South Africa, like many other developing countries, faces a growing problem of informal settlements which are mushrooming in and around the major urban centres. Living conditions within these settlements are typically poor with residents facing a range of basic livelihoods challenges, exacerbated by poverty, inequality and social exclusion. Unplanned and rapid urbanisation, from which informal settlements originate, and existing conditions in these areas, heighten risk to disaster and provide the conditions that turn natural and man-made events into major livelihoods disruptions. The most devastating of these disruptions are disasters brought on by uncontrolled fires, extreme wet weather and associated flooding. To forestall disaster, minimise livelihoods disruptions and debilitating loss of assets, and safeguard developmental progress, local governments have increasingly adopted risk reduction approaches to their development planning and implementation. Among some of the critical risk reduction measures adopted is the deployment of communication interventions meant to cultivate a culture of risk avoidance among at-risk communities. While it is largely accepted that developmental losses can be considerably reduced if people are properly educated and well-prepared for a disaster, it is also widely recognised that current tools and guidelines for communication of disaster risk in developing communities have largely proved inadequate. Among leading criticisms is that the communication interventions implemented neither fully cater for the contemporary proactive and pre-emptive (risk minimising) approach to disaster risk management nor the developmental imperatives of the disaster risk reduction paradigm. This study, therefore, sought to propose a conceptual framework for the reorientation of thinking and improvement of the on-the-ground practice of disaster risk communication in South African municipalities, and to ensure, among other things, that the practice of disaster risk communication in South Africa places participation of at-risk communities at the centre of communication interventions for disaster risk reduction. A literature study was conducted to explore what principles of the participatory approach to development communication could be applicable to a framework for disaster risk communication interventions. Following the literature study, an empirical study into the contemporary disaster risk communication practice in the three study sites of Cape Town, George and uThungulu District was carried out. The field study comprised semi-structured interviews with disaster risk communication managers and other key informants, and focus group discussions with members of informally settled communities in the study areas. Using a hybrid thematic analytic approach, the data gathered empirically were analysed against the salient themes derived from the literature study and those emerging as the empirical study progressed, and from that process a conceptual framework for disaster risk participatory communication for at-risk communities in South African municipalities was developed and proposed. In conclusion, guidance was also given for translation of the conceptual framework into actual practice by disaster risk managers and other disaster risk reduction role-players in South Africa. / PhD (Communication Studies), North-West University, Potchefstroom Campus, 2014

South Africa, like many other developing countries, faces a growing problem of informal settlements which are mushrooming in and around the major urban centres. Living conditions within these settlements are typically poor with residents facing a range of basic livelihoods challenges, exacerbated by poverty, inequality and social exclusion. Unplanned and rapid urbanisation, from which informal settlements originate, and existing conditions in these areas, heighten risk to disaster and provide the conditions that turn natural and man-made events into major livelihoods disruptions. The most devastating of these disruptions are disasters brought on by uncontrolled fires, extreme wet weather and associated flooding. To forestall disaster, minimise livelihoods disruptions and debilitating loss of assets, and safeguard developmental progress, local governments have increasingly adopted risk reduction approaches to their development planning and implementation. Among some of the critical risk reduction measures adopted is the deployment of communication interventions meant to cultivate a culture of risk avoidance among at-risk communities. While it is largely accepted that developmental losses can be considerably reduced if people are properly educated and well-prepared for a disaster, it is also widely recognised that current tools and guidelines for communication of disaster risk in developing communities have largely proved inadequate. Among leading criticisms is that the communication interventions implemented neither fully cater for the contemporary proactive and pre-emptive (risk minimising) approach to disaster risk management nor the developmental imperatives of the disaster risk reduction paradigm. This study, therefore, sought to propose a conceptual framework for the reorientation of thinking and improvement of the on-the-ground practice of disaster risk communication in South African municipalities, and to ensure, among other things, that the practice of disaster risk communication in South Africa places participation of at-risk communities at the centre of communication interventions for disaster risk reduction. A literature study was conducted to explore what principles of the participatory approach to development communication could be applicable to a framework for disaster risk communication interventions. Following the literature study, an empirical study into the contemporary disaster risk communication practice in the three study sites of Cape Town, George and uThungulu District was carried out. The field study comprised semi-structured interviews with disaster risk communication managers and other key informants, and focus group discussions with members of informally settled communities in the study areas. Using a hybrid thematic analytic approach, the data gathered empirically were analysed against the salient themes derived from the literature study and those emerging as the empirical study progressed, and from that process a conceptual framework for disaster risk participatory communication for at-risk communities in South African municipalities was developed and proposed. In conclusion, guidance was also given for translation of the conceptual framework into actual practice by disaster risk managers and other disaster risk reduction role-players in South Africa. / PhD (Communication Studies), North-West University, Potchefstroom Campus, 2014

Most primary school learners experience everyday worries during their normal development. Children handle worries differently, and if they are not supported, their self-concept and psychosocial development could be influenced negatively. Parents and teachers are not always aware of what primary school learners worry about, or how they handle their worries. It is important that parents and teachers are made aware of this, so that children can be better supported in this regard. The aim of this study was to determine the everyday worries of primary school learners in a specific school in the Helderberg area, as well as how these worries are handled. This aim was addressed through a descriptive, qualitative research design. Thirty learners between the ages of ten and eleven in the specific school were involved through a simple random sample. Semi-structured one-on-one interviews were used to obtain a detailed picture of learners’ everyday worries and how they handle them. Interviews were held through the use of an interview schedule, which was compiled in accordance with a literature study, tested in a pilot study and adjusted where necessary. Interviews were transcribed and themes were identified according to Braun and Clarke’s method of thematic analysis. On intrapersonal level one worry was identified, namely about emotions that are experienced. On this level participants handled worries by preferring to be alone, trying not to think about worries, crying, writing or drawing in diary, through praying, eating or sleeping. On interpersonal level, worries about school, family, friends and loss were identified. On this level worries were handled through spending time with a family member, friends, the media, pets, or by asking for support from the school. Themes were divided into subthemes, supported with appropriate quotes from the interviews and controlled with literature. This study confirms existing literature in terms of the worries that primary school learners experience. With this study a contribution is being made to the identification of worries on inter- and intrapersonal level, as well as the handling of worries on these two levels. In the future this information can be used as a basis for the effective development of ways for parents and teachers to support children in this regard. Suggestions were made for parents and teachers to encourage children to talk about their worries, as well as to help them find effective ways in which to communicate and practice to handle these worries well. It is very important that parents and teachers are made aware of topics children are worried about and how they handle them, so that children can be better supported and assisted in this regard. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Most primary school learners experience everyday worries during their normal development. Children handle worries differently, and if they are not supported, their self-concept and psychosocial development could be influenced negatively. Parents and teachers are not always aware of what primary school learners worry about, or how they handle their worries. It is important that parents and teachers are made aware of this, so that children can be better supported in this regard. The aim of this study was to determine the everyday worries of primary school learners in a specific school in the Helderberg area, as well as how these worries are handled. This aim was addressed through a descriptive, qualitative research design. Thirty learners between the ages of ten and eleven in the specific school were involved through a simple random sample. Semi-structured one-on-one interviews were used to obtain a detailed picture of learners’ everyday worries and how they handle them. Interviews were held through the use of an interview schedule, which was compiled in accordance with a literature study, tested in a pilot study and adjusted where necessary. Interviews were transcribed and themes were identified according to Braun and Clarke’s method of thematic analysis. On intrapersonal level one worry was identified, namely about emotions that are experienced. On this level participants handled worries by preferring to be alone, trying not to think about worries, crying, writing or drawing in diary, through praying, eating or sleeping. On interpersonal level, worries about school, family, friends and loss were identified. On this level worries were handled through spending time with a family member, friends, the media, pets, or by asking for support from the school. Themes were divided into subthemes, supported with appropriate quotes from the interviews and controlled with literature. This study confirms existing literature in terms of the worries that primary school learners experience. With this study a contribution is being made to the identification of worries on inter- and intrapersonal level, as well as the handling of worries on these two levels. In the future this information can be used as a basis for the effective development of ways for parents and teachers to support children in this regard. Suggestions were made for parents and teachers to encourage children to talk about their worries, as well as to help them find effective ways in which to communicate and practice to handle these worries well. It is very important that parents and teachers are made aware of topics children are worried about and how they handle them, so that children can be better supported and assisted in this regard. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Die Brasiliaanse opvoedkundige Paulo Freire word as een van die belangrikste opvoeders van die twintigste eeu beskou. Sy benadering tot volwasse onderrig is op verskeie terreine toegepas maar nooit direk as teenvoeter vir geweld teen vroue en kinders aangewend nie. Die doel van hierdie studie was om vas te stel op welke wyse Paulo Freire se benadering tot leer en onderrig in volwasse basiese onderrig as teenvoeter kan dien vir die kultuur van geweld teen vroue en kinders in Suid-Afrika. Die studie bestaan uit ’n analitiese literatuurstudie en ’n kwalitatiewe studie met elf deelnemers. Ten einde die navorsingsvraag te beantwoord neem die studie ‘n aanvang met ’n literatuurstudie oor die redes vir geweld teen vroue en kinders. Daarna val die fokus op volwasse basiese onderrig [VBO], volwasse leer en die knelpunte in VBO in Suid-Afrika. In die volgende hoofstuk word die literatuur ten opsigte van Freire se werk en sy benadering tot volwasse onderrig bespreek. Kernelemente van sy benadering word getabuleer waarna kritiek op en die belang van sy benadering, sowel as die toepassing daarvan, in Afrika en Suid-Afrika bespreek word. In die kwalitatiewe empiriese studie word die resultate van die vrae in die onderhoudsgids met betrekking tot geweld en VBO bespreek waarna die resultatate in die laaste hoofstuk in die lig van die literatuurstudie geanaliseer word. Nadat die data beoordeel is, word aanbeveel dat, hoewel kennis geneem moet word van die uitdagings in VBO en Freire se benadering, die benadering steeds as ’n middel in basiese volwasse onderrig gebruik kan word om geweld die hoof te bied. ’n Praktiese voorstel vir teengeweldonderrig word gemaak met behulp van ’n teengeweldlesplan vir VBO. Die navorsing sluit af met beperkings van die studie en voorstelle vir optrede. / The Brazilian educator Paulo Freire is considered to be one of the most important educators of the twentieth century. His approach to adult education has been applied to various fields, but never directly to prevent violence against women and children. The purpose of this study was to ascertain how Freire’s approach to learning and teaching can be used as an antidote against violence against women and children in South Africa. The study consists of an analytical literature review and qualitative study with eleven participants. To answer the research question, the study commences with a literature study on the reasons for violence against women and children. Therafter the focus shifts to the adult basic education, adult learning and the restraints in adult basic education in South Africa. In the next chapter Freire’s work and his approach to adult education is dis-cussed. Key elements to his approach is tabled whereafter critique on and the im-portance of his approach, as well as its application in South Africa, is discussed. In the qualitative empirical study the results of the questions in the interview guide with regard to violence and adult basic education is discussed, whereafter the results are analised in the final chapter in view of the literature study. After the consideration of the data, it is recommended that cognisance must be taken of the challenges to adult basic education and Freire’s approachwhich can still be utilised as a medium in adult basic education to combat violence. A practical proposal for antiviolence education is made through a antiviolence lesson plan for ABE. The research concludes with limitations and recommendations. / ABET and Youth Development / M. Ed. (Adult Education)