Women and persons with disabilities are at increased risks of experiencing negative health outcomes during and after disasters. The Sendai Framework (2015), published by the United Nations Office for Disaster Risk Reduction, highlights the need to strengthen disaster risk reduction (DRR) among populations at disproportionate risk, using an all-of-society approach that is inclusive and engaging. This research investigated the perceptions of capability among female stroke survivors, in the context of DRR. The purpose of this study was to 1) examine the role of asset literacy in the social construction of capability and lived experiences of female stroke survivors and 2) create an opportunity for female stroke survivors to share their lived experiences among themselves, and members of the stroke and DRR communities. Four women were recruited through snowball sampling. Study participants were invited to join a PhotoVoice project – a participatory method in which survivors were asked to respond to prompts using photography. Data was analyzed using qualitative, thematic analysis. Study results revealed that perceptions of capability in DRR for stroke survivors was rooted in the context of their recovery. Participants discussed 4 sets of recovery and DRR assets: 1) physical, 2) social, 3) energy and 4) personal characteristics. Autonomy was identified as a valued recovery outcome, and as needed to establish self-efficacy and adaptive capacity to cope with disasters. Social participation and asset literacy can support one another, and may enhance disaster resilience. An important aspect of Photovoice initiatives is sharing the messages with important stakeholders, as identified by the participants. This research has been shared at the annual international EnRiCH meeting (2018). We are currently planning a photo exhibit to be held in the fall of 2018. Overall, this research shows how creative tools (i.e. Photovoice, asset-mapping) can be used to foster social participation, and include populations at disproportionate risk in the DRR discussion.

Thesis (MTech (Business))--Cape Peninsula University of Technology, 2009 / The dissertation examines the levels of service delivery in Philippi through Asset Based Community Development (ABCD) and it suggests this model as a model that can be used to confront the challenges of underdevelopment, the mobilisation and sustaining of local economic development. The research investigates theoretical and practical approaches to address the developmental problems embedded in dependency theory utilised by government and non governmental organisations (NGOs) in the Philippi community. The research clarifies the important role of developmental stakeholders in depoliticising development processes and its endeavours to address issues of development ownership in Philippi. It suggests the employment of the Asset Based Community Development (ABCD) approach which will focus on building Philippi from the inside out, utilising the available human capital, people’s expertise, formal and informal talents. The research employed both qualitative and quantitative research methodologies. These methodologies rely on literature search, questionnaires, interviews, and observation as methods of data collection. At the end of the study, workable recommendations will be made informed by the research findings.

The purpose of this study was to explore and describe parents' and caregivers' retrospective experiences of a higher education-rural school partnership providing educational psychology services. The study aimed to inform knowledge on community engagement with schools and forms part of the broad FLY (Flourishing Learning Youth) community engagement initiative that has been ongoing since 2006. The current study utilised interpretivism as metatheory and qualitative research as methodological paradigm. An instrumental case study design was utilised, with a specific higher education-rural school partnership conveniently sampled. Subsequently twelve parents or caregivers to a child/ren who participated in the relevant community engagement initiative at any time since 2006, were purposefully selected. Two field visits were taken for data collection purposes; the first included Participatory Reflection and Action (PRA) discussions between participants, whilst the second visit entailed member checking. I relied on written recording of the participants' dialogue on PRA posters, audio recordings of their poster presentations, observations throughout the process, photographs taken and a reflective journal as data collection and documentation strategies. From thematic data analysis two main themes emerged. Firstly, participants identified the partnership as a platform of educational opportunity, which allowed for children's development on a cognitive and socio-emotional level. Secondly, participants emphasised their hope for the continuation and growth of the partnership in the future. Participants expect the partnership to broaden in multiple ways, such as involving parents and caregivers, providing them with a safe space to voice their opinions, and incorporating a parental guidance element. Based on the findings of the study I can conclude that according to parents and caregivers, community engagement with schools provides an opportunity for the mobilisation of children assets to result in their positive development. Furthermore, when additionally activating the assets of the parents, community engagement can be strengthened. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

This research entails an ethnographic study of a community that has a culture of poverty. The aim of this research was to identify personal and environmental assets that could be used to enrich pre-school learning within a culture of poverty. These assets included anything that could be used for pre-school learning, observations, field notes, interviews, photographs and artefacts were used to study the community while participating as a member of the community. Numerous assets were identified. Seven main themes were derived from a collective summary of data. The main themes were: children, culture, man-made products, the natural environment, local institutions and citizens’ associations, crafts and caretakers. The themes were expanded into categories and sub-categories. Each sub-category is discussed as an asset in the light of various activities the asset can be used for, the skills and the learning outcomes practiced by these activities. Using these assets as stated by the Revised National Curriculum, all the learning outcomes for the Foundation Phase were covered. Literature that relates to the theme of this research study is incorporated to verify the results from this study. The results of this research study suggest that this particular community is rich with potential, opportunities and material to enrich the pre-school learning of children. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2004. / Educational Psychology / unrestricted

Much has been researched on how to manage and participate in teams, as well as on teamwork in transdisciplinary and early intervention groups. However, no single source adequately details the skills needed to facilitate such a unique group as that of the asset-based transdisciplinary team. A limitation in the theoretical body of knowledge regarding this subject matter spurred the purpose of this study to explore the facilitation skills conducive to asset-based transdisciplinary teams. A conceptual framework was created from the researcher’s perspective of the theoretical knowledge researched and acquired. Applying an interpretative epistemology, the instrumental case study was chosen as research design to explore groups of transdisciplinary team members. Two focus group interviews were conducted, transcribed, qualitatively analysed with the supplements of field notes and coded with the help of two independent coders. Theoretical assumptions were tested, interrelations shown, categories and themes short-listed and criticisms from the participants considered. It was found that skills alone do not suffice to equip members in their facilitation of asset-based transdisciplinary teams. Attitudes of involvement, flexibility, support, transparency and trust; approaches that are asset-based, narrative, holistic and family-centred and possessing knowledge of diversity, ethics, teamwork and discipline expertise were considered paramount to the competence of a facilitator. It is recommended that in future research of facilitation, attention be given not only to the skills acquired, but also to the knowledge, attitudes and approaches needed. Combination of categories, integrating skills, attitudes, approaches and knowledge should also be investigated. It is recommended that the role of the caregiver be given greater status among health professions and that the findings of this study be applied in the pre- and in-service training of prospective health professionals and facilitators. Asset-based theory was informed by emphasising the importance of facilitation skills, and acquiring appropriate attitudes, approaches and knowledge in order to ensure successful implantation of those skills. The inclusion of role release underscored the need to facilitate networking and encourage shared leadership and the narrative approach also presented itself as a possible addition to asset-based theory. Finally, as a development of the collaborative project in Early Childhood Intervention, interpretations from focus group interviews as well as research in literature were used for the Masters degree in Early Childhood Intervention (MECI) in the Educational Psychology elective module. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2004. / Educational Psychology / unrestricted

The purpose of this study was to investigate the asset-based approach as alternative in career facilitation. In traditional career counselling, the career counsellor is seen as an expert and one-stop service provider that matches clients to careers. Alternatively, an asset-based career facilitator aims at facilitating sustainable career development skills by means of applying asset-based principles such as collaboration and shared responsibility. In this study, client-partners were viewed from several complementary theoretical frameworks, namely the asset-based approach, bio-ecological model of human development, Positive Psychology and the process of career facilitation. In addition, phenomenology was selected as meta-theory to guide the instrumental case study. Five career seeking client-partners between the ages of 16 and 18 were chosen according to criteria, and took part in an approximately six week asset-based career facilitation process. Client-partners were aware that the process was under study and willingly reflected on the process after completion. Thematic analysis resulted in the following themes: firstly, it appeared that individual client-partner profiles impacted on the application of asset-based principles. Factors pertaining to individual client profiles are personality traits, age, unique family dynamics, career interests and previous career assessment experiences. Secondly, applying asset-based principles seemed to impact on the career facilitation process with regard to the challenging role of the asset-based career facilitator as well as advantages and disadvantages of applying such principles. Thirdly, it looked as if the entrenched nature of the old paradigm or medical model impacted on the process as some client-partners still preferred the expert matching done in traditional career counselling and resisted being a partner in the career facilitation process. Findings suggest indicators and contra-indicators concerning the application of asset-based principles and strategies in career facilitation, as well as implicate recommendations with regard to training and further research. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2005. / Educational Psychology / unrestricted

My research provides an account of evaluating my mentoring practice using an Action Research design complemented by a mixed methods approach and the Hermann Whole Brain® Model (Herrmann, 1995). I explored how I can transform my mentoring practice using the principles of Whole Brain® thinking and how I can contribute to enriching the professional development of academic staff. My research has proceeded from an innovative idea and existing practice as an asset-based approach (Du Toit, 2009). By utilising an Action Research design my research articulates the construction of my understanding of mentoring of other academic staff in their professional practice. I followed a constructivist approach as used by Piaget (1952, 1970) that is considered an appropriate epistemological underpinning of Action Research. My research design shows thinking style flexibility as an action researcher in that I have drawn on each quadrant of the Whole Brain® Theory as developed by Herrmann (1995). This enabled me to construct meaning with my peer mentees through the assessing of practice-based evidence, engagement and reflection. As my goal in mentoring is to assist in developing independent reflexive practitioners, I have chosen to use the constructs contribute to and catalyse to express my awareness that responsibility for professional development remains with the individual and that a mentor is not the only source of professional development in the context of a Private Higher Education Institution. I have found that my peer mentees have differing thinking style preferences and varying professional experiences that required of me to engage with each in distinct ways to support the development of their professional practices. I position Whole Brain® Mentoring as a practice of mentoring that utilises multiple strategies for professional learning, both formal and non-formal, to engage the thinking preferences and disinclinations of mentees to catalyse the professional development of both the mentor and mentees. Many of my peer mentees perceive themselves as mentors, both of students and, in some cases, of other academic staff (our peers) as well. There is evidence that I utilise multiple strategies to facilitate professional learning and contribute to the professional development of peer mentees and that they have contributed to mine. My research provides evidence that I have become a more reflective practitioner, able to transform my Whole Brain® Mentoring Practice. / Dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Humanities Education / MEd / Unrestricted

The purpose of this intervention study was to explore how the community volunteers from the Supporting Home Environments in Beating Adversity (SHEBA) research project – in two high-risk school communities in the Nelson Mandela Bay Metropolitan area – valued their social networks. The broader SHEBA participatory and action research project focused on how community volunteers, using their own resources, collaborated with schools in their communities to develop support plans for their communities. I selected interpretivism as the meta-theory for the study and utilised Participatory Reflection and Action (PRA) as the methodological paradigm and research design. The empirical part of this study was conducted in 2012. The data for the study were collected from 35 purposively selected volunteers who, at the time of the study, were involved in volunteer work at schools in their communities. All 35 volunteers participated in one workshop and one brainstorming session. Data were generated through a participatory workshop and follow-up brainstorming session and captured by means of posters and field notes. Inductive thematic analysis was used as the means of interpretation and I related the results to Lin’s Network Theory of Social Capital in interpreting the results. The results of the study suggest that the social networks of the volunteers were valued highly by them in dealing with the various challenges in their communities. The findings suggest also that the community volunteers invested themselves continuously in preserving their social support networks by reaching out to one another in times of crisis and by responding to each other’s needs by supporting one another. The findings suggest further that the volunteers maintained their social support networks by reinforcing the values that held them together and directed them in their efforts to support one another and their communities. The volunteers in the study attributed significant value to each other as sources of support and knowledge. They were able to meet their challenges together by learning from and identifying each other as resources. Modern communication media such as mobile phones were very important to the volunteers in maintaining their support networks with their colleagues and communicating with their communities. I therefore concluded that interventions in high-risk communities should be aimed at assisting community volunteers to gain access to and use such technologies effectively and appropriately in their networking. The value the community volunteers in the SHEBA project attributed to their social networks was clear from the benefits they derived from these networks. The findings of the study suggest that the social networks of the volunteers enhanced their sense of personal wellbeing as well as their sense of social belongingness. I concluded that social support networks could contribute significantly towards people’s overall wellbeing and that community interventions should adopt a holistic approach in high-risk communities thereby enhancing people’s hedonic, eudemonic, and social wellbeing. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

Full implementation of special schools converted into special school resource centres in South Africa need to be finalised by 2021, as specified in the Education White Paper 6. The purpose of special school resource centres is firstly to provide necessary resources for the education and training of learners experiencing serious barriers to learning, and secondly to provide, together with the district-based support teams, guidance and support to full-service schools and main stream schools. Despite these expectations and goals, many special schools are not fully strengthened and functional yet. Role-players involved at special school resource centres often feel unequipped to successfully manage their centres in the absence of human resources, knowledge and infrastructure. Against this background, the purpose of this study was to gain an in-depth understanding on how the asset-based approach could be utilised in supporting (or not) the more efficient functioning of a rural resource-constrained special school resource centre in the North West province, South Africa. The asset-based approach and bio-ecological model was used as conceptual framework for the study. Qualitative research was elected as methodological paradigm and an instrumental case study as research design. Interpretivism was selected as meta-theory. One rural resource-constrained special school resource centre was selected through convenience sampling, and eight participants were purposefully selected. Data was collected with individual semi-structured interviews, a focus group discussion, and observation; and documented in audio recorded verbatim transcripts, photographs, field notes and a research journal. Following thematic data analysis, three main themes emerged: identified assets and resources at the resource-constrained special school resource centre (natural assets and resources, human resources, physical resources, and resources for gardening); challenges at the resource-constrained special school resource centre (limited physical space, challenges related to the use of technology, additional responsibilities and related time constraints, and participants? location in relation to the special school resource centre); ways in which mobilised assets and resources supported the functioning of the resource-constrained special school resource centre (financial support for the special school resource centre, supporting the National School Nutrition Programme, strengthening partnerships that could support the functioning of the special school resource centre, skills development as outcome of the two asset-based projects, and intra and interpersonal qualities as a result of implementing the asset-based approach). It was therefore found that the implementation of the asset-based approach is one way to support the functioning of a resource-constrained special school resource centre. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

Submitted in partial fulfilment of the requirements for the degree PhD (Community Psychology) in the School of Psychology in the Faculty Arts at the University of Zululand, 2010. / Many communities in South Africa are faced with difficulties which include poverty, violence and lack of resources. HIV and AIDS add to this burden. Although many families, organizations, and government try to help, resources are never enough to fill all the gaps. However, there are many untapped resources within the communities; many people with gifts, talents, and other assets that go unnoticed and therefore unavailable. Studies have shown that the involvement of community members in community development activities improves the chances of the development initiatives of being sustainable and less fragmented (Bouwer, 2008). The current study firstly focused on assessing whether Asset-Based Community Development as a community development method is able to tap into those unutilized and undeveloped assets. Secondly, whether it is able to provide a more empowering and sustainable answer to the needs of people in communities where HIV and AIDS is prevalent. In light of the above, Sinosizo, a Non-Governmental Organization (NGO), stated their willingness to form part of the Asset-Based Community Development project. The community of Sundwini in the Amanzimtoti area was selected as the target community for the current research project because it has the least resources among the six communities assisted by Sinosizo. In response to the growing needs and difficulties faced by people living with HIV and AIDS and their families, Sinosizo Home Based Care (HBC) was established in 1995. They also form part of the Durban Aids Care Commission (CADACC). The current research included a preliminary study, an Asset-Based Community Development (ABCD) initiative, and an evaluation of the development process. The use of Community- Based Participatory Research (CBPR) was considered to be the appropriate method to use for this study and focus group discussions as a qualitative research method were used to gather the necessary data for the current study. A thematic analysis technique was used to analyze the data. The results indicated that the community and its members did indeed benefit from the Asset-Based Community Development process. The ABCD process allowed the participants to critically reflect on several aspects of community development in general and Asset-Based Community Development in particular. The community members initially thought that their community was one of the poorest communities with very limited or no resources; however their perception changed to an awareness that all communities and people have skills, gifts, assets, and resources that can contribute to community development. Apart from recognizing the assets, the community was also able to utilize the assets, making the community more self sufficient. Rather than being solely dependent on the well-meaning efforts from government and organizations outside of the community, they realized that they could take an initiative and draw from their own strength. This did not mean that outside help was of no value, but rather that the valuable resources could be allocated where needs in the community were critical. Despite several barriers experienced during the process, the Asset-Based Community Development process has shown itself as a flexible process and took into consideration the unique character of the community. The participants were also able to identify possible solutions to the barriers they identified.