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'n Gevallestudie van interaktiewe leer en onderrig in maatskaplike werk by die Hugenote Kollege, WellingtonVon Schlicht, Helena 12 1900 (has links)
Thesis (DPhil (Social Work))--Stellenbosch University, 2008. / The policy statements of South Africa stipulate that students of social work have to be led
in an interactive way during teaching and learning in order to prepare them for their
career, but also to attain the outcomes of the current tertiary education system of South
Africa. These outcomes have, among others, the purpose of empowering students to
develop into critical thinkers. During the mentioned teaching and learning process
students are given the opportunity of bringing their own diverse frames of reference and
experiences to the learning situation and share with one another. Because different inputs
are accommodated in the teaching- and learning process, students get the opportunity to
appreciate their own diversity, that of their fellow students, as well as the diversity of
society. Students can consciously reflect on this and so doing understand theory better
and eventually integrate it.
Lecturers in social work are not necessarily prepared and equipped to teach effectively
within the mentioned context. Although teaching and learning in social work is unique,
the effectiveness of the process of teaching and learning depends on the implementation
of a suitable teaching style by the lecturer, as well as the fitting of this style to the
particular learning style of the students by which empowering teaching and learning is
facilitated.
In this research, the Huguenot College, Wellington was used as a case study to critically
study the application of interactive teaching and learning. A combined qualitative and
quantitative research method was used to involve the final year students in social work in
an exploratory study. Eight principal themes, including the traditional Christian character
of the Huguenot College and the preferred method of study of the students were
researched. Significant findings of this study indicate that:
• The students in social work at the Huguenot College are of the opinion that the
Christian character of this institute should be preserved to play a role in teaching
and learning and that the appropriate accommodation of the diverse spiritual needs of the students augments the effectiveness of the teaching and learning
process.
• The students in social work at the Huguenot College prefer to study according to a
combination of the Assimilative Study Method (observe-and-think) and the
Convergent Study Method (think-and-do). These two learning styles correspond
with the expectations of the outcomes based education system, according to
which, among others, students are expected to be critical thinkers in effective
teaching and learning.
• Lecturers in social work impair the effective handling of diversity during teaching
and learning because class discussions on sensitive issues are ignored and the
lecturers do not demonstrate adequate knowledge and understanding of the
differences among students in a diverse context.
In conclusion the recommendations of this study are given as guidelines for lecturers in
social work in order to optimize interactive teaching and learning. The most important
recommendations resulting from this study indicate that:
• The most relevant and appropriate way in which the Christian character of the
Huguenot College can be accommodated has to be examined and implemented
and the Christian church communities have to become involved in an appropriate
way as co-role players in the teaching and learning of prospective social workers.
• The course of the historic events at the Huguenot College must be utilized to
stimulate the critical thinking process of the students.
• Lecturers in social work must make a concerted effort to increase interactive
teaching and learning in social work by, for example, fitting the unique learning
styles of the students to appropriate teaching styles in a creative way with the
view to optimizing the teaching and learning process.
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Riglyne vir 'n supervisieprogram vir maatskaplike werkers in diens van die Provinsiale Administrasie Wes-Kaap, Departement Maatskaplike Dienste en ArmoedeverligtingImmink, Hannelie 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This research investigates guidelines for a supervision programme for social workers in the
service of the Provincial Administration Western Cape, Department of Social Services and
Poverty Alleviation.
In practice social work supervision is done at the organizations to develop young social
workers' knowledge, skills and attitudes. This will enable them to develop professionally and
to work independently. At the Department of Social Services and Poverty Alleviation
supervision is also done with newly appointed social workers to empower them to work
independently.
Supervision in social work is 'n specialized method that enquires specific knowledge and
skills. Effective and structured supervision's aim is to better the service rendering to the
client. The Department of Social Services' vision and mission is also aimed at the best
service rendering to their clients.
The Department of Social Services and Poverty Alleviation has the problem that there is no
guidelines to structure the supervision process. There for this research is aimed at the
necessacity of guidelines for the practicing of social work supervision to get the results of
better service rendering to the clients.
To give the guidelines, there was a focus in this research report that includes 'n thorough
literature study that describes the Department of Social Services and Poverty Alleviation's
structure and the way supervision has been done up till this moment. The nature of
supervision is also looked at in a theoretical way to broaden the knowledge of how
supervision is supposed to be done.
The empirical research involved the use of both qualitative an quantitative methods to explore
the theoretical part of the research. An explo The fmdings of this study can be used as guidelines in the development of a supervision
programme for social workers in the service of the Department of Social Services and Poverty
Alleviation. / AFRIKAANSE OPSOMMING: Hierdie navorsing ondersoek riglyne vir 'n supervisieprogram vir maatskaplike werkers in
diens van die Provinsiale Administrasie Wes-Kaap, Department Maatskaplike Dienste en
Armoedeverligting.
Maatskaplikewerk-supervisie word in die praktyk by organisasies beoefen ten einde jong
maatskaplike werkers se kennis, vaardighede en houdings te ontwikkel om die maatskaplike
werkers instaat te stel om professioneel te ontwikkel en onafhanklik te werk. By die
Departement Maatskaplike Dienste en Armoedeverligting word nuwe maatskaplike werkers
ook onderwerp aan supervisie ten einde hulle te bemagtig om onafhanklik hul werk te verrig.
Maatskaplikewerk-supervisie is 'n gespesialiseerde metode wat spesifieke kennis en
vaardighede vereis. Effektiewe, gestruktureerde supervisie het ten doel beter dienslewering
aan die kliëntsisteem. Die Departement Maatskaplike Dienste se visie, missie en beginsels is
daarop gerig om die kliëntsisteem van die beste dienste te voorsien.
Die Departement Maatskaplike Dienste en Armoedeverligting se dilemma lê juis hierin dat
daar nie 'n handleiding met riglyne bestaan ten einde gestruktureerde supervisie te doen nie.
Hierdie navorsing is gerig op die noodsaaklikheid van riglyne vir die beoefening van
maatskaplikewerk-supervisie ten einde kliëntediens te verbeter.
Ten einde riglyne daar te stel, fokus die literatuurstudie op 'n bespreking van die struktuur
van die Departement Maatskaplike Dienste en Armoedeverligting en die wyse waarop
maatskaplikewerk-supervisie binne hierdie struktuur verrig word. Die aard van supervisie
word ook teoreties bespreek ten einde teoretiese kennis uit te brei oor hoe supervisie behoort
gedoen te word.
Die teoretiese deel van die verslag word uitgebrei in die empiriese ondersoek, deur ontleding
en bespreking van die resultate van die ondersoek. 'n Verkennende studie is benut en beide
kwalitatiewe en kwantitatiewe metodes is gebruik om die inligting van respondente te bekom.
Die bevindinge en resultate van die ondersoek is geanaliseer en vergelyk met die literatuur en
sekere aanbevelings is gemaak. Die bevindinge van hiedie studie kan as riglyn gebruik word vir die samestelling van 'n
supervisieprogram vir maatskaplike werkers in diens van die Departement Maatskaplike
Dienste en Armoedeverligting.
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Opleidingsstrategiee vir praktykopleiers van voorgraadse maatskaplike werkstudenteKilian, Ilana 12 1900 (has links)
Thesis (M Social Work)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: This research investigates education strategies for field instructors working with
undergraduate social work students.
Social work students at the University of Stellenbosch receive practical
experience and education at welfare institutions as part of their formal education.
During this practice education period students are guided and educated by field
instructors.
Practice education of undergraduate social work students is a demanding
responsibility to field instructors and knowledge and skills are required to
complete the task successfully. During the practice education period, field
instructors are still confronted with their own work pressure and environmental
demands in practice, along with the practice education of undergraduate social
work students.
The basic premise for this research is focused on the importance of the role of
field instructors during the field practice period, as well as the importance of
continuous education to these field instructors.
This research report includes 'n thorough literature study that refers to the
knowledge and skills that are required of field instructors for practice eduaction
of students. The partnership between the educational institution and practice
education agency are discussed and the roles, tasks and expectations of the
partners are described in the chapters. Both parties are responsible for the
education of field instructors and several educational strategies are examined.
As a conclusion, educational strategies for field instructors are discussed and
recommendations are made.
The empirical research involved the use of both qualitative and quantitative
methods to explore the theoretical part of the research. An explorary study was
used to obtain the information from respondants. The findings and results of the research are analized and compared with the literature and some
recommendations are made.
The findings of this research can be used as guidelines for the education of field
instructors concerned with the education of undergraduate social work students.
Field instructors contribute to the education of professional social workers and all
parties involved in the education process should bare a responsibilty to
participate in field instructors' education. / AFRIKAANSE OPSOMMING: Hierdie navorsing ondersoek opleidingsstrategieë vir praktykopleiers van
voorgraadse maatskaplikewerk-studente.
Maatskaplikewerk-studente aan die Universiteit van Stellenbosch word as deel
van hul formele opleiding blootgestel aan praktiese ondervinding en -onderrig by
welsynsinstansies. Gedurende hierdie praktykonderrigplasing ontvang studente
leiding en onderrig van praktykopleiers.
Praktykonderrig van voorgraadse maatskaplikewerk-studente stel hoë eise aan
praktykopleiers en verg kennis en vaardighede om die taak suksesvol uit te voer.
Tydens die praktykonderrigperiode word praktykopleiers steeds gekonfronteer
met die eise van die werks- en omgewingsdruk in die praktyk, tesame met die
praktykonderrig van voorgraadse maatskaplikewerk-studente.
Hierdie navorsing is gerig op die noodsaaklikheid van praktykopleiers se rol
tydens die praktykonderrigperiode van voorgraadse maatskaplikewerk-studente,
sowel as die belangrikheid van voortgesette opleiding aan hierdie
praktykopleiers.
Ten einde opleidingsstrategieë vir praktykopleiers daar te stel, fokus die
literatuurstudie op 'n bespreking van die kennis en vaardighede waaroor
praktykopleiers moet beskik vir praktykonderrig aan studente. Die vennootskap
tussen die opleidingsinstansie en praktykonderrigsinstansie word volledig
bespreek en rolle, funksies en verwagtinge van die vennote word aangedui.
Beide partye dra 'n verantwoordelikheid teenoor die opleiding van
praktykopleiers en moontlike opleidingsmetodes word ondersoek. Ter
samevatting word opleidingsstrategieë vir praktykopleiers bespreek en
aanbevelings word gemaak.
Die teoretiese deel van die verslag word uitgebrei in die empiriese ondersoek,
deur 'n ontleding en bespreking van die resultate van die ondersoek. 'n Verkennende studie is benut en beide kwalitatiewe en kwantitatiewe metodes is
gebruik om die inligting van respondente te bekom. Die bevindinge en resultate
van die ondersoek is geanaliseer en vergelyk met die literatuur en sekere
aanbevelings is gemaak.
Die bevindinge van hierdie studie kan as riglyn gebruik word vir die opleiding van
praktykopleiers wat betrokke is by die onderrig van voorgraadse
maatskaplikewerk-studente. Praktykopleiers speel 'n belangrike rol in die
opleiding en onderrig van professionele maatskaplike werkers en betrokke
partye in die opleidingsproses dra 'n verantwoordelikheid om praktykopleiers toe
te rus vir die taak.
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Domestic violence and physical child abuse: Do social workers see the risk?Johnson, Virginia Faye 01 January 2002 (has links)
The purpose of the study was to look at whether domestic violence is being viewed as a risk factor in homes where there is also physical child abuse. Historically a misconception has existed that child abuse occurs in a vacuum of sorts, isolated from other family problems.
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The development of a therapist through participation in a reflecting teamHanford, Ann Dowie 30 November 2004 (has links)
This thesis is a study of the development of a group of students during the time they spentworking as a reflecting team in family therapy. Due to an increase in the number of students enrolled for the Masters degree in Educational Psychology in the years from 2001, there was concern about the students experience of family therapy, since they would not all be likely to counsel a family. The study, which was undertaken over a period of two years, allows a comparison of two different experiences of being part of a reflecting team. The first year the whole group formed a single team, whereas, the group in the second year split into two teams, working on a fortnightly basis. The growth of the students as therapists was assessed by means of questionnaires and an interview with the trainer in terms of self-reflection, willingness to risk. / Social work / MA(SS)(Mental Health)
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A life coaching programme for the support of social work students within an open and distance learning contextBotha, Petro 01 1900 (has links)
Compared to other South African universities, the Department of Social Work at the UNISA has the highest intake of social work students but also the lowest throughput. Through post-graduate research, the Department of Social Work became aware of the often impeding influence of the personal, social and learning contexts of social work students on their performance, and identified a need for social work-specific student support. The following central research question was formulated: What would a life coaching programme to support social work students within an ODL context comprise of?
To explore and describe the specific support needs of social work students, the qualitative research approach was used and data was gathered from focus groups of social work students and individual interviews with recently graduated and employed social workers who studied at UNISA. Tesch’s steps (in Creswell, 2009:186) were used to analyse the data systematically and data was verified by integrating Guba’s model (in Krefting, 1991:214-222) with Yin’s (2011:19-20) three objectives for building trustworthiness and credibility.
The Intervention Design and Development (IDD) model of Rothman and Thomas (1994) was adapted and selectively employed, concentrating on Phase 1, 2, 3 (only Step 2) and Phase 4 in order to develop a support programme for this specific context. The goals of the support programme were to enhance student success and throughput, facilitate the personal, academic and professional development of students and to empower students to take ownership of their learning process.
An online self-coaching support programme was developed and structured around seven actions towards growth, namely, clarifying my strengths, connecting to my context, clarifying my vision, completing my plan, committing to action and growth, confirming my direction and celebrating completion. The programme is divided into eight coaching conversations, two per level, contains many activities, stories and references to resources. It is designed to be compulsory and integrated into the practical work modules. Although activities are to be completed independently by students, support will be provided by e-tutors, workshop facilitators and supervisors. A programme coordinator will be available online as an e-coach to provide ongoing support to social work students. / Social Work / D. Phil. (Social Work)
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A life coaching programme for the support of social work students within an open and distance learning contextBotha, Petro 01 1900 (has links)
Compared to other South African universities, the Department of Social Work at the UNISA has the highest intake of social work students but also the lowest throughput. Through post-graduate research, the Department of Social Work became aware of the often impeding influence of the personal, social and learning contexts of social work students on their performance, and identified a need for social work-specific student support. The following central research question was formulated: What would a life coaching programme to support social work students within an ODL context comprise of?
To explore and describe the specific support needs of social work students, the qualitative research approach was used and data was gathered from focus groups of social work students and individual interviews with recently graduated and employed social workers who studied at UNISA. Tesch’s steps (in Creswell, 2009:186) were used to analyse the data systematically and data was verified by integrating Guba’s model (in Krefting, 1991:214-222) with Yin’s (2011:19-20) three objectives for building trustworthiness and credibility.
The Intervention Design and Development (IDD) model of Rothman and Thomas (1994) was adapted and selectively employed, concentrating on Phase 1, 2, 3 (only Step 2) and Phase 4 in order to develop a support programme for this specific context. The goals of the support programme were to enhance student success and throughput, facilitate the personal, academic and professional development of students and to empower students to take ownership of their learning process.
An online self-coaching support programme was developed and structured around seven actions towards growth, namely, clarifying my strengths, connecting to my context, clarifying my vision, completing my plan, committing to action and growth, confirming my direction and celebrating completion. The programme is divided into eight coaching conversations, two per level, contains many activities, stories and references to resources. It is designed to be compulsory and integrated into the practical work modules. Although activities are to be completed independently by students, support will be provided by e-tutors, workshop facilitators and supervisors. A programme coordinator will be available online as an e-coach to provide ongoing support to social work students. / Social Work / D. Phil. (Social Work)
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Social workers’ preparedness, experiences and challenges when rendering social welfare services to adolescents abusing chemical substancesMadisha, Matjie Rahab 04 1900 (has links)
Text in English with abstracts in English and Sesotho / Chemical substance abuse remains a major global health and social problem in a South African context. Social workers are one of the professionals who provide social welfare services to adolescents abusing chemical substances. However, social workers are not prepared enough in terms of training and workshops to provide drug dependency treatment to adolescents abusing chemical substances. This study therefore contributes to an emerging body of literature on chemical substance abuse, as there is a lack of information within the Department of Social Development in Lepelle Nkumpi Municipality of Limpopo concerning social workers’ preparedness, experiences and challenges in rendering services to adolescents abusing chemical substances. Furthermore, the study will generate new information that will assist the Department of Social Development to make necessary changes to social welfare services rendered to adolescents abusing chemical substances, and consideration will be given when drafting a framework for treating chemical substance abuse. A qualitative approach was adopted to explore, describe and contextualise social workers’ preparedness, experiences and challenges experienced during their work. Participants were selected using a non-probability technique of purposive sampling. As a data collection method, in-depth, one on one semi-structured interviews were conducted with seven social workers working with adolescents abusing chemical substances. Data was analysed using Tesch’s eight steps and verified using Guba and Lincoln’s model to test the trustworthiness of the data. Ethical considerations adhered to throughout this study were informed consent, right to privacy, avoidance of deception, debriefing of participants and management of information. Findings of the study confirmed that there are no clear guidelines in rendering social welfare services to adolescents abusing chemical substances by social workers. The study further revealed that social workers’ training is generic in nature, therefore they are not well trained to render services to adolescents abusing chemical substances. They therefore lack resources and support to adequately execute social welfare services to adolescents abusing chemical substances. Lack of services for adolescents was also identified as a burning issue. Furthermore, treatment and prevention of chemical substance abuse is overlooked. Based on the research findings, recommendations pertaining to social work practice, social work training and education, social welfare policy, and further research were put forward. / Tshomisho ya diokobatsi e dula e le taba e kgolo ya hloba boroko ka ga lefapa la maphelo le tsa setshaba le lefase ka bophara ga mmogo le Africa Borwa. Badirela-leago ke ba bangwe ba ditsibe bao ba fanago ka ditirelo go baswa bao ba shomishago diokobatsi. Badirela-leago ga se ba lokishetswe go lekanenego ge go etla go ditaba tsa dithuto le tsebo go baswa bao ba shomishago diokobatsi. Thuto ye e tlaleletsa go hlahlo ya tshedimusho yeo elego gona ka diokobatsi, ka ge go hloka tsebo e feleletsego go lekolla gore badirela-leago ba e tukisheditse go tsona,le tseo ba hlakanego le tsona le mathata ao ba gahlanago le ona ge ba shomishana le baswa bao ba shomishago diokobatsi, ka lefapa la kgoro ya badirela-leago ya Masepala wa Lepelle-Nkumpi Limpopo. Go isha pele, thuto ye e tlo utulla tshedimusho e mpsha yeo e tlo thushango ba lefapa la kgoro ya badirelaleago go dira di phetogo tse bohlokwa tsa go amana le ditirelo tsa baswa bao ba shomishago diokobatsi.
Tsebo e tletsego e shomishetswe go hlahloba, go hlalosa le go latela maemo a badirela leago ka maikemishetso, tsebo yeo banago le yona le mathata ao ba hlakanago le ona ge ba efa ditirelo go baswa bao ba shomishago diokobatsi. Ba tsea karolo mo thutong ye ba kgethilwe ka go shomisha mokgwa wo osa tsebiwego gore go tlo kgethwa bomang, gola gona le morero wa gore go tlo kgethiwa bjang. Tsenelelo ya poledishano gare ga ba tsea karolo ka o tee ka o tee le Monyakishishi, e swerwe bjalo ka mokgwa wa go kgobokantsha tshedimusho le ba direla-leago ba shupa, bao ba filwego ditirelo go baswa ba go shomisha diokobatsi. Go sekwasekwa ga ditshedimusho gotswa go ba tsea karolo go shomishitswe go tswa go Tesch’s dikgato tse seswai (Creswell, 2009:186) tsaba tsa netefatswa gotswa go tshomisho ya Guba and Lincoln’s model (1991:215-222). Melao ya Boitswaro e naganetswe ka mo thutong ye ka go latelela tumelelo ya tsebo, ditokelo tsa sephiri, go efoga go foraforetswa ka maaka, le go fana ka dikeletso le tsamaisho ya ditshedimusho gotswa go ba tsea karolo. / Social Work / M.A.(S.S.) (Social Work)
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The development of a therapist through participation in a reflecting teamHanford, Ann Dowie 30 November 2004 (has links)
This thesis is a study of the development of a group of students during the time they spentworking as a reflecting team in family therapy. Due to an increase in the number of students enrolled for the Masters degree in Educational Psychology in the years from 2001, there was concern about the students experience of family therapy, since they would not all be likely to counsel a family. The study, which was undertaken over a period of two years, allows a comparison of two different experiences of being part of a reflecting team. The first year the whole group formed a single team, whereas, the group in the second year split into two teams, working on a fortnightly basis. The growth of the students as therapists was assessed by means of questionnaires and an interview with the trainer in terms of self-reflection, willingness to risk. / Social work / MA(SS)(Mental Health)
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