Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The impetus for this study is contextualised within social work teaching and learning and arose from the emergence of adverse childhood experiences (ACEs) of social work students. The researcher had become increasingly interested in the ways in which these ACEs impacted on students in social work classrooms and felt compelled to enquire what the responses of teaching and learning in social work should be. The rationale for the study was further established by the dearth of research in this focal area. The research goal was to gain an understanding of the experiences of third-year students and the perspectives of social work teachers with regard to the role of adverse childhood experiences during teaching and learning activities and to recommend meaningful teaching practices. There were seven research objectives that focused on obtaining theoretical perspectives from the literature and on exploring and describing the adverse childhood experiences of students within the context of teaching and learning in social work. The research objectives generated the central research question: What are the learning experiences of third-year social work students at a South African university with regard to the role of their own adverse childhood experiences? A qualitative approach and case study design was deemed the most appropriate research philosophy and method to address the study’s objectives and central research question. The case study design was used to explore how individuals (third-year social work students at the University of the Western Cape) experienced a particular phenomenon (in this case adverse childhood experiences) in relation to teaching and learning within a social work context. To provide credence to the two purposes of this research, namely exploring and describing, two methods and two sources of data were utilised: (i) a reflective assignment in a specific social work third-year module from which 20 assignments were selected using purposive sampling; and (ii) individual interviews with ten student participants (derived from the sample of assignments) and two teaching staff participants. Three overarching topics emerged from the findings, namely the adverse childhood experiences of student participants; the after-effects of adverse childhood experiences in the context of teaching and learning in social work; and suggestions by participants for social work teaching and learning in the context of adverse childhood experiences. Each topic was delineated further into themes, sub-themes, and categories. The conclusions are that there was compelling evidence showing students to have endured formidable adverse childhood experiences; that students experienced overwhelming emotional reactions and responses during teaching and learning that exposed vicarious traumatisation; and that gaps present in current teaching and learning practices in social work render these practices insufficient to meet the learning needs of students. Three core recommendations relating to teaching and learning are offered: To develop the content of professional learning in the social work curriculum regarding the professional use of self, self-awareness and virtue ethics; to reconstruct and reaffirm the signature pedagogy regarding teaching and learning approaches and methods in social work; and to align fieldwork and placement learning with student profiles while also focusing on lecturer attentiveness and responsiveness. / AFRIKAANSE OPSOMMING: Die impetus vir hierdie studie is vervat in die onderrig en leer in maatskaplike werk van maatskaplike werk studente wat afbrekende kindertydse ervarings (AKE’s) deurgemaak het. Die navorser, wie se belangstelling al hoe meer geprikkel is deur die wyse waarop hierdie AKE’s studente in maatskaplike werk in die lesingsaal beïnvloed, is genoodsaak om inligting in te win oor wat die reaksie op onderrig en leer in maatskaplike werk behoort te wees. Die rasionaal vir die studie is verder deur die gebrek aan navorsing in hierdie fokusarea versterk. Die doel van die navorsings was om begrip vir die ervarings van derdejaarstudente en die perspektiewe van maatskaplikewerkdosente te ontwikkel oor die rol van AKE’s tydens onderrig- en leeraktiwiteite, en om betekenisvolle onderrigpraktyke aan te beveel. Die fokus van die sewe navorsingsdoelwitte was die inwin van teoretiese perspektiewe, asook die eksplorering en beskrywing van studente se AKE’s binne die konteks van die onderrig en leer van maatskaplike werk. Die navorsingsdoelwitte het die sentrale navorsingsvraag gegenereer: Hoe ervaar derdejaarstudente hul eie afbrekende kindertydse ervarings in maatskaplike werk aan ’n Suid-Afrikaanse universiteit? n Kwalitatiewe benadering en gevallestudiemetode is as geskikte metodes beskou om die studie se doelwitte en sentrale navorsingsvraag te ondersoek. Die gevallestudiemetode is gebruik om na te vors hoe individue (derdejaarstudente in maatskaplike werk aan die Universiteit van Wes-Kaapland) ’n spesifieke fenomeen (in hierdie geval AKE’s) ten opsigte van onderrig en leer binne die konteks van maatskaplike werk ervaar. Om geloofwaardigheid te verleen aan die twee doelwitte van hierdie navorsing, naamlik ’n verkennings ondersoek en beskrywing, is van twee metodes en twee databronne gebruik gemaak: (i) ’n Reflektiewe taak in ’n spesifieke derdejaarmodule in maatskaplike werk waaruit 20 take met behulp van ’n doelbewuste steekproef gekies is; en (ii) individuele onderhoude met tien deelnemende studente (gekies uit die steekproef van take), en twee deelnemende dosente. Drie oorkoepelende onderwerpe het uit die bevindinge na vore gekom, naamlik die AKE’s van studentedeelnemers; die nagevolge van afbrekende kindertydse ervarings binne die konteks van die onderrig en leer van maatskaplike werk; en voorstelle van deelnemers vir onderrig en leer van maatskaplike werk binne die konteks van AKE’s. Elke onderwerp word verder in temas, subtemas en kategorieë weergegee. Die gevolgtrekking is dat oortuigende bewyse bestaan wat toon dat studente ontsaglik AKE’s deurgemaak het; dat studente oorweldigende emosionele reaksies en response ervaar tydens onderrig en leer wat tot indirekte traumatisering lei; en dat daar tekortkominge is in die huidige onderrig- en leermetodes vir maatskaplike werk wat nie genoegsaam aandag gee aan die leerbehoeftes van studente nie. Daar is drie kernaanbevelings rakende onderrig en leer: Om die omvang van professionele leer ten opsigte van die professionele gebruik van die self, selfbewustheid en deugsaamheid in die maatskaplike werk-kurrikulum te ontwikkel; om maatskaplike werk se kenmerkende pedagogie oor onderrig- en leerbenaderings en metodes te rekonstrueer en te herbevestig; en om praktiese plasing en leer tydens plasing met die profiel van ’n student te belyn, terwyl die fokus ook op die oplettendheid en reaksie van die dosent moet wees.

Thesis (MSocialWork)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: Internationally accepted opinion is that the education of social work students is currently under pressure to more effectively prepare the students concerned for service delivery in changing circumstances. Emphasis is placed on the role that social justice, relevance of theory, respect for human rights, cross-cultural competencies and diversity currently play in service delivery to the client system and therefore also within the educational situation. Social work educators must be equipped to provide students with effective education and to facilitate an effective learning process for a diverse student population. Various authors point out that during the learning process students must first be empowered to take control of their own life decisions before being able to successfully render services to a client system. Such empowerment in a diverse setting can be achieved through both the educators and students utilizing their diversity of cultures, backgrounds and experiences as resources to increase learning expenences. Education of social work students occurs amongst others through supervision, which a competent social work educator gives to the student. It is the purpose of this study to examine the nature of education by means of supervision in a diverse student population. Appropriate adult learning models that strive towards empowering students through supervision in a diverse setting, are discussed, as well as the nature of the multicultural competencies of the social work educator concerned. Finally practical and theoretical guidelines are provided according to which social work supervision can be used successfully in the education of a diverse student population. / AFRIKAANSE OPSOMMING: Internasionaal word die mening gehuldig dat die onderrig van maatskaplikewerkstudente tans onder druk is om die betrokke studente meer effektief vir dienslewering in veranderende omstandighede voor te berei. Klem word geplaas op die rol wat sosiale geregtigheid, relevansie van teorie, respek vir menseregte, kruiskulturele kompetensies en diversiteit tans in dienslewering aan die kliëntsisteem en dus ook in die onderrigsituasie, vertolk. Maatskaplikewerkdosente moet toegerus wees om effektiewe onderrig aan studente te gee en om 'n effektiewe leerproses vir 'n diverse studentepopulasie te fasiliteer. Verskeie outeurs wys daarop dat studente tydens die leerproses eers bemagtig moet word om beheer oor hulle eie lewensbesluite te neem alvorens tot suksesvolIe dienslewering aan 'n kliëntsisteem oorgegaan kan word. Sodanige bemagtiging in 'n diverse opset kan bereik word deurdat beide dosente en studente hulle verskeidenheid van kulture, agtergronde en ervarings as hulpbronne gebruik om leerervarings te verhoog. Onderrig van maatskaplikewerkstudente geskied onder andere deur supervisie wat deur 'n kompetente maatskaplikewerkdosent aan die studente gegee word. Hierdie studie het ten doel om die aard van onderrig deur middel van supervisie in 'n diverse studentepopulasie te ondersoek. Geskikte volwassene onderrigmodelle wat tydens supervisie in 'n diverse opset die bemagtiging van studente nastreef, word bespreek, asook die aard van die multikulturele kompetensies van die betrokke maatskaplikewerkdosent. Ten slotte word praktiese en teoretiese riglyne daargestel waarvolgens maatskaplikewerksupervisie suksesvol benut kan word in die onderrig van 'n diverse studentepopulasie.

published_or_final_version / abstract / Social Work and Social Administration / Master / Master of Philosophy

M.A. / This study was aimed at analyzing the involvement of social workers in AIDS/HIV education, by analyzing their knowledge about AIDS/HT V infection, attitude towards the disease and their level of participation in AIDS/HIV educational activities. The results of this survey indicate that although some social workers are relatively knowledgeable about AIDSTHIV infection and have positive attitudes towards the disease, they are not fully and actively involved in educational activities to prevent the spread of this disease. Very few social workers indicated that they are involved.

This dissertation examines the current state of global youth ministry leadership, with a focus on the training of indigenous youth workers. The goal of this work is to encourage the International Mission Board and other missions organizations to consider the need for a global strategy to train youth workers for every people group. Chapter 1 introduces and defines the subjects of youth ministry and youth missions. Attention is given to the emergence of the North American Youth Culture in the twentieth century, as well as the church and parachurch organizations that developed concurrently with the American Youth Culture. Chapter 2 examines the strategies for global youth ministry that are currently being implemented by ReachOut, Youth Ministry International, Youth Builders, and SonLife. In addition to presenting a brief history along with the guiding vision of each organization, this chapter sets forth the similarities and differences among the various organizations, and identifies indigenous youth worker training as a key component of each strategy. Chapter 3 analyzes and evaluates the effectiveness of the strategies of each of the aforementioned missions organizations. Strengths and weaknesses of each organization are presented, with special attention to their respective strategies for training indigenous youth workers. Chapter 4 describes the current state of Southern Baptist mission work among the youth of the world. The results of surveys from IMB missionaries from every region, as well as feedback from interviews with IMB missionaries, are set forth. Data from the surveys and interviews is used to assess the current situation and priority of global youth ministry among Southern Baptists. In Chapter 5, IMB youth work is evaluated and critiqued. Chapter 6 offers a proposal for the IMB of the SBC to train indigenous youth workers for the people groups of the world. A brief concluding chapter offers suggestions for further study in the area of global youth ministry. This study suggests that youth ministry ought to be playing a key role in the world of missions in the twenty-first century. The fact that the majority of the world's population is under age 25, accompanied by evidence that youth are the most receptive age group for the Christian gospel, serves as an indictment against missiologists and missions organizations that fail to incorporate youth into their world missions strategies. In spite of the evidence, it appears that only a handful of missions "experts" and organizations are strategizing to reach the young people of the world. This dissertation seeks to perform an assessment of youth work done by IMB personnel. The research revealed that many IMB missionaries are focusing on young people. This study concludes that although the IMB is involved in youth work around the world, its involvement is generally not strategic, completely uncoordinated, and not sufficiently prioritized and encouraged. I argued that youth ministry and indigenous youth worker training warrant a higher level of emphasis and priority from the IMB, and I have made a series of recommendations for the IMB to address its shortcomings in the area of global youth ministry. The work of ReachOut, Youth Ministry International, Youth Builders, and SonLife were analyzed and principles from the work of these organizations informed the evaluation of, and recommendations for, IMB youth work. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

Thesis (M.B.A.)-Business Studies Unit, Durban University of Technology, 2006 x, 68 leaves / The purpose of this study is to identify the training needs of leather technicians with the aim of supporting corporate competitive advantage within their company. Identifying competencies is an essential first step towards developing a training programme and to support corporate competitive advantage. / M

Thesis (M.B.A.)-Business Studies Unit, Durban University of Technology, 2006 x, 68 leaves / The purpose of this study is to identify the training needs of leather technicians with the aim of supporting corporate competitive advantage within their company. Identifying competencies is an essential first step towards developing a training programme and to support corporate competitive advantage.

In an attempt to address the challenges relating to the lack of well-trained and skilled workers, which directly impacts on the quality of products delivered by the construction sector, this study focuses on an assessment of the Accelerated Professional Trade Competency Development Programme within the Department of Public Works in the province of the Eastern Cape in South Africa. The main focal area of the study is the OR Tambo Region. These challenges manifest themselves through, among others, backlogs in the delivery of housing by the Eastern Cape Department of Housing and Local Government where the majority of houses demonstrate poor workmanship. Hence the Department of Public works has introduced the Accelerated Professional Trade Competency Development Programme. This study investigates the effectiveness of the implementation of the Accelerated Professional Trade Competency Development Programme. Particular attention is paid to the extent to which the Programme contributes towards the development of qualified artisans and what improvement areas can be effected to achieve its objectives.

Based on the survey results of 150 South Korea toddler caregivers about training needs, I developed a relationship-based approach for a toddler caregiver training program. The training program was modified using suggestions provided by 6 South Korean professors, who were asked to review the program. Survey findings revealed that: (a) All participants (toddler caregivers) perceived that it is necessary for caregivers to attend training. However, most (72.2%) found that it was difficult to attend training programs more than 1 time per year because it was hard to find a substitute teacher (64%). Participants desired to attend training programs on toddler care because of the lack of in-service education (26%), curriculum (24%), and training programs (15.3%); (b) Caregivers who had the third-degree caregiver certification preferred to learn parent education more than child development. However, caregivers who had a higher degree of caregiver certification preferred to learn child development more than parent education; and (c) Caregivers who had more than 5 years of teaching experience preferred to learn about the teacher's role more than caregivers who had fewer than 4 years of teaching experience. Future studies need to evaluate the effect of this relationship-based training program for toddler caregivers in relation to improvement in the quality of child care and interaction between caregivers and toddlers. A large-scale study would increase the generalizability of research findings. A larger sample size from different cities in South Korea and random sampling would generate more reliable findings.

The purpose of this study was to compare nonverbal emotional expressiveness between substance users and nonsubstance users.