This study aimed to develop a framework for improved legislation, methods of practice and services used to meet the best interest of child offenders with psychiatric disorders within the South African child justice system. This aim was achieved via a qualitative study, which evaluated child justice and mental health legislation, methods of practice, role-players, and services in South Africa, and compared same to those in Namibia, Botswana, and Nigeria; to establish if the best interest of child offenders with psychiatric disorders are currently met from a South African perspective. Data collection occurred in two phases: a document analysis of legislation, policies, and procedures in the selected comparative jurisdictions; followed by semi-structured interviews with child justice and mental health experts. During phase one the researcher analysed child justice and mental health legislation, human rights protections, and policy related to child justice in Nigeria, Botswana, Namibia, and South Africa. In addition, she interrogated literature relating to child justice and mental health, in comparative jurisdictions. This phase formed the foundation for the semi-structured interview schedule. Purposive and theoretical sampling was used to conduct 24 semi-structured interviews. Data was analysed and interpreted using pure qualitative document and thematic analysis. The overarching findings indicate that the best interest of child offenders with psychiatric disorders, in the South African child justice system, are unprotected. This vulnerable group is not dealt with from an individualised, case-specific, multi-disciplinary perspective; informed by legislation, practice-policy, and a service-orientated approach. Further, certain domestic legislation and methods of practice are inadequate in holistically assessing a child who comes into conflict with the law in the jurisdictions of comparison. Further findings identified that biological, psychological, environmental, cultural, and social factors influence the development of psychiatric disorders in children, which may bring them into conflict with the law. This study further confirmed that Attention Deficit Hyperactivity Disorder, Intellectual Development Disorder, Learning Disorder, Oppositional Defiant Disorder, and Conduct Disorder are prevalent in children who iv come into conflict with the law. Further, substance abuse disorder, depression and attachment disorder were identified as predominant factors affecting children who come into conflict with the law. The influence of these factors, in conjunction with biological, psychological, environmental, cultural, and social factors, were found to predispose children to psychiatric disorders linked to criminal behaviour. Thus, to meet the best interest standard; children in conflict with the law must be dealt with using a multi-factorial approach which considers biological, environmental, social, cultural, and psychological factors. In this way, the behaviour of child offenders with psychiatric disorders will be addressed holistically in a manner that considers all factors influencing behaviour. The empirical data supported the recommendations used to develop a trans-disciplinary framework for child offenders with psychiatric disorders. / Olu phononongo lwesi sifundo lujolise ekuphuhliseni isakhelo somthetho ophuculiweyo, iindlela zokusebenza kunye neenkonzo ukwenzela ukunikezela ezona zilungileyo iimfuno zabantwana abangabaphuli-mthetho benengulo yesifo sengqondo kwinkqubo yobulungisa yabantwana eMzantsi Afrika. Le njongo yaphunyezwa ngokwenziwa kwezifundo ezisemgangathweni ezahlola umthetho wobulungisa kubantwana kunye nomthetho olawula ezempilo ngokwengqondo, iindlela zokusebenza, abathathi-nxaxheba kunye neenkonzo eMzantsi Afrika. Ezi zathi ngoko zathelekiswa nomthetho, umsebenzi abathathi-nxaxheba kunye neenkonzo eNamibia, eBotswana, kunye naseNigeria ukufumanisa ukuba iimfanelo ezizizo zabantwana abangabaphuli-mthetho abaneengxaki zengqondo bayanakekelwa ngoku eMzantsi Afrika. Ukuqokelelwa kweenkcukacha kwenzeka kumanqanaba amabini: uhlalutyo lwemiqulu yomthetho, umgaqo-nkqubo kunye nenkqubo; Ukucazululwa kwamaxwebhu/kwemiqulu omthetho, umgaqo-nkqubo kunye neenkqubo ezikhethiweyo zothelekiso kulawulo lwezobulungisa, lilandelwe ludliwano-ndlebe olungahlelwanga ngokupheleleyo neengcaphephe/neengcali zezobulungisa lwabantwana kunye nemilo yezengqondo. Kwinqanaba lokuqala umphandi ucazulule umthetho wobulungisa kubantwana kunye nempilo yezengqondo, ukhuseleko lwamalungelo oluntu.kunye nemigaqo-nkqubo ehambelana/ enxulumene nobulungisa kubantwana eNigeria, eBotswana, eNamibia naseMzantsi Afrika. Ukongezelela walugocagoca uncwadi olubhekisele kubulungisa babantwana nezempilo yezengqondo kulawulo lwezobulungisa Eli nqanaba libe sisiseko soludwe lwenkqubo yodliwano-ndlebe olungamiselwanga ngokupheleleyo. Isampulu enenjongo neyingcingane yasetyenziswa ukuze kuqhutywe udliwano-ndlebe olungama-24 olungahlelwanga ngokupheleleyo. Ulwazi (idata) lwacalulwa lwacaciswa kusetyenziswa uxwebhu olusemgangathweni kunye nocalulo (analysis) olusemxholweni. Iziphumo ezicacileyo/eziqaqambileyo eziluphahla zibonisa ukuba okukokona kulungele abantwana abangabaphuli-mthetho abaneengxaki zezengqondo, abakhuselekanga kwinkqubo yezobulungisa babantwana eMzantsi Afrika. Eli qela lingakhuselekanga alivelelwa ngokomntu neengxaki zakhe yedwa, ngokwengxaki yakhe ngokuthe ngqo kusetyenziswe indlela ezahlukileyo ezilawulwa ngumthetho, ngumgaqo-nkqubo osebenzayo nokuvelela ngendlela yokuziqhelanisa nemeko. Ukuya phambili, eminye yemithetho yasekhaya neendlela zokusebenza azonelanga ekuhloleni ngokupheleleyo kumntwana ohlangabezana nokuphikisana nomthetho kummandla wothelekiso. Kuphinde kwafunyaniswa ukuba iimeko zozalo, zengqondo, zendawo, zenkcubeko nezentlalo ziyaziphembelela iingxaki zezengqondo ezivelayo ebantwaneni, ezinokwenza baphikisane nomthetho. Olu phononongo luqhubeka lungqina ukuba ukunganiki ngqalelo kwingxaki yokuphaphazela, ingxaki yokukhula kwengqiqo, ingxaki yokufunda, ingxaki yenkcaso yokulungileyo/ ukudelela kunye nengxaki yokuziphatha zixhaphakile kubantwana (abonayo) abaphikisana nomthetho. Ingxaki yokusebenzisa iziyobisi, ingcinezelo kunye nokuxhomekeka ziye zaphawulwa njengeemeko ezixhaphakileyo ezikhathaza abantwana abalwa nomthetho (abonayo). Iimpembelelo zezi meko, zidibene neemeko zozalo, zezengqondo, zendawo, zenkcubeko nezentlalo, zifunyenwe zilungiselela kwangaphambili abantwana kwezi ngxaki zezengqondo zithungelene ekuziphatheni ngokolwaphulo-mthetho. Ngoko ke ukuhlangabezana nomgangatho ofanelekileyo nobalulekileyo, ebhekelela abantwana abaphikisana nomthetho (abonayo) makusetyenzwe ngabo kusetyenziswe indlela ejongene neemeko ezininzi ezibandakanya iimeko zozalo, zendawo, zentlalo, zenkcubeko kunye nezengqondo. Ngale ndlela abantwana abaphula umthetho abanengxaki yezengqondo baya kuncedwa ngokupheleleyo ngendlela ebandakanya zonke iimeko eziphembelela ukuziphatha. Idatha ekholose ngamava avela kumava nokuboniweyo ixhasa izindululo ezenziweyo zokumisa isakhelo esisebenza kulo lonke uqeqesho lomntwana ophikisana nomthetho (owonayo) onengxaki yezengqondo. / Patlisiso ena e reretswe ho hlahisa moralo wa molao o ntlafetseng, mekgwa ya tshebetso le ditshebeletso bakeng sa molemo wa batlodi ba molao bao e leng bana ba nang le mathata a kelello tshebeletsong ya toka ya bana Afrika Borwa. Morero ona o fihletswe ka boithuto ba boleng, bo lekantseng melao ya toka ya bana le ya bophelo bo botle ba kelello, mekgwa ya tshebetso, baamehi le ditshebeletso Afrika Borwa. Tsona di ile tsa bapiswa le melao, tshebetso, baamehi le ditshebeletso dinaheng tsa Namibia, Botswana le Nigeria ho fumana hore na melemo e loketseng ya batlodi ba molao bao e leng bana ba nang le mathata a kelello e ya fumaneha hajwale Afrika Borwa. Pokeletso ya dintlha e etsahetse ka mekgahlelo e mmedi: manollo ya ditokomane tsa molao, melawana le mekgwatshebetso dibakeng tse kgethilweng tsa papiso tsa semolao; ho latetswe ke di-inthavu tse sa hlophiswang le ditsebi tsa toka ya bana le tsa molao wa bophelo bo botle ba kelello. Mokgahlelong wa pele mofuputsi o ile a manolla molao wa toka ya bana le wa bophelo bo botle ba kelello, ditshireletso tsa ditokelo tsa botho le melawana e amanang le toka ya bana dinaheng tsa Nigeria, Botswana, Namibia le South Africa. Ho feta moo, o ile a batlisisa dingolwa tse mabapi le toka ya bana le bophelo bo botle ba kelello dibakeng tse ka bapiswang tsa semolao. Mokgahlelo ona o bile motheo wa lenane la di-inthavu tse sa hlophiswang. Ho sebedisitswe mokgwa wa disampole wa kgetho le wa theho ya thiori ho etsa di-inthavu tse 24 tse sa hlophiswang. Dintlha di manollotswe le ho tolokwa ka manollo e sa tswakwang ya boleng ba ditokomane le ditema. Diphetho tse akaretsang di supa hore melemo e nepahetseng ya batlodi ba molao bao e leng bana ba nang le mathata a kelello ha e ya sireletswa moralong wa toka ya bana wa Afrika Borwa. Sehlopha sena se kotsing ha se sebetswe ka tjhebo ya bo-motho ka mong, ya kgetsi e kgethehileng, ya mafapha a mangata e tshehedistsweng ke molao, molawana wa tshebetso le tjhebo ya tshebetso. Ho feta moo, melao e meng ya lehae le mekgwa ya tshebetso e ne e fokola bakeng sa ho lekola ngwana ka tsela e felletseng, ya iphumanang a le kgahlano le molao dibakeng tsa semolao tse neng di bapiswa. ix Ho boetse ha fumanwa hore dintlha tsa tlhaho, kelello, tikoloho, setso le botjhaba di susumetso tlhaho ya bokudi ba kelello baneng, e leng ho etsang hore ba iphumane ba le kgahlano le molao. Boithuto bona hape bo tiisitse hore bokudi ba tlholeho ya tsepamiso le ketso e fetang tekano, bokudi ba kgolo ya bohlale, bokudi ba ho ithuta, bokudi ba ho ba kgahlano le ba bang le bokudi ba boitshwaro bo bongata bakeng ba iphumanang ba le kgahlano le molao. Bokudi ba tshebediso e mpe ya tahi kapa dithethefatsi, tshithabelo ya maikutlo le bokudi ba kgokahano di fumanwe e le mabaka a mantlha a amang bana ba qwaketsanang le molao. Tshusumetso ya dintlha tsena, hammoho le dintlha tsa tlhaho, kelello, tikoloho, setso le botjhaba, di fumanwe e le hore di pepesa bana ho bokudi ba mafu a kelello a amanngwang le botlokotsebe. Kahoo, e le ho ka fihlella maemo a melemo e nepahetseng, bana ba kgahlano le molao ba lokela ho sebetswa ka mokgwa wa ditsela tse fapaneng tse ngata, o kenyeletsang dintlha tsa tlhaho, tikoloho, setso, botjhaba le kelello. Ka mokgwa ona, batlodi ba molao bao e leng bana ba nang le bokudi ba kelello ba tla shejwa le ho sebetswa ka mokgwa o phethahetseng o kenyelletsang dintlha tsohle tse susumetsang boitshwaro. Dintlha tse bokelleditsweng di tsheheditse ditlhahiso tse sebedisitsweng ho hlahisa moralo wa makala a fapaneng bakeng sa batlodi ba molao bao e leng bana ba nang le bokudi ba kelello. / Criminology and Security Science / D. Phil. (Criminal Justice)

Die doel van hierdie studie is om riglyne daar te stel vir die vroeë identifisering van talent wat die totale funksionering en konteks van die leerder in ag neem. ‘n Literatuurstudie is onderneem om die navorsing en teorieë wat met die onderwerp verband hou, te ondersoek. Die denkverskuiwing van intelligensie as een konstruk na ‘n multikonstrukbenadering wat uit onderliggende intellektuele vermoëns voortvloei, is verken. Definisies van begaafdheid en talent wat oor ‘n tydperk onstaan het, is omskryf en die rasionaal vir die gebruik van talent in plaas van begaafdheid is gegee. Die bio-ekologiese teorie van Bronfenbrenner, die positiewe sielkunde en die bate-gebaseerde benadering dien as teoretiese begronding van die studie. Talentontwikkeling en -identifisering is aan die orde gestel deur die liggaamlike, kognitiewe, sosiale, persoonlikheids-, emosionele en morele ontwikkeling van die adolessent te bespreek. Verder is die stand van talentidentifisering in Suid-Afrikaanse skole ondersoek en is aangedui in watter mate dit deur amptelike beleid gerig en ondersteun word. Beginsels wat tydens talentidentifisering in ag geneem moet word asook enkele identifiseringsmodelle wat ‘n bydrae tot die kennis van begaafdheid en talentidentifisering lewer, is bespreek. Verder is ‘n verskeidenheid talente wat uit algemene intellektuele intelligensie ontwikkel, aangedui. Die literatuurstudie het getoon dat daar nie in die huidige Suid-Afrikaanse skoolbeleid direkte riglyne is vir die identifisering van adolessente leerders se talent nie. Die deurlopende klem op akademiese prestasie en die feit dat leerders teen ‘n graadgemiddeld geassesseer word, lei waarskynlik daartoe dat ander metodes van assessering nie altyd in Suid-Afrikaanse klaskamers tot hul reg kom nie. Ten einde ‘n verskeidenheid talent te identifiseer en terselfdertyd ‘n leerder se konteks in ag te neem, is afsonderlike talentskale vir leerders, ouers en onderwysers ontwikkel en toegepas. Riglyne vir die identifisering van adolessente leerders se talent is dus op ‘n nie-formele manier ontwikkel. Die bevindinge van hierdie studie dui daarop dat die talentidentifiseringsproses bewuswording van verskillende talente waaroor leerders beskik, kan bewerkstellig. Dit help leerders om hul selfkennis uit te brei en om ‘n denkverskuiwing van die erkenning van slegs akademiese talent na ‘n verskeidenheid van talentdomeine wat die uniekheid van elke leerder ontgin, te maak. / The purpose of this study was to formulate guidelines for the early identification of talent, taking into consideration the overall functioning and context of the learner. A literature review was done to investigate the research and theories on the topic. The mind shift from intelligence as one construct to a multiconstruct approach arising from underlying intellectual abilities was explored. The definitions of giftedness and talent, which have existing for some time, were presented and the rationale for using talent instead of giftedness was provided. Bronfenbrenner’s bio-ecological theory, positive psychology and the asset-based approach served as theoretical grounding for the study. Talent identification and development were established by discussing the physical, cognitive, social, personality, emotional and moral development of the adolescent. The state of talent identification in South African schools was also investigated, and an indication was given of the extent to which it is guided and supported by official policy. Principles to be considered in identifying talent and a few identification models that contribute to knowledge of giftedness and talent identification were discussed. A variety of talents developing from general intellectual intelligence were also highlighted. The literature review reveals that in the current South African school policy, there are no direct guidelines for identifying the talent of adolescent learners. The constant emphasis on academic performance and the fact that learners are assessed against a grade average probably lead to other methods of assessment not always coming into their own in South African classrooms. To identify a variety of talents and at the same time take into consideration a learner’s context, separate talent scales for learners, parents and educators were developed and applied. Guidelines for identifying the talent of adolescent learners have therefore been developed in a non-formal way. The findings of this study indicate that the talent identification process can lead to awareness of different talents of learners. This helps learners to expand their self-knowledge and to bring about a mind shift from the recognition of only academic talent to a variety of talent domains which reveal the uniqueness of each learner. / Injongo yalolu cwaningo ukwakha imihlahlandlela yokuhlonzwa kwekhono masinya, kubhekwa indlela umfundi ngamunye asebenza ngayo kanye nesimo angaphansi kwaso. Kwabhekwa imibhalo ukuze kuphenywe ngocwaningo nemibono yezinzululwazi ngaphansi kwalesi sihloko. Kwaphenywa ngokusuka endleleni yokubheka inhlakanipho njengendlela okuyiyona yodwa yokwakha kuyiwe ezindleleni ezihlukene kaningi zokwakha ezisukela emakhonweni obuhlakani acashe ngaphansi kwazo. Izincazelo zesiphiwo nekhono, esezibe khona isikhathi eside, zethulwa kwase kunikezwa izincazelo zokuthi kungani kusetshenziswa ikhono kunesiphiwo. Umbono kaBronfenbrenner wobudlelwano phakathi kwezinto eziphilayo kanye nendawo eziphila kuyo, izifundo zezengqondo zemiphumela emihle kanye nendlela yokubheka encike ekubeni nenani kwento konke kusebenza njengengqikithi yombono wenzululwazi yalolu cwaningo. Ukuhlonza kanye nokuthuthukiswa kwekhono kwasungulwa ngokubamba izingxoxo mayelana nokuthuthuka kwabantwana asebengena ezingeni lentsha ngokomzimba, ngokwengqondo, ngokwenhlalo, ngokwendlela yokuziphatha, ngokomoya nangokwesimilo. Isimo sokuhlonza ikhono ezikoleni zaseNingizimu Afrika naso sibhekiwe, kwanikezwa nesilinganiso sokuthi lingakanani izinga lokuholwa nokusingathwa yinqubomgomo esemthethweni. Imigomo okufanele ibhekwe ngesikhathi sokuhlonza ikhono kanye vii nezinye izibonelo ezingasiza olwazini lokuhlonza iziphiwo namakhono nayo yadingidwa. Izinhlobonhlobo zamakhono avela ebuhlakanini obujwayelekile obuhambisana nemicabango nazo zaqhakambiswa. Ucwaningo lwemibhalo luveze ukuthi kwinqubomgomo yamanje yaseNingizimu Afrika, ayikho imihlahlandlela eqondile yokuhlonza amakhono kubafundi asebengena ezingeni lentsha. Ukuqhubeka nokugcizelela ukwenza kahle kwezemfundo kanye nokuthi abafundi bahlolwa ngokwezilinganiso ezivamile zamabanga cishe kuholela kwezinye izindlela zokuhlola ezingafiki kwezifana nezabo emakilasini aseNingizimu Afrika. Ukuhlonza izinhlobonhlobo zamakhono kube futhi kubhekwa isimo somfundi, kwasungulwa futhi kwasetshenziswa izilinganiso ezihlukile zokukala amakhono abafundi, abazali nawothisha. Ngakho-ke, imihlahlandlela yokuhlonza ikhono labafundi asebengena ezingeni lentsha yakhiwe ngendlela engalandeli kakhulu umthetho kanye nokuhleleka. Imiphumela yalolu cwaningo iveza ukuthi inqubo yokuhlonza amakhono ingaholela ekubonakaleni kwamakhono ahlukahlukene abafundi. Lokhu kusiza abafundi ukuba bakwazi ukwandisa ulwazi labo futhi benze kube khona ukucabanga ngokwahlukile ekwamukeleni kuphela ikhono lezemfundo kodwa kwamukelwe namakhono ahlukahlukene aveza ukwahluka komfundi ngamunye. / Department of Educational Psychology / D. Phil. (Educational Psychology)