No description available.

Thesis (MA)--Stellenbosch University, 1995. / Een kopie mikrofiche. / ENGLISH ABSTRACT: The application of the support function in supervision of undergraduate students in social work liberates the students' emotional energy in order to contribute to the success of the students. To be a source of support to the students, the supervisor must be aware of the possible causes of stress, the students' reaction thereto and methods in which they could deal with it. This exploratory study endeavours to create a scientifically based framework for the application of the support function in supervision of undergraduate students in social work in order to deal with stress. The causes of, reaction towards and ways in which undergraduate students in social work deal with stress were determined by means of questionnaires and described in terms of the students' personalities and their unique circumstances, their contact with the client system and supervision of the students. The respondents were 60 undergraduate students in social work. Conclusions and recommendations were made which focussed, amongst others, on the development of knowledge regarding the application of the support function in supervision, pro-active support, communication during support and application of the support function with regard to the practice education of the students. The framework of this research can be utilised by supervisors for effective supervision of undergraduate students in social work. / AFRIKAANSE OPSOMMING: Die toepassing van die ondersteuningsfunksie in supervisie aan voorgraadse maatskaplikewerkstudente stel die studente se emosionele energie vry ten einde tot suksesvolle studente by te dra. Om 'n bron van ondersteuning vir studente te wees, moet die supervisor bewus wees van die moontlike oorsake van stres, die studente se reaksies daarop en die wyses waarop stres hanteer kan word. Hierdie verkennende studie het ten doel om 'n wetenskaplik gefundeerde raamwerk daar te stel vir die toepassing van die ondersteuningsfunksie in supervisie aan voorgraadse maatskaplikewerkstudente ten einde stres te hanteer. Die oorsake, reaksies en hantering van voorgraadse maatskaplikewerkstudente se stres is deur middel van vraelyste bepaal en in terme van die studente se persoonlikheid en omstandighede, hulle kontak met die klientsisteem en supervisie aan die studente beskryf. Die respondente het uit 60 voorgraadse maatskaplikewerkstudente bestaan. Gevolgtrekkings en aanbevelings is gemaak wat onder andere gefokus het op ontwikkeling van kennis oor die toepassing van die ondersteuningsfunksie in supervisie, pro-aktiewe ondersteuning, kommunikasie tydens ondersteuning en toepassing van die ondersteuningsfunksie met betrekking tot studente se praktykopleiding. Die raamwerk van hierdie navorsingsverslag sal deur supervisors vir effektiewe supervisie aan voorgraadse maatskaplikewerkstudente benut kan word.

No abstract available. / Thesis (Ph.D.)-University of Natal, Durban, 2001.

South Africa is currently facing a severe shortage of trained and competent social workers. Case loads have reached proportions of such magnitude that social workers in the field are battling to meet the needs of the people they serve, while still maintaining high ethical and professional standards. The impact of HIV/AIDS on the field of social work has currently redirected a major part of the focus of the profession on meeting the needs of child-headed households, to find and train foster parents for these children and generally to assist the poorest of the poor to access various grants applicable to their circumstances. This redirection appears also to have changed the emphasis regarding social work training requirements. Whereas in the past the newly qualified social worker was able to acquire additional skills in the workplace, under the guidance of experienced social workers, today it would seem that the demands of the work place are such that the social worker needs to take on significant responsibilities on entering the field. At the same time the Department of Social Services in South Africa is encouraging universities to increase the intake of social work students, in an attempt to meet this rising need for personnel trained to meet the current requirements of the clients of social work services. This exploratory research will focus on the applicability of UNISA (University of South Africa) social work training to these current requirements of social work by tapping into three different frames of reference: 1) The experiences and perceptions of the final year social work student in their placement setting, and particularly on whether they have felt their UNISA training equipped them for the work they are required to do. 2) The way the UNISA student is perceived by the practice setting personnel (contact person), and whether they meet the requirements of the field setting. 3) Input from the UNISA appointed supervisors responsible for the final year social work students' professional development in the field.The person-centred approach and the developmental approach have been briefly discussed in relation to social work in South Africa in the literature review and form the backdrop to this research, guiding the researcher in the exploration of the perceptions of the three different types of respondents. Post-modern theory is also at the root of the researcher's attempt to find fit between the different perceptions and the implications for social work training at a distance learning institute in South Africa today. / Social Work / M. A. (Mental Health)

South Africa is currently facing a severe shortage of trained and competent social workers. Case loads have reached proportions of such magnitude that social workers in the field are battling to meet the needs of the people they serve, while still maintaining high ethical and professional standards. The impact of HIV/AIDS on the field of social work has currently redirected a major part of the focus of the profession on meeting the needs of child-headed households, to find and train foster parents for these children and generally to assist the poorest of the poor to access various grants applicable to their circumstances. This redirection appears also to have changed the emphasis regarding social work training requirements. Whereas in the past the newly qualified social worker was able to acquire additional skills in the workplace, under the guidance of experienced social workers, today it would seem that the demands of the work place are such that the social worker needs to take on significant responsibilities on entering the field. At the same time the Department of Social Services in South Africa is encouraging universities to increase the intake of social work students, in an attempt to meet this rising need for personnel trained to meet the current requirements of the clients of social work services. This exploratory research will focus on the applicability of UNISA (University of South Africa) social work training to these current requirements of social work by tapping into three different frames of reference: 1) The experiences and perceptions of the final year social work student in their placement setting, and particularly on whether they have felt their UNISA training equipped them for the work they are required to do. 2) The way the UNISA student is perceived by the practice setting personnel (contact person), and whether they meet the requirements of the field setting. 3) Input from the UNISA appointed supervisors responsible for the final year social work students' professional development in the field.The person-centred approach and the developmental approach have been briefly discussed in relation to social work in South Africa in the literature review and form the backdrop to this research, guiding the researcher in the exploration of the perceptions of the three different types of respondents. Post-modern theory is also at the root of the researcher's attempt to find fit between the different perceptions and the implications for social work training at a distance learning institute in South Africa today. / Social Work / M. A. (Mental Health)

Text in Afrikaans / OPSOMMING `n Verkennende en beskrywende studie is onderneem om wetenskaplike gefundeerde riglyne ten opsigte van die benutting van onderrigtegnieke vir praktykopleiers beskikbaar te stel vir maatskaplikewerksupervisie aan voorgraadse studente. Om supervisie effektief te kan aanwend, moet praktykopleiers van onderrigtegnieke kennis dra en dit kan aanwend. Die literatuurstudie fokus op die onderrigfunksie van supervisie en `n klassifikasie en beskrywing van onderrigtegnieke wat binne die supervisieproses aangewend kan word. Al twee-en-twintig supervisors/praktykopleiers wat betrokke is by gesinsorgorganisa- sies in die Metropool- en Bolandstreek, Wes-Kaap is betrek. `n Gestruktureerde vraelys is as data-insamelingsmetode benut. Die bevindinge en resultate toon aan dat voortgesette opleiding deur middel van informele opleidingstrategieë van praktykopleiers noodsaaklik is, om hul kennis ten opsigte van die onderrigfunksie van supervisie uit te brei asook die benutting van onderrigtegnieke aan te moedig. Verdere navorsing kan fokus op die benutting van onderrigtegnieke uit die Gestalt- of ander benaderings tydens supervisie. SUMMARY An exploratory and descriptive study was undertaken to provide scientifically based guidelines regarding educational techniques used by practical trainers when providing social work supervision to undergraduate students. To apply supervision effectively, practical trainers must have knowledge of educational techniques and be able to apply these. The literature study focuses on the educational function of supervision and provides a classification and description of educational techniques that can be applied within the supervision process. The sample included twenty-two supervisors/practical trainers at family welfare organisations in the Metropolitan and Boland regions, Western Cape. A structured questionnaire was used to gather data. The findings and results show that continuing education through informal training strategies by practical trainers is essential to expand their knowledge of the educational function of supervision and to encourage the use of educational techniques. Further research should focus on educational techniques from the Gestalt approach or other approaches. / Social work / M.Diac.

Text in Afrikaans / OPSOMMING `n Verkennende en beskrywende studie is onderneem om wetenskaplike gefundeerde riglyne ten opsigte van die benutting van onderrigtegnieke vir praktykopleiers beskikbaar te stel vir maatskaplikewerksupervisie aan voorgraadse studente. Om supervisie effektief te kan aanwend, moet praktykopleiers van onderrigtegnieke kennis dra en dit kan aanwend. Die literatuurstudie fokus op die onderrigfunksie van supervisie en `n klassifikasie en beskrywing van onderrigtegnieke wat binne die supervisieproses aangewend kan word. Al twee-en-twintig supervisors/praktykopleiers wat betrokke is by gesinsorgorganisa- sies in die Metropool- en Bolandstreek, Wes-Kaap is betrek. `n Gestruktureerde vraelys is as data-insamelingsmetode benut. Die bevindinge en resultate toon aan dat voortgesette opleiding deur middel van informele opleidingstrategieë van praktykopleiers noodsaaklik is, om hul kennis ten opsigte van die onderrigfunksie van supervisie uit te brei asook die benutting van onderrigtegnieke aan te moedig. Verdere navorsing kan fokus op die benutting van onderrigtegnieke uit die Gestalt- of ander benaderings tydens supervisie. SUMMARY An exploratory and descriptive study was undertaken to provide scientifically based guidelines regarding educational techniques used by practical trainers when providing social work supervision to undergraduate students. To apply supervision effectively, practical trainers must have knowledge of educational techniques and be able to apply these. The literature study focuses on the educational function of supervision and provides a classification and description of educational techniques that can be applied within the supervision process. The sample included twenty-two supervisors/practical trainers at family welfare organisations in the Metropolitan and Boland regions, Western Cape. A structured questionnaire was used to gather data. The findings and results show that continuing education through informal training strategies by practical trainers is essential to expand their knowledge of the educational function of supervision and to encourage the use of educational techniques. Further research should focus on educational techniques from the Gestalt approach or other approaches. / Social work / M.Diac.