise community-based care for HIV/AIDS orphans. -- To determine the directions and limitations with regard to community-based care within the current policy framework for caring for children infected and affected by HIV/AIDS. -- To identify the components of Heartbeat’s model for community participation for community-based care of HIV/AIDS orphans. -- To determine the key components for effective community-based care in the care of HIV/AIDS orphans, to serve as guidelines for a sustainable community-based care model for these children. This was an exploratory study. The researcher made use of a case study, which is a type of a qualitative research strategy. Twenty HIV/AIDS orphans, six caregivers and one volunteer were interviewed and a semi-structured interview schedule was used to gather data. Some of the key findings for this study were the significance of community participation, care and support in the placement of HIV/AIDS orphans which guided the key components for sustainable community-based care for HIV/AIDS orphans. The study identified specific challenges in getting communities to participate in the care and support of HIV/AIDS orphans. The study made the following recommendations based on the research findings: -- The revision of policies and guidelines addressing children infected and affected by HIV/AIDS. -- The drafting and implementation of monitoring and evaluation mechanisms for community-based care for HIV/AIDS orphans. -- The Government’s involvement in pledging more resources for HIV/AIDS orphans. / Dissertation (MSD (Social Development and Policy))--University of Pretoria, 2007. / Social Work and Criminology / unrestricted

The study focuses on the experiences of learners who live in child-headed households at Osizweni Township. Through a qualitative inquiry I sampled five households purposively. Data was collected using interviews and questionnaires. These categories emerged after data analysis: needs of learners, psychological experiences, relationships with social support systems and the role change from childhood to adulthood. The findings revealed that children experienced extreme financial constraints after the death of parents resulting in inadequate basic and educational needs. These children were traumatized and left emotionally vulnerable, living in fear and isolation constantly. Relatives did not offer any support to these children but support from the school, community and siblings was evident. These children made huge adjustments assuming parental responsibilities and this affected their academic performance. It is recommended that more study is required on the development of a Community Support Centre to educate learners and parents on how to support these children. / Psychology of Education / M. Ed. (Psychology of Education)

This study focusses on the missiological response of the Pamodzi Free Methodist Church to the plight of orphans and vulnerable children (OVCs), specifically girl children in the Kawama Township in the Republic of Zambia. The major question to answer was “How can the cultural and biblical heritage of hospitality help the church particularly the Pamodzi Free Methodist Church to respond to the problems of OVCs, particularly girl children as victims of urban problems?” The study discovered that forces such as poverty, HIV/AIDS, child abuse, family breakdown, cultural beliefs and practices as well as a lack of care from the extended family have contributed to the vulnerability of OVCs. It recommends that the members of God’s household should have a mandate to restore the dignity and identity of OVCs in a holistic manner by linking the biblical and traditional values of hospitality as well as to develop intervention measures in order to meet the felt needs of OVCs. / Christian Spirituality, Church History and Missiology / M. Th. (Missiology)

Among the many undesirable phenomenon within developing countries is „orphanhood‟ that seems to be precipitated by the escalating parental deaths mostly rooted in the devastating effects of HIV/AIDS and poverty. The phenomenological descriptive case study investigated the effects of double orphanhood on the cognition and learning of orphans and vulnerable children (OVC) living within child-headed households (CHHs) in Chipinge District of Manicaland, Zimbabwe. The qualitative enquiry is tethered on a multi-dimensional concept of constructivism. The triangulated data were collected through participant observations, open-ended questionnaire, interviews and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare officer, making a total sample of 34. The study employed the Tesch‟s qualitative model of data analysis that led the findings into five major themes, each differentiating into sub-categories. The findings revealed that though most OVC try to remain resilient within their orphanhood predicament, they continue to suffer loneliness, inferiority complex, stresses, anxieties, low self-esteem, lack of concentration in class and more negativity that militates against effective assimilation and accommodation of learning materials within their ecological environment. The situation affected both sexes and was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. As such, most of the children‟s voiced responses expressed great despondence over their predicament. Other older OVC were contemplating dropping out of school in order to work, earn and look after their siblings. Even though some OVC reported occasional receipt of aid through donors and the government‟s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky to remain beneficiaries up to the end of their secondary schooling. vi Orphanhood was found to be a psychological deterrent to cognition and learning. Therefore, the local community, education administrators, policy makers, children‟s rights advocates together with the children‟s representatives should map out life-lines ideal for enhancing the cognitive learning of double OVC residing in CHHs. / Psychology of Education / D. Ed. (Psychology of Education)

The changing structures of families and the increase in the number of child headed families are progressively becoming noticeable both nationally and internationally. Reviewed literature has confirmed that the increasing trend in orphan status among school going age over the period 2002-2009, is of major concern. A growing body of literature also indicates that child headed families and orphan hood are becoming common phenomena in many African countries in general and South Africa in particular. This scenario presents certain challenges especially on the orphaned children‘s learning and schooling experiences as well as their behavioural and social interaction patterns. The phenomenon calls for greater educational support for such learners at school and home. Increasingly, teachers and schools world over are expected to respond to the changing educational environment and contextual realities of schooling that include the orphaned learners who head households. The aim of this thesis was to address the behavioural challenges that orphaned learners who head household experience and to develop a psycho-educational programme to support their learning. A qualitative instrumental case study research design was used with a study sample of 30 orphaned learners living in child headed household aged 10 to 16 years, ten Life Orientation Teachers, four members of School Management Team, eight members of School Based Support Team (SBST) and four Social Workers who were purposively sampled to participate in the study. The study was conducted in 15 classes located at four schools (3 secondary, 1 primary) in Taledi Area, Mamusa Circuit located in Ipelegeng Township of Schweizer Reneke town under Dr R.S. Ruth Momphati District-North West Province, South Africa. In order to answer the research question, data was collected using a variety of data collection techniques. These were semi structured interviews, observations and documentary analysis. Data obtained was analysed using the interpretational analysis method to determine the common themes and sub themes describing the behavioural challenges that the orphaned learners experience during schooling in the playgrounds and in the classroom. Data analysed revealed that although orphaned learners are socially strong with regard to interaction with their peers, they experience learning difficulties in the classroom leading to underperformance and grade repeating. The study also noted that orphaned learners exhibit negative conduct behaviours and negative social interaction patterns with their LO teachers and members of the school management team. The study also revealed that emotional problems and lack of material support are common phenomena amongst these learners. The study arrived at the recommendation that a psycho-educational programme to address the behavioural challenges be developed to enhance the academic performance of the learners. / Psychology of Education / D. Ed. (Psychology of Education)

The focus of this dissertation is on exploring the needs of and services provided to orphaned and vulnerable children (OVCs) in Richmond, KwaZulu-Natal. This research is based on the findings from in-depth face-to-face interviews, and the focus group discussion conducted with key informants and primary caregivers of OVCs, respectively. The findings underline that although the needs of OVCs are similar to those of all other children, OVCs face unique challenges. It further shows that the government of South Africa has been responsive in developing relevant legislation, policies, and programmes that attempt to address the needs of OVCs. The findings also revealed that the services provided are coordinated, to a limited extent, through the Flagship Project led by the office of the Premier and. that coordination and integration of activities rendered by various stakeholders is crucial to a positive impact, and in increasing the accessibility of these services. / Social Work / M.A. (Social Behaviour Studies in HIV/AIDS)