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The Child Care Access Means Parents in School (CCAMPIS) is intended to help student parents to persist with their course of study and graduate as soon as possible. This study was done to gain further insight into the service needs of the parents who participate in the program.

Thesis (Ph. D.)--McMaster University, 2003. / Advisor: Charlotte A.B. Yates. Includes bibliographical references (leaves 272-299). Also available via World Wide Web.

This study focused on the psychosocial effects of parental loss on children orphaned by HIV/AIDS. The primary aim of the research was to explore the psychosocial effects of parental loss on children orphaned by HIV/AIDS through the eyes of the caregivers. Five participants were selected for this study using convenience sampling. The data was collected using face-to-face semi-structured interviews. The interviews were analysed using thematic content analysis and themes were extracted and presented. The results of this study indicate that children orphaned by HIV/AIDS living in the children’s home experience many psychosocial problems. Further research on the psychosocial issues specific to orphaned children raised in children’s homes in rural areas is recommended / Psychology / M. A. (Clinical Psychology)

Legislation in South Africa pertaining to the care and protection of children is presently being revised and changed. Should alternative care be necessary for a vulnerable child, the Children's Act 38/2005 prioritises a foster care placement over a child and youth care centre of which a Children's Home is a part. Given the steady decline in traditional family living due to, amongst other things HIV/AIDS, poverty and unemployment in South Africa, the dominant view of family care being prioritised may not always be feasible in reality. The study researched this view by hearing the voices of children and their caregivers, in both foster care and in Children's Homes by conducting a qualitative study based on the exploratory and descriptive designs A purposive sampling strategy was used as there were clear criteria for the selection of participants. There were two sample groups. One consisted of child participants and the other consisted of caregivers viz. foster parents and child-care workers. Caregivers were included for the purposes of enhancing reliability, validity and trustworthiness of the study. Data was collected by means of semi-structured in depth interviews with the child participants. Two focus groups were held with the caregivers; one with the foster parents and the other with the child-care workers. Both the in depth interviews as well as the focus group discussions were guided by similar themes that were linked to the main objectives of the study. The findings revealed that children's voices were largely absent in decisions pertaining to their well being; that they preferred to live with families of origin as opposed to alternative care and should they be placed in alternative care, foster care was preferred to Children's Homes. The findings further emphasized the need for infrastructural support such as family preservation programmes, financial and social work support for all poverty stricken families and strengthened human resources for Children's Homes. Recommendations therefore centred around ways in which to capacitate families of origin; ways of including children in decision making and the necessary infrastructural support to ensure optimum care for vulnerable children. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2007

Data gathered from Tyler, Texas, the University of North Texas, and the National Survey of Families and Households (NSFH) were used to compare children from commercial, home, church, and university based day care with children not attending day care. The research group, comprised of children attending day care (N=142), were located using non-probability sampling; those not in day care (the control group) came from the NSFH (N=1775). Data from the research group were weighted to match the control group. The independent and control variables included the child's age, length of time in day care, intellectual functioning; the parent's marital status and social class; the day care's staff to child ratio and the staff's training. All data, except that pertaining to the facility itself, were gathered from the children's parents using a self-report questionnaire. The remaining data were gathered through personal interview by the researcher. The dependent variable was an index of emotional and behavioral problems reported for the child. Overall, children who attended day care had only slightly more problems reported than those who did had not attended day care. When each center was examined separately, the children in home centers had the greatest number of problems, followed by the commercial centers and university center, with children from the church centers scoring the lowest. In contrast to earlier research, intellectual functioning was not enhanced by the day care experience. While the staff's training had a statistically significant relationship to the children's well-being, no relationship was found for the staff to child ratio. Further research on the impact of other characteristics of each type of day care is recommended.

M.Ed. (Didactics Mathematics) / Mathematical literacy is essential for functioning effectively in a technological society. Many occupations which may appeal to young people require mathematical ability as a prerequisite. By establishing factors which contribute to a pupil's difficulties within a subject, teachers are better able to assist these pupils ...

M.Ed. (Educational Management) / Please refer to full text to view abstract

This study utilized a qualitative approach to explore how Healthy Start home visiting services affect participants' parenting and lives in general. The purpose of this study was to explore both the intended and unintended outcomes of Healthy Start, using the theory of transformative learning. This theory postulates that through education individuals examine their thoughts, beliefs, and behaviors. This self-examination results in changes in self-perception that can impact lives in many unexpected ways. Through interviews with 20 families, who had participated in Healthy Start for at least 6 months, families reported both anticipated and unanticipated changes in their lives. It was found that Healthy Start influences a variety of positive outcomes for families. Previous quantitative findings were supported. According to the parents interviewed, Healthy Start is achieving its intended outcomes and goals. Parents reported greater ability to access health care services, improvements in their home learning environment, and improved interactions with their child. Parents also indicated increased knowledge of child development and community resources. Findings also provided support for the occurrence of transformative learning. Interviewed parents indicated that their involvement with Healthy Start impacted more than just their parenting. Through a supportive relationship and goal setting, the participants were able to reach beyond basic parent education. The interviews suggest that the mechanism for transformative learning lies in the supportive, non-threatening relationship that develops between parent and home visitor. This supportive relationship, in addition to guided goals setting, enhances a parent's feelings of self-efficacy and increases their ability to make life changes and persist in the face of challenges. Parents reported improved relationships with others, increased feelings of confidence, and the ability to accomplish otherwise unattainable things. / Graduation date: 2002