Social and demographic changes have a tremendous effect on the care for older people to the effect that caring for older people might have become a rare commodity. Increased life expectancy during the past century has prolonged the period in which older people need care and has made family care giving an increasingly recurrent activity for adult children. After the demolition of the apartheid area in South Africa, most research focused on previously disadvantaged groups, namely Black and Brown people which resulted in a research gap regarding older White people. Little is known about older White people’s experiences of care in South Africa, as older White people are viewed as the minority group who were not previously disadvantaged. However, older White people’s vulnerability is increasing because poverty is currently escalating amongst older White South African people as a result of early retirement and retrenchment because of employment equity and the conversion goal of Black Economic Empowerment. The aim of this study was to explore older White people’s experiences of giving care to and receiving care from their children. A qualitative research approach with an explorative and descriptive nature was utilized for this study as the research question was aimed at understanding a subjective phenomenon. This research design allows the participants to give meaning to their own experiences. A case study design was followed during this research study in order to provide an in-depth description of older White people’s experience of care. The specific population for this study consisted of all White people older than 60 years, co-residing with their adult children and living in the Midvaal area of the Vaal Triangle, Gauteng. Data were collected through journaling and semi-structured interviews, with 10 older White people. Interviews were conducted on a one-on-one basis at the office of the researcher or at the houses of the participants. This ensured the preservation of the participants’ relationship with their children. The interviews were audio recorded and transcribed. Data were reduced through thematic data analysis and emerging themes and categories were identified. The principles and strategies for enhancing the trustworthiness of the data were done through crystallization and neutrality. The results indicated that older White people’s experience of care can be summarized by means of physical, emotional and financial care. Most of the participants in this study were still physically independent from their children and they could attend to their own physical care. Emotional care was identified by the participants as the ultimate indicator of caring and this component contributed profoundly to their psychological well-being. The financial care component highlighted that older White people’s vulnerability is increasing and that poverty is more prevalent in older White people than what is reflected in current research. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

In this study the focus was on the use of play in the pastoral care of traumatized primary school children who lost a parent due to death. From the basic-theoretical research (chapters 2 and 3) it was clear that the guide- lines found in Deut 6:6 – 9 can be used by parents to convey information regarding death to their children. In Mark 10:13 - 16, Jesus' actions in everyday life emphasized the importance of children. If Jesus loved the marginalised and healed them, then He will also heal children from emotional hurt after the death of a parent. Paul showed in 1 Cor 9:19 - 23 that he followed the example set out by Jesus. He (Paul) removed all unnecessary obstacles in order to serve people at their own level. He did not compromise his values, but approached people on their level of understanding. In 1 Cor 13:11 Paul acknowledges the fact that children function in a different way than adults and that they therefore should be approached in a different way. In Zech 8:5, there is also a clear indication of the role of play in the lives of children. As death is a normal part of life, children will need to process the death of a parent through “play”. In chapter 3 a literature study was done that focused on the historical development of pastoral care of children. From this literature study it was clear that a strong relationship with a child, as well as knowledge regarding the child’s development and experience of trauma, are of critical importance. It was further found that play is a suitable methodology with regard to pastoral care with children. In this regard, there is tremendous potential in the use of stories and biblical narratives within the therapeutic environment. The meta-theoretical section (chapters 4 and 5) focused on contributions from the auxiliary sciences. Here, it appeared that the development phase of the primary school child has a particular role in their handling of the death of a parent. Attention was also given in particular to the impact of trauma in this regard on the brain. Furthermore, the origin and history of play therapy, as well as its use during the care taking process of children was investigated. During the empirical research in chapter 5 a proposed model that contains elements of play combined with a pastoral approach, was preliminarily tested to determine whether it could successfully be used during the care taking process of traumatized primary school children. In the practice theoretical section (chapter 6), through a hermeneutical interaction between the basic theoretical and meta-theoretical perspectives an attempt was made to formulate a practice theoretical model relating to the use of play as a tool in the process of pastoral care of the traumatized primary school child as a result of the death of a parent. The practice-oriented model is as follows: Session 1: Build a relationship. Session 2: The expansion of the relationship and the gathering of information. Session 3: Help with storms of life and emotions. Session 4: Examine all aspects of the funeral. Session 5: Discussion of changes. Session 6: Making of a memory box. Session 7: Giving hope to the child. The researcher is aware that there are no exact or correct steps to guide a child after the death of a parent. This model is simply a framework through which play, the unique language of children, can be combined with a pastoral approach to meaningfully guide emotionally wounded and traumatized children. / Thesis (PhD (Pastoral studies))--North-West University, Potchefstroom Campus, 2013.

During 1913 arrangements have been made for the hygienic inspection of school children in primary schools, in Transvaal, Dr C. L. Leipoldt was appointed. Medical inspection started in April, 1914, and discontinued, owing to the outbreak of the war in August, and was resumed in October 1915. In 1918 the scheme of inspection was organized on a sound basis, but was interrupted by the influenza epidemic. In 1919, Dr Leipoldt, was seconded to the Cape, and the service was carried out by Drs Cleaver and Elias. For private reasons, Dr Leipoldt resigned at the end of 1922. Dr J. A. Kieser, joined the service in 1922 and retired at the end of 1948. After various temporary appointments, Dr F. Z. van der Merwe was appointed on the 23rd of July 1951, and retired on the 10th of December 1954. Dr c. E. Theron has been appointed as his successor as from January 1955. During 1958 a Commission of Enquiry was appointed to inquire into the efficiency of the school medical service. In 1959, extensions of the service and the provision for more satisfactory accommodation were held in abeyance, awaiting the proposed transfer of the School Medical Services to the Department of Hospital Services. The expected transfer did not eventuate in 1960 and the work continued as before. On 1st April 1961, the School Medical Service as a whole was taken over by the Department of Hospital Services. The buildings, equipment, etc. were also tranferred. In future Dental Service would no longer function as part of the School Medical Service, but would continue to exist as a separate section under its own head. The nurses are, engaged exclusively in service to schools. All treatments and arrangements are now controlled by the hospitals. The old Roman opinion that a sound mind dwells in a healthy body (Mens sana in corpore sano) also comes to its own right in the Transvaal Educational System. / Thesis (MEd)--PU vir CHO

Social and demographic changes have a tremendous effect on the care for older people to the effect that caring for older people might have become a rare commodity. Increased life expectancy during the past century has prolonged the period in which older people need care and has made family care giving an increasingly recurrent activity for adult children. After the demolition of the apartheid area in South Africa, most research focused on previously disadvantaged groups, namely Black and Brown people which resulted in a research gap regarding older White people. Little is known about older White people’s experiences of care in South Africa, as older White people are viewed as the minority group who were not previously disadvantaged. However, older White people’s vulnerability is increasing because poverty is currently escalating amongst older White South African people as a result of early retirement and retrenchment because of employment equity and the conversion goal of Black Economic Empowerment. The aim of this study was to explore older White people’s experiences of giving care to and receiving care from their children. A qualitative research approach with an explorative and descriptive nature was utilized for this study as the research question was aimed at understanding a subjective phenomenon. This research design allows the participants to give meaning to their own experiences. A case study design was followed during this research study in order to provide an in-depth description of older White people’s experience of care. The specific population for this study consisted of all White people older than 60 years, co-residing with their adult children and living in the Midvaal area of the Vaal Triangle, Gauteng. Data were collected through journaling and semi-structured interviews, with 10 older White people. Interviews were conducted on a one-on-one basis at the office of the researcher or at the houses of the participants. This ensured the preservation of the participants’ relationship with their children. The interviews were audio recorded and transcribed. Data were reduced through thematic data analysis and emerging themes and categories were identified. The principles and strategies for enhancing the trustworthiness of the data were done through crystallization and neutrality. The results indicated that older White people’s experience of care can be summarized by means of physical, emotional and financial care. Most of the participants in this study were still physically independent from their children and they could attend to their own physical care. Emotional care was identified by the participants as the ultimate indicator of caring and this component contributed profoundly to their psychological well-being. The financial care component highlighted that older White people’s vulnerability is increasing and that poverty is more prevalent in older White people than what is reflected in current research. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

In this study the focus was on the use of play in the pastoral care of traumatized primary school children who lost a parent due to death. From the basic-theoretical research (chapters 2 and 3) it was clear that the guide- lines found in Deut 6:6 – 9 can be used by parents to convey information regarding death to their children. In Mark 10:13 - 16, Jesus' actions in everyday life emphasized the importance of children. If Jesus loved the marginalised and healed them, then He will also heal children from emotional hurt after the death of a parent. Paul showed in 1 Cor 9:19 - 23 that he followed the example set out by Jesus. He (Paul) removed all unnecessary obstacles in order to serve people at their own level. He did not compromise his values, but approached people on their level of understanding. In 1 Cor 13:11 Paul acknowledges the fact that children function in a different way than adults and that they therefore should be approached in a different way. In Zech 8:5, there is also a clear indication of the role of play in the lives of children. As death is a normal part of life, children will need to process the death of a parent through “play”. In chapter 3 a literature study was done that focused on the historical development of pastoral care of children. From this literature study it was clear that a strong relationship with a child, as well as knowledge regarding the child’s development and experience of trauma, are of critical importance. It was further found that play is a suitable methodology with regard to pastoral care with children. In this regard, there is tremendous potential in the use of stories and biblical narratives within the therapeutic environment. The meta-theoretical section (chapters 4 and 5) focused on contributions from the auxiliary sciences. Here, it appeared that the development phase of the primary school child has a particular role in their handling of the death of a parent. Attention was also given in particular to the impact of trauma in this regard on the brain. Furthermore, the origin and history of play therapy, as well as its use during the care taking process of children was investigated. During the empirical research in chapter 5 a proposed model that contains elements of play combined with a pastoral approach, was preliminarily tested to determine whether it could successfully be used during the care taking process of traumatized primary school children. In the practice theoretical section (chapter 6), through a hermeneutical interaction between the basic theoretical and meta-theoretical perspectives an attempt was made to formulate a practice theoretical model relating to the use of play as a tool in the process of pastoral care of the traumatized primary school child as a result of the death of a parent. The practice-oriented model is as follows: Session 1: Build a relationship. Session 2: The expansion of the relationship and the gathering of information. Session 3: Help with storms of life and emotions. Session 4: Examine all aspects of the funeral. Session 5: Discussion of changes. Session 6: Making of a memory box. Session 7: Giving hope to the child. The researcher is aware that there are no exact or correct steps to guide a child after the death of a parent. This model is simply a framework through which play, the unique language of children, can be combined with a pastoral approach to meaningfully guide emotionally wounded and traumatized children. / Thesis (PhD (Pastoral studies))--North-West University, Potchefstroom Campus, 2013.

During 1913 arrangements have been made for the hygienic inspection of school children in primary schools, in Transvaal, Dr C. L. Leipoldt was appointed. Medical inspection started in April, 1914, and discontinued, owing to the outbreak of the war in August, and was resumed in October 1915. In 1918 the scheme of inspection was organized on a sound basis, but was interrupted by the influenza epidemic. In 1919, Dr Leipoldt, was seconded to the Cape, and the service was carried out by Drs Cleaver and Elias. For private reasons, Dr Leipoldt resigned at the end of 1922. Dr J. A. Kieser, joined the service in 1922 and retired at the end of 1948. After various temporary appointments, Dr F. Z. van der Merwe was appointed on the 23rd of July 1951, and retired on the 10th of December 1954. Dr c. E. Theron has been appointed as his successor as from January 1955. During 1958 a Commission of Enquiry was appointed to inquire into the efficiency of the school medical service. In 1959, extensions of the service and the provision for more satisfactory accommodation were held in abeyance, awaiting the proposed transfer of the School Medical Services to the Department of Hospital Services. The expected transfer did not eventuate in 1960 and the work continued as before. On 1st April 1961, the School Medical Service as a whole was taken over by the Department of Hospital Services. The buildings, equipment, etc. were also tranferred. In future Dental Service would no longer function as part of the School Medical Service, but would continue to exist as a separate section under its own head. The nurses are, engaged exclusively in service to schools. All treatments and arrangements are now controlled by the hospitals. The old Roman opinion that a sound mind dwells in a healthy body (Mens sana in corpore sano) also comes to its own right in the Transvaal Educational System. / Thesis (MEd)--PU vir CHO

The prevalence of HIV/AIDS is increasing with immense influence and pressure on the grandparents as primary caregivers and the main supporters of orphans in families. The grandparents are faced with biophysical, socio–economic and psychosocially challenges and lack of support from the community of Koster in the North–West Province of South Africa. Caring for AIDS orphans who have lost their parents due to AIDS and of whom some are infected is an enormous challenge. There should be a partnership between the grandparents, the community, public sector and private sector to assist the grandparents who care for AIDS orphans. Therefore, there are recommendations made by the researcher as tools for health–care workers in order to support the grandparents as they care for AIDS orphans. The objectives of this research were to explore and describe challenges faced by the grandparents in caring for AIDS orphans in Koster, and how their needs could be met by making recommendations for effective support of the grandparents. A qualitative, explorative and descriptive design was used which enabled the research to understand the challenges faced by grandparents in caring for AIDS orphans and how their needs could be met. Semi–structured interviews were conducted to obtain the data. The population studied in this research consisted of the grandparents caring for AIDS orphans in Koster in the North–West Province, South Africa. Voluntary purposive sampling was used to select participants with the assistance of mediators who are working for the Non– Government Organizations dealing with HIV and AIDS in Koster. The sample size was determined by data saturation, which was reached after 15 interviews. Data analysis was carried out simultaneously with data collection. In consensus discussions, the researcher and the co–coder reached consensus on the main, sub and further sub–categories. From the research findings, four main categories were identified namely; the challenges faced by the grandparents, perceptions of the grandparents on how their need could be met, the impact of the challenge and coping mechanisms. It could be concluded that the grandparents are faced with diverse challenges in caring for AIDS orphans. In order to address these challenges the community and government must be fully involved. The basic, psychosocial, socio–economic and biophysical needs can be addressed through support system. / Thesis (M.Cur.)--North-West University, Potchefstroom Campus, 2011.

The prevalence of HIV/AIDS is increasing with immense influence and pressure on the grandparents as primary caregivers and the main supporters of orphans in families. The grandparents are faced with biophysical, socio–economic and psychosocially challenges and lack of support from the community of Koster in the North–West Province of South Africa. Caring for AIDS orphans who have lost their parents due to AIDS and of whom some are infected is an enormous challenge. There should be a partnership between the grandparents, the community, public sector and private sector to assist the grandparents who care for AIDS orphans. Therefore, there are recommendations made by the researcher as tools for health–care workers in order to support the grandparents as they care for AIDS orphans. The objectives of this research were to explore and describe challenges faced by the grandparents in caring for AIDS orphans in Koster, and how their needs could be met by making recommendations for effective support of the grandparents. A qualitative, explorative and descriptive design was used which enabled the research to understand the challenges faced by grandparents in caring for AIDS orphans and how their needs could be met. Semi–structured interviews were conducted to obtain the data. The population studied in this research consisted of the grandparents caring for AIDS orphans in Koster in the North–West Province, South Africa. Voluntary purposive sampling was used to select participants with the assistance of mediators who are working for the Non– Government Organizations dealing with HIV and AIDS in Koster. The sample size was determined by data saturation, which was reached after 15 interviews. Data analysis was carried out simultaneously with data collection. In consensus discussions, the researcher and the co–coder reached consensus on the main, sub and further sub–categories. From the research findings, four main categories were identified namely; the challenges faced by the grandparents, perceptions of the grandparents on how their need could be met, the impact of the challenge and coping mechanisms. It could be concluded that the grandparents are faced with diverse challenges in caring for AIDS orphans. In order to address these challenges the community and government must be fully involved. The basic, psychosocial, socio–economic and biophysical needs can be addressed through support system. / Thesis (M.Cur.)--North-West University, Potchefstroom Campus, 2011.

Can Biblical narratives be applied to the pastoral care of primary school children between the ages of 6 and 13? If so, how are Biblical narratives effectively applied in the pastoral care of primary school children between the ages of 6 and 13? With these questions in mind, this research was undertaken with the goal in mind to eventually put forward a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. The research was done by making use of the research method of Zerfass (1974: 166). * The basic-theoretical phase of this study was done by means of a study of available literature. It began by an enquiry into the relevant Biblical perspectives on pastoral care and was followed by a further inquiry into the relevant Biblical perspectives on narrative pastoral care. This phase of the study was completed by an inquiry on the basic principles of pastoral care of children, with specific reference to children between the ages of 6 and 13. * The meta-theoretical phase of this study was done by an overview of the handling of children between the ages of 6 and 13 through the course of history in Western society. This was followed by a study of adjacent disciplines concerning the value of a narrative approach to the pastoral care of primary school children between the ages of 6 and 13. The next part of this phase was done by identifying the most common pastoral needs of children between the ages of 6 and 13, by means of an empirical enquiry. * The practice-theoretical phase was done by providing guidelines for the application of Biblical narratives in the pastoral care of children between the ages of 6 and 13. This was followed by an illustration of the application of Biblical narratives in the pastoral care of children between the ages of 6 and 13, by means of case studies. This phase of the study was completed by providing a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. This study has achieved success by providing a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. The model was provided within the epistemological framework of a post-postmodern epistemology. This model shows that Biblical narratives can be successfully applied in the pastoral care of primary school children and it also provides practical guidelines in the practical application of it. / Thesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2011.

Can Biblical narratives be applied to the pastoral care of primary school children between the ages of 6 and 13? If so, how are Biblical narratives effectively applied in the pastoral care of primary school children between the ages of 6 and 13? With these questions in mind, this research was undertaken with the goal in mind to eventually put forward a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. The research was done by making use of the research method of Zerfass (1974: 166). * The basic-theoretical phase of this study was done by means of a study of available literature. It began by an enquiry into the relevant Biblical perspectives on pastoral care and was followed by a further inquiry into the relevant Biblical perspectives on narrative pastoral care. This phase of the study was completed by an inquiry on the basic principles of pastoral care of children, with specific reference to children between the ages of 6 and 13. * The meta-theoretical phase of this study was done by an overview of the handling of children between the ages of 6 and 13 through the course of history in Western society. This was followed by a study of adjacent disciplines concerning the value of a narrative approach to the pastoral care of primary school children between the ages of 6 and 13. The next part of this phase was done by identifying the most common pastoral needs of children between the ages of 6 and 13, by means of an empirical enquiry. * The practice-theoretical phase was done by providing guidelines for the application of Biblical narratives in the pastoral care of children between the ages of 6 and 13. This was followed by an illustration of the application of Biblical narratives in the pastoral care of children between the ages of 6 and 13, by means of case studies. This phase of the study was completed by providing a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. This study has achieved success by providing a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. The model was provided within the epistemological framework of a post-postmodern epistemology. This model shows that Biblical narratives can be successfully applied in the pastoral care of primary school children and it also provides practical guidelines in the practical application of it. / Thesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2011.