M.Ed. (Educational Psychology) / The influence of the HIV and AIDS pandemic has had a detrimental effect on the lives of children and adolescents affected by it in that the disease has caused the loss of their parents or parental support. The result of the HIV and AIDS pandemic has seen an increase in the number of children and adolescents living in child-headed households. Research shows that children living in child-headed households may be at risk both in a socio-economical and educational manner. There is a concern that children living in child-headed households may also be affected developmentally, especially with regard to development into adulthood. Psychosocial developmental theory of an individual posits that there is an interaction between social and psychological factors which is to say that an individual’s culture, values, beliefs, attitudes and feelings are all involved in how an individual develops into an adult. This research study aims at exploring the psychosocial developmental experiences of Grade 10 learners from child-headed households. A phenomenological multiple case study design was used to gain an in-depth understanding of four cases. This design was descriptive and exploratory in nature. The data collection methods used included semi-structured individual interviews and collages with four purposefully selected participants, and a focus group interview with a separate group of participants from similar circumstances. The data was subjected to content analysis so as to explore emerging themes as related to the psychosocial developmental experiences of the participants. The findings revealed that the psychosocial developmental experiences of the participants can be described by three themes, namely psychological experiences, social experiences and educational experiences. The sub-themes that emerged demonstrate that these participants have a generally positive outlook on life and the future. The participants demonstrated a desire for a better life and felt that getting a good education would stand them in good stead to reach their dreams and goals. Despite this positive outlook, findings also indicated that there is a need for psychological and social support for learners in child-headed households. As such it is recommended that support systems such as mentors and educational psychologists are implemented in school and community environments.

Magister Artium - MA / This study aimed to explore the gender imbalances that exist in access to education and participation in schooling of the female orphans and vulnerable children, and also how this relates to the continuing feminisation of the HIV and AIDS pandemic in Zambia. The study was based on the premise that the girl child is disadvantaged in this area, and the HIV and AIDS pandemic in worsening the situation for female orphans and vulnerable children. / South Africa

Magister Educationis - MEd / In many countries, the scale of poverty, and the alarming number of children now being orphaned by HIV and AIDS, has increased the roles and responsibilities of grandparents as caregivers in their grandchildren's lives. Not only do grandparents have to care for their grandchildren on a daily basis but they also carry the burden of seeing them through school, possibly with the fear that they might not be able to see them achieve all their dreams. This study examined the complex issues surrounding school attendance for orphaned children in Mbekweni, a township in the Western Province, in South Africa. The study explored the relationship between the attitudes of orphaned learners and their caregivers towards education and schooling itself, uncovering the struggles and the strengths of caregivers and orphaned children that directly relate to success or faiolure in school. / South Africa

Magister Artium (Development Studies) - MA(DVS) / Cash transfers, integral in social protection, have increasingly been viewed as a viable measure of promoting human development outcomes in low and middle income countries in the face of persistent poverty exacerbated by the HIV/AIDS pandemic. Sub-Saharan Africa has been the worst hit by the HIV/AIDS pandemic with almost two thirds of the world’s HIV/AIDS patients living in the region. By 2005, 12 million children were orphaned by the disease while 2 million more below 15 years of age were estimated to be infected (UNICEF, 2005:2). To address the plight of orphans and vulnerable children in Kenya the government together with various international development agencies launched the Cash Transfer Programme for Orphans and Vulnerable Children (CT-OVC) in 2004 to provide for the basic needs of OVC and promote their human development. With the capability approach as its theoretical framework, this research seeks to determine the value attached by recipients of the CT-OVC to capabilities in the four broad dimensions of social life, health, education and play. It also seeks to gauge the extent of attainment of functionings in the four dimensions, and the association between participation in the programme and one’s functionings in the key dimensions. The research is conducted through a quasi-experimental design which compares recipients of the cash transfer to non-recipients and mixed methods are used to collect and analyse data. Results show that OVC consider capabilities in the dimensions of social life, education, health and play to be of high value in their lives. Children in the recipient group appear to have attained functionings in the four dimensions to a higher degree than their counterparts in the comparison group. There is also an association between participation in the CT-OVC programme and attainment of functionings in all four dimensions. Perceptions from participants explore further opportunities created or expanded through the CT-OVC as well as participants’ suggestions on the programme

Magister Artium (Social Work) - MA(SW) / Since the inception of the HIV/AIDS epidemic, millions of individuals of all ages have been affected. To date, more than 15 million people have died from HIV/AIDS, resulting in a substantial increase in the number of orphans worldwide. AIDS orphans are not spared from the catastrophic outcomes of the virus but rather are critically affected by the presence of familial HIV/AIDS. They have come to be seen as a vulnerable population of the youth who are neglected and ineffectively educated and cared for. Numerous risk factors and outcomes have been identified for AIDS orphans, such as parental bereavement, poverty, financial strain, the loss of educational opportunities, and stigmatisation. Although these risk factors and outcomes may be present among all orphaned youth, AIDS orphans display higher levels of psychological difficulties and distress than youth orphaned by other causes. Scholars have begun to investigate the association of AIDS orphans with a highly stigmatised disease in the hope of uncovering possible explanations. This research has become a challenging task as there is insufficient filtered information examining the effects of HIV-related stigma on the psychological well-being of AIDS orphans. With limited knowledge, it is impossible to accurately illustrate or address the risk that HIV-related stigma poses to the psychological well-being of AIDS orphans. The present study aimed to examine and report on the effects of HIV-related stigma on the psychological well-being of AIDS orphans who have lost one or both of their parents to HIV/AIDS. The study employed a systematic review methodology which identified and critically evaluated relevant literature for inclusion and provided a descriptive meta-synthesis of findings. The review considered studies reporting on the effects of HIV-related stigma on the psychological well-being of AIDS orphans that were published during the period 2004–2015. The review was conducted in four systematic steps. Firstly, potential titles were identified using predetermined sets of keywords in databases available at the University of the Western Cape. Secondly, the abstracts of potential titles were screened for relevance to the study and were promoted to the next level of review. Thirdly, the full text of the studies of all eligible abstracts were retrieved and evaluated for methodological quality using a critical appraisal tool. Eligibility for inclusion was determined by a predetermined threshold score of 80%. Lastly, studies included in the present study were subjected to a process of data extraction. Subsequently, the title search yielded 5473 prospective titles of which 96 titles were identified for possible inclusion. Abstract screening excluded 59 titles, and the differences of 37 studies were included. Critical appraisal of potential studies excluded 28 studies, and the remaining 9 studies were deemed eligible for the purpose of the present study, achieving the threshold score of 80% and above and have been included in the review. The theory explication meta-synthesis and line of argument forming the discussion of findings revealed that AIDS orphans are critically affected by various measures of HIV-related stigma. The central feature extracted from the included studies was the increase of psychological distress and poor psychological functioning of AIDS orphans resulting from HIV- related stigma. Stigma acted to perpetuate poverty, the loss of educational opportunities and the process of bereavement, while leading to an increase in depression, anxiety, post-traumatic stress, conduct disorder, adjustment disorder and delinquency among AIDS orphans. In conclusion, AIDS orphans experienced all measures of HIV-related stigma resulting in an increase of psychological distress accompanied by lower levels of poor-psychological functioning.

This research was based on the development of a Personal Growth Programme to address the emotional needs of ECD practitioners dealing with vulnerable children in previously disadvantaged communities, mostly in Gauteng. Early childhood development practitioners placed emphasis on their emotional needs and the kind of interventions necessary to assist them in dealing effectively with the emotional needs of children in their care. A Personal Growth Programme was designed with the aim of stimulating and sustaining reflexive practices and emotional growth through self-exploration, role-play and sharing of experiences. Relying on semi-structured interviews, the practitioners’ evaluations of the Personal Growth Programme were presented. All agreed that the programme had benefited them as individuals and as practitioners. They reported that the most important skills they had learnt were self-knowledge and empathy with the children in their care, both of which improved their practice. Some cited how these skills had benefited not only their practice but their personal relationships with family. Some of the skills were thus cited as life-changing. Regarding the sustaining of support groups, only three groups managed to meet at least once after the personal growth programme, with the aim of discussing their work or other issues related to it. The programme therefore made a difference for individuals but its sustainability revealed less success, suggesting that sustainability needed more attention. Copyright / Dissertation (MA)--University of Pretoria, 2012. / Psychology / unrestricted

The goal of this study was to explore the needs of children orphaned by HIV/AIDS in middle childhood, The objectives were:<ul> <li>To describe phenomenon of HIV/AIDS</li> <li>To describe the phenomenon of children in middle childhood affected by HIV/AIDS in South Africa</li> <li>To explore the specific needs of children in middle childhood orphaned by HIV/AIDS by means of an empirical study</li> <li>To make recommendations for professionals and non-professionals intervening with children in middle childhood orphaned by HIV/AIDS in South Africa.</li></ul> This is an applied, qualitative research study. The research design used is phenomenology. The study was conducted at Child Welfare South Africa ( Potchefstroom) in the North West Province. The goal of this study was to explore the needs of children orphaned by HIV/AIDS in middle childhood. The sample consisted of ten black children aged between 6 – 12 years, of both genders, who are orphaned by HIV/AIDS and are clients of Child Welfare, South Africa in Potchefstroom. This sample was selected using purposive sampling where the researcher used her judgment to select the ten respondents. Before conducting the main research a pilot study was conducted. Two children who are in the same age group were interviewed but did not form part of the sample. The researcher did her best to adhere to ethical considerations. She ensured that the respondents understood the goal of the study, their roles in the study and the experience that they may have to go through during the study. In order to ensure anonymity in research reports aggregated information rather than individual information will be used. A semi-structured interview schedule was used to collect data during the one-to-one interviews, which was tape recorded. At the end of the session the researcher transcribed the audio - taped interview recordings. The transcribed interview notes were used to organize information by applying labels, themes and sub themes that will draw different parts of the information that had been collected. The findings were released in a mini-dissertation and the data collected remained anonymous. The report is accurate and reflects the true facts. All sources and assistance were acknowledged. / Dissertation (MSW)--University of Pretoria, 2008. / Social Work and Criminology / unrestricted

This is a scientific exploration of the manner in which HIV/AIDS impacts upon the adolescents that are orphaned by AIDS and obliged to live in a child-headed household. What is apparent is that empirical research based on the socio-educational conditions of orphans in child-headed households is a neglected field of study since there is mainly anecdotal evidence of the phenomenon. The central issues of the study are the socio-educational impact of the pandemic upon such children. This study aims to explore, describe and interpret the phenomenon of HIV/AIDS within the context of the participants’ (adolescents in child-headed households) perspectives of their life-world. Apart from endeavouring to gain an insight into the way in which the social and educational aspects of the adolescents’ lives are affected the study attempts to create an awareness that will assist NGOs and the Departments of Education and Welfare in their effort to mitigate the impact of HIV/AIDS. The research abides by a qualitative methodology and an interpretive approach since the children are to be studied in their natural setting of their homes. The researcher employed a face-to-face technique in the form of interviews and observations of the adolescents in their natural environments as well as the Sack’s Sentence Completion Technique to accumulate data for the investigation. The social epidemiology theory served as a theoretical framework for this study. Findings of the study have revealed that HIV/AIDS has a definite negative impact on the social and educational lives of orphans in child-headed households. The study has further revealed that poverty, the lack of support and social discrimination experienced by the orphan in child-headed households, impact negatively on their social lives and education. Further, this research has exposed that orphans in child-headed households are vulnerable since they carry the burden of stigma and discrimination. These unfortunate children are forced to abandon their schooling because of financial constraints, and in many cases take care of ailing parents and assume adult responsibilities in their homes. Also, the South African Educational system has not adapted in keeping with current trends and needs to create more flexible learning opportunities that cater for children who will otherwise have to abandon their studies. / Dissertation (MEd (Curriculum Studies))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

The study seeks to explore and identify factors that prevent AIDS orphans in presenting themselves for Voluntary Counselling and Testing (VCT). Socio-cultural factors, notably, stigma and the resultant discrimination by community members, have been presented by many researchers as the main aetiological factors that hinder the use of VCT by AIDS orphans. It is on the basis of this that this study was conducted to identify factors that hinder AIDS orphans from accessing VCT. The study used a qualitative approach following an explorative and descriptive, contextual research design and was conducted at Ubuntu Education Fund, Port Elizabeth. Purposive sampling was used to determine a sample of AIDS orphans. Participants of the study had to be orphaned as a result of AIDS, isiXhosa-speaking, between 12-17 years, living in the care of a primary care-giver and had not presented themselves for VCT. Data was collected by means of semi-structured interviews. Semi-structured interviews are suitable in cases where the researcher is interested in an issue that is complex or personal (De Vos, Strydom, Fouche and Deloport, 2005). Data was analyzed according to the framework provided by Tesch (1990) as described in Creswell (2003). The major findings of this study were that people are locked in a ‘poverty-of-the mind cycle’, in respect of HIV and AIDS, and this is exacerbated by educational impoverishment and general poverty. The recommendations that emanated from this study are made from policy and service delivery perspectives. It is recommended that in order for AIDS orphans to access VCT they should be developed and empowered through sustainable programmes that enhance their capacities to the outmost realization of their potential. It is also recommended that health and other professionals should encourage AIDS orphans and community members to present themselves for VCT and thus curb the spread of HIV and AIDS.

The HIV and AIDS pandemic in South Africa has increased the number of orphans and vulnerable children in the school system. Given the prominent role that teachers can play in ensuring that these children receive a quality education so as to maximise their life opportunities, it is important for teachers to be empowered and equipped to enable them to deal with issues surrounding orphans and vulnerable children (OVC) at schools. This study focuses on how teachers are experiencing the impact of HIV and AIDS in schools as a result of having OVC in their classes. The Department of Education has developed training courses to help teachers cope with the impact of HIV and AIDS, but the effectiveness of these programmes has not yet been evaluated. This study aims to establish how teachers who have attended these programmes feel about the assistance rendered to them to deal with OVC related issues. In order to meet this aim, a qualitative enquiry was conducted among a sample of selected teachers from the Eastern Cape. The findings suggest that, while the training has helped to improve the knowledge and attitudes of the teachers, it has not equipped them with the necessary skills to overcome barriers to implement the training programmes at school level. The findings also suggest that there is a need for ongoing support from the Department of Education and the trainers it contracts to ensure that learning from the training is implemented in the schools. Based on the research findings, the study concludes with recommendations that will help teachers to better cope with OVC related issues at school.