Thesis submitted in partial fulfillment of the requirements for the Degree of PhD in Community Psychology in the Department of Psychology, University of Zululand, 2007. / This study evaluates two psychosocial support intervention programmes for vulnerable children. Psychosocial support intervention programmes are geared towards strengthening of participation, intergration and cooperation between members of the community. The present study follows upon recommendations by Killian (2003) that more research needed to be done on the effectiveness of psychosocial intervention programmes on vulnerable children. It falls within the framework of a person-centred approach towards primary prevention. This research thesis aimed to explore the community volunteers' experiences on the impact and effectiveness of the psychosocial intervention programmes on vulnerable children. Twenty four community volunteers were interviewed for this research. Qualitative measures were utilized for data collection purposes. A standardized interview schedule, comprising four open-ended questions was used to elicit in-depth responses from the research participants. To test the appropriateness of the research questions, a pilot study was conducted on eight participants who had been sensitized on this programme and also formed part of the bigger research process. Data was analyzed using qualitative measures to elicit in-depth responses from the research participants. Based on the themes that emerged from the analyzed data, the evaluation process of these two intervention programmes yielded positive results, in terms of effectiveness and impact on the lives of vulnerable children in the communities. The thematic analysis of the collected interview data showed significantly that all the research participants appreciated the skills offered and learned from participating in the programme. They reported increased confidence in dealing with various psychosocial challenges faced by vulnerable children in their communities. A common theme that emerged in the present study both in the individual and group interviews, was the community volunteer's renewed sense of community participation, belonging and empowerment. From the research participants' responses, this study has managed to meet the aims and objectives of the training programme, to make people rich in their understanding of children who face adversity and difficult circumstances in their lives. Providing community members with a sensitization programme offering psychosocial support to vulnerable children, then becomes a sustainable, empowering and ongoing process for children affected by HIV/AIDS, poverty and violence. The main findings suggest that the community intervention programme offering psychosocial support for vulnerable children is effective and has had a positive impact on the community volunteers. In terms of values of the community psychology model, this evaluation is meaningful since it shows that community volunteers benefited from participating in this programme in an empowering way, while gaining valuable skills and disseminating knowledge to vulnerable children in their communities. This thesis offers suggestions for future research on vulnerable children with more emphasis on community poverty alleviation strategies. Finally, it concludes that community oriented programmes offering psychosocial support to children affected by HIV/AIDS, poverty and violence are appropriate and ideal interventions to reduce vulnerability and increase resilience. / National Research Foundation

South African society is currently negotiating a new future. As a result, the sense of identity amongst all groups in South Africa may be undergoing change. This dissertation attempts to identify what type of sense of identity exists in pupils in four different school environments. These schools ranged from a racially integrated to an isolated and racially separate school. A review of the traditional literature on the self (or sense of identity), reveals that it does not allow for the possibility of change in a sense of identity, or the role that language and the social environment plays in the development of a sense of identity. As a result, Harrean and Sampsonian type thinking was used as the theoretical base of the research. Further, discourse analysis was the method of research used. Different schools were found to exhibit different senses of identity, and the implications of this are discussed. / Psychology / M.A. (Psychology)

Thesis (DPhil)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: Although fear is an integral part of normal human functioning, the onset of many anxiety disorders can be traced back to childhood. For preventative intervention to be effective, it is important to obtain knowledge of children's normative fears and coping mechanisms in order for parents and caregivers to understand and contribute towards mediating potentially stressful experiences of young children in their care. The primary aim of the study was to obtain normative data regarding the content and number of expressed fears, coping mechanisms and perceived efficacy in response to these fears by a culturally diverse group of South African preschool children living in Stellenbosch in the Western Cape Province. The secondary aim was to ascertain whether any differences in the expressed fears, coping mechanisms and perceived efficacy of the participants were found with respect to the independent variables of gender, culture, socio-economic status (SES) and community comparisons with regard to violence risk. Parental perception of children's fears, coping mechanisms and perceived efficacy, compared to the children's own views, were also taken into account. The participants consisted of 152 preschool children selected from the population of children between 5 and 7 years attending a preschool or day-care setting for at least 3 months prior to testing. The study was of an exploratory and descriptive nature. A predominantly qualitative method of data collection was used. Measuring instruments consist of the Goodenough- Harris Drawing Test, as well as semi-structured interviews in combination with drawings. Parental perceptions of children's fears, coping mechanisms and perceived efficacy, as well as participants' background information were obtained by means of a Biographical questionnaire. The data were analysed and coded according to categories based on emerging themes. The results showed similarities in many ways to that of the existing body of knowledge. The largest proportion of participants reported having animal fears, especially wild animal fears, showing that this is a relatively common type of fear in normal children between the ages of 5 and 7. Other high-frequency fear categories that emerged are the fears of the dark, night, bad dreams; fantasy people fears; real people fears; and fears of physical harm. A total number of 429 fears were expressed, ranging from 1 to 9 per participant, with an average of 2.8 fears per child for the overall sample. Parents' perceptions of the content and number of their children's fears differed hugely from those expressed by the children. Social/spiritual support was found to be the most frequently utilised, as well as perceived effective coping mechanism. Similarities with regard to the parents' perceptions were also find in this regard. Significant differences regarding the content of expressed fears were found amongst the groups relating to culture, SES and violence risk comparisons. Gender and SES differences were found to be significant amongst the groups with regard to the utilisation ·oftbping mechanisms and perceived efficacy. These differences yielded few similarities upon comparisons to the findings of previous studies. The implications of the present study' findings for the South African context as well as recommendations for further studies are discussed. / AFRIKAANSE OPSOMMING: Hoewel vrees 'n integrale deel van normale menslike funksionering is, word, wat die etiologie van angsversteurings betref, gevind dat dit dikwels tot vreesagtigheid tydens die kinderjare herlei kan word. Vir voorkomende intervensies om effektief te wees, is dit belangrik om kennis aangaande kinders se normale vrese en hanteringsmeganismes in te win, sodat ouers en versorgers 'n beter begrip kan hê en 'n bydrae kan maak deur middel van die mediëring van potensiële stresvolle ervarings by kinders in hulle sorg. Die primêre doel van die studie was om normatiewe data in te win aangaande die inhoud en frekwensie van uitgesproke vrese, sowel as die hanteringsmeganismes en waargenome doeltreffendheid in respons tot hierdie vrese by 'n kultureel diverse groep Suid-Afrikaanse voorskoolse kinders wat woonagtig is te Stellenbosch in die Westelike Provinsie. Die sekondêre doel van die studie was om vas te stelof daar verskille was in die uitgesproke vrese, hanteringsmeganismes en waargenome doeltreffendheid van die deelnemers met betrekking tot die onafhanklike veranderlikes van geslag, kultuur, sosioekonomiese status (SES) en van gemeenskapsvergelyking op grond van geweldsrisiko. Ouers se persepsie van kinders se vrese, hanteringsmeganismes en waargenome doeltreffendheid is ook in ag geneem. Die deelnemers was tussen 5 en 7 jaar oud en het bestaan uit 152 voorskoolse kinders wat 'n voorskoolse - of dagsorgsentrumopset bygewoon het vir minstens 3 maande lank voor toetsing plaasgevind het. Die studie was eksploratief en beskrywend van aard. 'n Oorwegend kwalitatiewe metode van data-insameling is gebruik. Meetinstrumente wat gebruik is, is die Goodenough- Harris Drawing Test, sowel as semi-gestruktureerde onderhoude in kombinasie met tekeninge. Ouers se persepsies van kinders se vrese, hanteringsmeganismes en waargenome doeltreffendheid, sowel as agtergrondsinligting oor die deelnemers, is met behulp van die Biografiese vraelys ingewin. Die data is geanaliseer en in kategorieë gekodifiseer op grond van die temas wat na vore gekom het. Die resultate het in baie opsigte ooreenkomste met die bestaande kennisbasis getoon. Die grootste proporsie van die deelnemers het vrese vir diere, veral wilde diere, gerapporteer, wat 'n aanduiding is dat dit 'n baie algemene tipe vrees by normale kinders tussen die ouderdomme van 5 en 7 jaar is. Ander hoë-frekwensie vreeskategorieë wat na vore gekom het, is vrese vir die donker, nag, slegte drome; vrese vir fantasiekarakters; vir werklike mense, en vrese vir ligaamlike skade. 'n Totale aantal van 429 vrese is gerapporteer, wat gewissel het van 1 tot 9 per deelnemer, met 'n gemiddelde van 2.8 vrese per deelnemer vir die totale groep. Ouers se persepsies van die inhoud en frekwensie van hulle kinders se vrese het grootliks verskil van dié van die kinders. Dit is gevind dat sosiale/geestelike ondersteuning die mees algemeen gebruikte sowel as die mees effektiewe waargenome hanteringsmeganisme was. Ooreenkomste ten opsigte hiervan is ook gevind met betrekking tot die ouers se persepsies. Beduidende verskille ten opsigte van die inhoud van uitgesproke vrese is gevind tussen groepe met betrekking tot kultuur, SES en gemeenskapsvergelyking op grond van geweldsrisiko. Met betrekking tot die keuse van hanteringsmeganismes en waargenome doeltreffendheid, is beduidende verskille ten opsigte van geslag en SES tussen groepe gevind. Daar blyk weinig ooreenkoms met bevindinge van vorige studies in hierdie verband te wees. Die implikasies van die huidige studie se bevindinge ten opsigte van die Suid-Afrikaanse konteks, sowel as aanbevelings vir verdere studies, word bespreek.

This research study is a qualitative research study which examines the experiences of adolescents in Soshanguve who are participating in sport. The aim of the study is to explore the value of sport participation as a therapeutic tool. The problem statement is how adolescents experience the effects of sport participation. The research study was conducted using ethnomethodology which examines how people make sense of their daily lives. The intention was to focus on how the participants interpreted their everyday activities. The absence of symptoms that one would expect from the participants was viewed as an indicator of therapeutic effects of sport participation. There appeared to be an absence of depressive and anxious symptoms, no substance use and sound academic results. Participants also displayed a generally positive outlook on their futures. The conclusion was that sport participation has some benefits for adolescents. / Psychology / M.A. (Clinical Psychology)

Thesis (MA (Psychology))--University of Stellenbosch, 2006. / The aims of the present study were to inquire into the origins of middle childhood South African children’s fears. In order to do this as precisely as possible it was determined to what extent Rachman’s (1977, 1991) three pathways played a role in the experience of the selected sample’s fears; in intensifying their fears; and finally in the actual onset of their fears. The results were examined across the independent variables age, gender, socio-economic status (SES), and culture. In addition, Rachman’s (1977; 1991) hypothesis that stronger, more intense fears originate through Conditioning experiences, while less intense, everyday fears originate through the indirect pathways, namely Modeling and Negative Information/Instruction was tested. The participants consisted of a sample of 660 children aged between 10 and 14 years, attending grades 5 and 7, representing the three main cultural groups found in the Western Cape, South Africa, and residing in low, middle and high socio-economic residential areas. Participants completed a short biographical questionnaire and the Fear Option List (FOL). Data analysis revealed that the majority of participants reported Modeling experiences in connection to their greatest fear, followed by Information and Conditioning experiences. Significant gender, SES, and cultural differences were found. The majority of participants reported that Information experiences were responsible for intensifying their greatest fear, and thus playing a role in maintaining it, followed by Modeling and Conditioning experiences. Significant gender, SES, and cultural differences were found. With regard to the actual onset of participants fears, the majority of participants reported that they had no clear idea of how their fear began, followed by Information, Conditioning, and Modeling. Only significant SES and cultural differences were found. The first half of Rachman’s (1977; 1991) hypothesis was confirmed in that stronger, more intense fears were found to be strongly related to Conditioning experiences. However, the second part of his hypothesis that less intense, everyday fears are likely to originate through the indirect pathways was not confirmed. The implications of the present study’s findings within a South African context are discussed, as well as the limitations of the study and suggestions for future research.

Thesis (MA)-- Stellenbosch University, 2010. / ENGLISH ABSTRACT: The experience of fear is a normal phenomenon in the development of children. However, the often marginalised population of children with visual impairments, is one which has been neglected in past fear research. As far as could be ascertained, no research assessing the fears of children with visual impairments has been carried out the past 18 years, and studies within the South African context are non-existent. Previous research has suggested that children, who have a physical disability, are more prone to the development of a psychopathology than their non-disabled peers. It has also been suggested that, due to their physical limitations, children with visual impairments would express a higher prevalence of anxiety and fear. Therefore it is important to identify these children's fears, to enable those involved in their day-to-day lives to gain a greater understanding of their emotional world. The present study aimed to determine whether significant differences exist between the fear profiles of middle-childhood South African children with visual impairments when compared to their sighted counterparts. A differential research design was employed, and results were examined across the four independent variables of gender, age, culture, and vision. A total of 129 assenting children from three schools in the Western Cape participated in the present study, including 67 children with varying degrees of visual impairments, and 62 gender- and age-matched controls. All the children were administered a short biographical questionnaire and Burkhardt's (2007) child friendly South African Fear Survey Schedule for Children (FSSC-SA). The administration of these measures was adapted according to the children's degree of visual impairment. Results of the FSSC-SA indicated that the most feared item for the children with visual impairments was “Fire - getting burned”, while the children without visual impairments feared “Getting HIV” the most. The 10 most common fears related mainly to situations in which the possibility of danger and harm is present, with the majority of fears loading onto Factor I (fear of danger and death) of the FSSC-SA. Consistent with previous research, gender differences were apparent across number, level, and pattern of fear, with girls consistently being more fearful than boys. There was no significant relationship between age or culture and self-reported fear. In terms of the three sub-groups of visually impaired children, the children with severe visual impairment reported the highest number and level of fear. However, in general terms, the fear profiles of the two overall groups (children with and children without visual impairments) did not differ significantly, thus showing that the worlds, in which these children live, are not as different as was originally anticipated. In conclusion the present study's contributions as well as shortcomings are discussed, along with recommendations for future research. / AFRIKAANSE OPSOMMING: Vrees is 'n normale ervaring tydens die ontwikkeling van kinders, alhoewel die gemarginaliseerde populasie van kinders met visuele gestremdhede een is wat dikwels in navorsing oor vrees afgeskeep is. So ver as wat die navorser kon vasstel, is geen studies oor hierdie populasie die afgelope 18 jaar uitgevoer nie, en studies binne die Suid-Afrikaanse konteks bestaan glad nie. Vorige navorsing stel voor dat kinders met gestremdhede meer geneig is tot die ontwikkeling van psigopatologie as kinders sonder 'n gestremdheid in hul portuurgroep. Daar is ook voorgestel dat kinders met visuele gestremdhede as gevolg van hul fisieke beperkinge meer vrees en angs sal toon. Dit is dus belangrik om hierdie kinders se vrese te identifiseer, sodat die mense wat by hul alledaagse lewe betrokke is, 'n beter begrip vir hul emosionele wêreld kan hê. Die doel van die onderhawige studie was om vas te stel of daar beduidende verskille tussen die vreesprofiele van middelkinderjare-kinders met visuele gestremdhede bestaan in vergelyking met hul siende portuurs. Die studie het 'n differensiële navorsingsontwerp gevolg, en die resultate is bestudeer aan die hand van vier onafhanklike veranderlikes, naamlik geslag, ouderdom, kultuur en visie. 'n Totaal van 129 instemmende kinders van drie skole in die Wes-Kaap het deelgeneem aan die onderhawige studie. Die steekproef het 67 kinders met verskillende vlakke van visuele gestremdheid ingesluit, sowel as 62 kinders van vergelykbare ouderdom en geslag in die kontrolegroep. Die deelnemers moes 'n kort biografiese vraelys invul, sowel as Burkhardt (2007) se kindervriendelike Suid-Afrikaanse Vreesopnameskedule vir Kinders (FSSC-SA). Die toepassing van die meetinstrumente is aangepas volgens die kinders se graad van visuele gestremdheid. Resultate van die FSSC-SA het getoon dat kinders met visuele gestremdhede die meeste vrees getoon het vir “Vuur - om te verbrand”, terwyl die mees gevreesde item vir die kinders sonder visuele gestremdhede, die vrees “Om MIV op te doen” was. Die 10 algemeenste vrese het veral verband gehou met situasies waar daar 'n moontlikheid bestaan van gevaar of seerkry, en die meeste van hierdie items het meestal op Faktor I (vrees vir gevaar en die dood) gelaai. In ooreenstemming met vorige navorsing, het geslagsverskille duidelik geblyk ten opsigte van die aantal, vlak en patroon van vrees, met dogters wat konsekwent meer vrees as seuns vermeld het. Daar was geen beduidende verhouding tussen ouderdom of kultuur en self-gerapporteerde vrese nie. Ten opsigte van die drie subgroepe waarin die kinders met visuele gestremdhede ingedeel was, het die kinders met 'n ernstige visuele gestremdheid die hoogste aantal en vlakke van vrees gerapporteer. Oor die algemeen het die vreesprofiele van die twee oorhoofse groepe (kinders met en kinders sonder visuele gestremdhede) nie beduidend verskil nie, en dus blyk dit dat die wêrelde waarin hierdie twee groepe leef, nie so verskillend is as wat aanvanklik gedink is nie. Ten slotte, word die waarde en tekortkominge van die onderhawige studie bespreek, sowel as aanbevelings vir toekomstige navorsing voorgestel.

Thesis (MSc)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The primary aim of this study was to determine the content, number, level and pattern of fears expressed by a culturally diverse selected group of middle childhood children in the Stellenbosch area. The secondary aim of this study was to establish whether there were any differences in the fears expressed with respect to culture, gender and socio-econmic status (SES) as well as to ascertain any differences with respect to the two fear measuring instruments. The two fear measuring instruments administered were the Free-Option Method (FOM) and the Fear Survey Schedule for Children Revised (FSSC-R). The FOM was used to determine the content and number of fears and the structured FSSC-R, to establish the content, number, level and pattern of fears. A predominantly quantitative method of data collection was used. In all, three questionnaires were completed by 404 middle childhood children between the ages of 8 and 12 years, attending four primary schools in the Stellenbosch area. These questionnaires comprised of the Biographical questionnaire, the FOM and the FSSC-R and were administered in the same order as mentioned. The data was also analysed in a quantitative manner. Culture was defined in the terms of the main representative cultural communities III the Stellenbosch area, namely, black, white and coloured South African children. The content of fears based on the results of the FOM yielded only a few similarities upon comparisons to the findings of previous studies. This, however, may be due to variations in the methodology of the FOM among studies. Similarities were found regarding the content of fears based on the FSSC-R results implying that certain fears are universal. The fear of crime or crime related aspects featured among the ten 11:0stcommon fears for all the children regardless of the measuring instrument used. The number and level of fears for the three cultural groups were the highest for the black South African children, followed by the coloured South African children while the white South African children displayed the lowest number and level of fears. The number and level of fears for all three cultures were generally higher than found elsewhere in the world according to previous studies. The pattern of fear was similar for all three cultures. Gender differences for all three cultures were consistent with preVIOUS research with girls expressing more fears than boys. Girls also displayed a higher level of fears on all the five factors than the boys. The number and level of fears was the highest for children coming from lower SES background than those coming from higher SES background. Difficulties were experienced with regard to sample size and SES and a caution to use the results regarding SES as only tentative guidelines is given. The similarities between the results on the two measuring instruments, the FOM and the FSSC-R, were sparse emphasising a need for the development of emic assessment tools. In the conclusion, recommendations for future studies are provided. / AFRIKAANSE OPSOMMING: Die prim ere doel van die onderhawige studie was om die inhoud, aantal, vlak en patroon van uitgesproke vrese deur 'n kultureel diverse geselekteerde groep van kinders in die middelkinderjare in die Stellenboscharea, te bepaal. Die sekondere doel van die onderhawige studie was om vas te stel of daar verskille was in die uitgesproke vrese wat uitgedruk is met betrekking tot kultuur, geslag en sosio-ekonomiese status (SES), sowel as die vergelyking tussen die twee meetinstrumente vir vrese. Die twee meetinstrumente wat toegepas is, is die "Free Option Method" (FOM) en die "Fear Survey for Children Revised" (FSSC-R). Die FOM was gebruik om die inhoud en aantal vrese te bepaal, terwyl die FSSC-R gebruik was om die inhoud, aantal, vlak en patroon van vrese te bepaal. 'n Oorwegende kwantitatiewe metode van data insameling is gebruik in hierdie studie. In totaal is drie vraelyste beantwoord deur 404 kinders in die middelkinderjare tussen die ouderdomme van 8 en 12 jaar, wat tans vier primere skole in die Stellenbosch area bywoon. Die drie vraelyste bestaan uit die Biografiese vraeIys, die FOM en die FSSC-R en is toegepas in die voorafgaande volgorde. Die data is ook kwantitatief geanaliseer. Kultuur is omskryf in terme van die hoof verteenwoordigende kultuurgemeenskappe III die Stellenbosch area, naamlik: swart, wit en kleurling Suid-Afrikaanse kinders. Die inhoud van die vrese wat op die resultate van die FOM gebaseer is, het weinig ooreengestem met ander navorsingsbevindings. Die verskynsel kan heeIwaarskynlik toegeskryf word aan die wisselende metodiek van die FOM in navorsing. 'n Groot mate van ooreenstemming met betrekking tot die inhoud van vrese wat gebaseer is op die FSSC-R resuitate, is bevind met betrekking tot verwante navorsing. Die implikasie hiervan is dat sekere vrese wel universeel is. Vrese vir geweld of geweiddadige aspekte het gefigureer onder die tien mees algemene vrese vir al die kinders, ongeag die meetintrument wat toegepas is. Die aantal en viak van vrese vir die ver~killende kuItuurgroepe was die hoogste vir die swart Suid-Afrikaanse kinders, gevoig deur die van die kleurling Suid- Afrikaanse kinders, terwyI die wit Suid-Afrikaanse kinders met die Iaagste aantal en vlak van vrese gepresenteer het. Die aantal en viak van uitgesproke vrese vir al drie kultuurgroepe was oor die algemeen hoer as die van navorsingbevindinge elders in die wereld. Die patroon van vrese was egter dieselfde vir die drie kultuurgroepe. Geslagverskille ten opsigte van al drie kultuurgroepe is in ooreenstemming met ander navorsingsresultate bevind. Meisies het, vergeleke met seuns, meer vrese, sowel as 'n hoer vlak van vrese op al vyf faktore van die FSSC-R getoon. Kinders vanuit 'n laer SES agtergrond het 'n groter aantal, sowel as hoer vlak van vrese ervaar as kinders vanuit 'n hoer SES agtergrond. As gevolg van die probleme wat ondervind is met die steekproefgrootte en die bepaling van SES, word gemaan om die resultate met betrekking tot SES net as tentatiewe riglyne te interpreteer. Daar was baie min ooreenstemming tussen die resultate van die twee meetinstrurnente, die FOM en die FSSC-R, wat die behoefte aan die ontwikkeling van gepaste meetintrurnente beklemtoon. Ten slotte word enkele riglyne vir verdere navorsing aanbeveel.

On t.p.: Degree of Masters of Science (Counselling Psychology) / Thesis (MSc)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: During middle childhood, cognitive, social, emotional and self-concept development is of importance, and prepares the child for the adaptation and challenges awaiting the child in adolescence. Visualmotor integration is described by various sources as playing an important role in the development of a child. Visual-motor integration is the child's ability to integrate visual perceptual skills with fine motor coordination. In order to assess visual-motor integration functioning, the Developmental Test of Visual- Motor Integration (VMJ) (Beery, 1989) is often applied. Considering visual-motor integration functioning as an integral part of the drawing task (Harris, 1963), the Goodenough-Harris Drawing Test (GHD) may also convey important information ofa child's visual-motor integration functioning. The primary aim of the present study was to determine the status of visual-motor integration functioning of the selected group of middle childhood children within the South African context, in order to identify possible delays. Visual-motor integration functioning was determined by the children's performance on GHD and the VMI. Academic achievement results were also reviewed to determine the chosen sample's status in this regard. The obtained results were analyzed and summarized in order to obtain information leading to the fulfillment of the primary aim. The secondary aim of the present study flows parallel to the primary aim, and was motivated by the need to discover an effective, child-friendly measurement tool of visual-motor integration, applicable at a young age, as to gain accurate knowledge of a child's visual-motor integration functioning. The secondary aim consisted of exploring a) the correlations (if any) between the results of the Goodenough-Harris Drawing Test (GHD) and the biographical variables of gender, chronological age and socioeconomic status, b) the correlations (if any) between the results of the Beery Developmental test of Visual-Motor Integration (VMI) and the above-mentioned variables, c) the correlations (if any) between academic achievement and the above-mentioned variables and test results, and d) the correlations (if any) between the VMI and GHD results, in order to compare different tests of visual-motor integration. Three hundred and thirty nine participants attending grade one to four in a specific primary school, took part in this study. The study resulted in various conclusions regarding the status of visual-motor integration functioning, the most relevant being that the selected sample presents with functioning levels lower than that which is expected for children their age, in their achievement on both the VMI and the GHD, implying possible visual-motor integration functioning challenges. This finding implies the need to implement effective intervention programmes in order to address this seemingly evident delay. Conclusions regarding the vanous relationships between the test results and certain biographical variables include the following: It was found that the relationship between socioeconomic status and childhood development, as reflected by the correlation between socioeconomic status and the GHD, seems very important in the South African context. When considering gender differences, females achieved lower scores on both tests applied in the present study than males. Chronological age correlated significantly with scores on the VMI. It was further shown that visual-motor integration functioning could have a significant impact on academic achievement. The VMI and GHD results were compared, in order to compare different tests of visual-motor integration. High scores on the GHD related significantly to high scores on the VMI. Although the present study was unable to confirm the superiority of one test, various considerations were discussed leading to the identification of a child-friendly test of visual-motor integration. The present study highlights the importance of identifying and addressing developmental delays in general, and visualmotor integration functioning in specific, in order to ensure the development of middle childhood children to their complete potential in the South African context. It also underlines the need for effective, child-friendly assessment tools of visual-motor integration that will ensure the effective identification of developmental delays. / AFRIKAANSE OPSOMMING: Gedurende middelkinderjare is kognitiewe-, emosionele- en selfbeeldontwikkeling van belang, omdat dit die kind voorberei vir die verwagte aanpassings en uitdagings tydens adolessensie. Visueelmotoriese integrasie speel 'n sentrale rol in kinderontwikkeling. Visueel-motoriese integrasie word beskryf as die kind se vermoë om visueel-perseptuele vaardighede te integreer met fyn-motoriese koërdinasie, Die VMI (Developmental Test of Visual-Motor Integration, Beery (1989)) word gereeld as meetinstrument gebruik vir visueel-motoriese integrasie. Omdat visueel-motoriese integrasie 'n sentrale deel van 'n kind se tekenvaardighede is, is die GHD (Goodenough-Harris Drawing Test) ook toepaslik om informasie rakende 'n kind se visueel-motoriese integrasie funksionering te bepaal. Die primêre doel van die huidige studie was om die status van visueel-motoriese integrasie funksionering van 'n gekose groep kinders in die middelkinderjare binne die Suid-Afrikaanse konteks, te bepaal. Hierdie doel is bereik deur die toepassing van die VMI en die GHD. Akademiese resultate is verder in ag geneem. Die analisering van die finale resultate en data het gelei tot belangrike afleidings rakende die status van die geselekteerde steekproef. Die sekondêre doel was gemotiveer deur die behoefte om 'n effektiewe, kindervriendelike meetinstrument van visueel-motoriese integrasie te identifiseer, wat toepaslik is op 'n jong ouderdom, en akkurate kennis rakende 'n kind se visueel-motoriese integrasie funksionering tot gevolg het. Om die sekondêre doel aan te spreek, is die volgende ondersoek: a) die korrelasies (indien enige) tussen die resultate van die GHD en sekere biografiese veranderlikes, naamlik geslag, chronologiese ouderdom en sosio-ekonomiese status; b) die korrelasies (indien enige) tussen die resultate van die VMI en die bogenoemde biografiese veranderlikes; c) die korrelasies (indien enige) tussen akademiese resultate en die bogenoemde veranderlikes en toets resultate; en d) die korrelasies (indien enige) tussen die GHD en die VMI resultate, ten einde verskillende toetse van visueel-motoriese integrasie te vergelyk. Die huidige studie dui op vele gevolgtrekkings rakende die status van visueel-motoriese integrasie funksionering in die geselekteerde steekproef; die mees relevante dat die steekproef funksioneer op 'n vlak wat laer is as dit wat verwag word vir kinders van hulouderdom. Hierdie gevolgtrekking is gebaseer op die resultate van beide die GHD en die VMI, en impliseer moontlike visueel-motoriese integrasie agterstande. Hierdie bevinding dui op 'n behoefte vir effektiewe intervensie programme wat hierdie oënskynlike agterstande sal aanspreek. Gevolgtrekkings rakende die vele verwantskappe tussen die toetsresultate en sekere biografiese veranderlikes, sluit die volgende in: kinderfunksionering, soos gereflekteer deur die resultate van die GHD, is beduidend verwant aan sosio-ekonomiese status. Hierdie verskynsel blyk belangrik te wees in die Suid-Afrikaanse konteks. Met in agneming van geslagsverskille, het vroulike deelnemers beduidend swakker resultate in beide die GHD en die VMI as manlike deelnemers getoon. Chronologiese ouderdom het beduidend met VMI resultate gekorreleer. Laastens het dit ook gevolg dat visueel-motoriese integrasie, soos reflekteer deur die resultate van beide die VMI en die GHD, 'n beduidende verwantskap tot akademiese funksionering toon. 'n Vergelyking tussen die resultate van die VMI en die GHD het gelei tot die gevolgtrekking dat hierdie twee toetse beduidend positief verwant is. Hoë tellings op die GHD het verband gehou met hoë tellings op die VMI. Alhoewel die resultate van die huidige studie nie die superioriteit van die gebruik van die een toets bo die van die ander kon bevestig nie, is verskeie oorwegings verder bespreek wat in ag geneem behoort te word tydens die seleksie van 'n kindervriendelike meetinstrument van visueelmotoriese integrasie. Die huidige studie is van waarde in die beklemtoning van die belangrikheid om ontwikkelingsagterstande in die algemeen, en spesifiek in visueel-motoriese integrasie funksionering, spoedig te identifiseer en aan te spreek. Die uitvoering hiervan mag 'n bydra lewer tot die ontwikkeling van kinders se potensiaal in die Suid-Afrikaanse konteks. Die studie beklemtoon verder die belangrikheid van effektiewe, kindervriendelike meetinstrumente van visueel-motoriese integrasie, wat die identifisering van hierdie ontwikkelingsagterstande sal verseker.

Thesis (M Social Work)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The aim of the study was to present guidelines for the composition of a parent orientated sex education programme for pre-school children. An exploratory study was undertaken to describe and investigate the nature and extent of parental sex education to pre-school children. The investigation was done by first exploring existing research literature and describing it. The empirical study was based upon both the literature study and mothers' opinions on sex education. Pre-school children are disproportionately !ll0re likely to be sexually abused with devastating consequences which result in behavioural and emotional problems throughout their lives. The ultimate responsibility of prevention of child sexual abuse should be with the parent. However, two problems persist. Firstly, parents are often the perpetrators and therefore it is not justified to leave the responsibility solely to the parents. Secondly, parents who want to teach their children prevention strategies often lack the skills and knowledge. Therefore, the concept of a prevention structure in which the child can live and find support should be put into practice by the school. Prevention strategies should include sex education, a neutral home environment and a safe environment for disclosure of sexual abuse. This prevention structure should include the teacher, the social worker and the parent. These three components should support each other to implement an atmosphere of prevention and healthy sexual development. Linking and inter-dependence are important because there is always a possibility that one of the participants may be corrupt. Social workers should provide an effective basis for a personal safety programme to parents which should be supported and facilitated by schools. Training parents to become sex educators encourages better parent-child communication, builds the family support network, and has an impact on the ability of the family to deal more positively with sexual concerns. This does not only result in the prevention of sexual abuse but also contributes to the healthy sexual functioning, development and understanding of the sexuality of pre-school children. Through parent orientated sex education, parents can also dispel sexual myths and misinformation that their preschool children gain from peers and other sources. Despite the increasing public awareness devoted to sexual abuse and the advantage of sex education, a formal prevention education structure has not yet been implemented for pre-school children in South Africa. The first objective of this study was to describe and investigate the extent of parental sex education presented to pre-school children. The second objective was to investigate the acceptability of a sex education programme for pre-school children. The third objective was to describe the physical and sexual boundaries existing in the home environments of parents of pre-school children and finally to determine the sexual behaviours of pre-school children, which parents regard as acceptable. The main conclusions, based on the findings of the study, indicated that parents were in favour of sex education for pre-school children and that they require more information which would empower them to sex educate their pre-school children at home. They were also in favour of a classroom-based sex education programme. In conclusion it is recommended that a sex education programme is to be implemented at pre-schools for parents of pre-school children, as well as a classroom based sex education and a personal safety programme for pre-school children. / AFRIKAANSE OPSOMMING: Die doel van die navorsing is om moontlike riglyne vir 'n ouer-georiënteerde seksopvoedingsprogram vir pre-primêre kinders saam te stel. 'n Verkennende studie is onderneem om die omvang en aard van ouer-georiënteerde seksopvoeding vir pre-primêre kinders te ondersoek. Verder is bestaande navorsingsliteratuur bestudeer en beskryf. Die empiriese ondersoek wat daarop volg, is gebaseer op sowel die literatuurstudie as moeders se menings oor seksvoorligting. Pre-primêre kinders het 'n groter kans om seksueel gemolesteer te word wat kan lei tot die ervaring van emosionele- en gedragsprobleme, met vernietigende gevolge vir die res van hul lewens. Die uiteindelike verantwoordelikheid om die kind teen molestering te beskerm, berus by die ouers. Dit skep egter twee probleme. Ten eerste is die ouer dikwels self die oortreder en daarom kan die verantwoordelikheid nie uitsluitlik by die ouer berus nie. Tweedens, is die ouers wat wel seksopvoeding aan hul kinders wil bied, dikwels weens 'n gebrek aan kennis en vaardighede, onbevoeg om dit te doen. Dit is daarom die skool se verantwoordelikheid om 'n voorkomende struktuur te skep waarin die kind kan leef en ondersteuning kan vind. 'n Voorkomende strategie moet seksvoorligting, 'n neutrale leefruimte sowel as 'n veilige omgewing vir die bekendmaking van seksuele molestering insluit. Hierdie voorkomende struktuur moet die onderwyser, die maatskaplike werker en die ouer betrek. Hierdie drie komponente moet mekaar ondersteun om "n atmosfeer van voorkoming en gesonde seksuele ontwikkeling te implimenteer. Aangesien die integriteit van die partye nie gewaarborg kan word nie, is noue skakeling en interafhanklikheid van die drie komponente belangrik. Maatskaplike werkers behoort "n effektiewe persoonlike veiligheidsprogram, wat deur die skool ondersteun en gefasiliteer word, aan die ouers te voorsien. Ouers as seksvoorligters bevorder die kommunikasie tussen ouer en kind, verstewig die ondersteuningsnetwerk van die gesin en ontwikkel die vermoë om seksuele aangeleenthede openlik te hanteer. Gevolglik word seksuele molestering voorkom en gesonde seksuele funksionering bevorder. Die ouer verkry ook insig in die seksuele ontwikkeling van die pre-primêre kind. Deur middel van ouer-georiënteerde seksvoorliging, kan ouers mites en verkeerde inligting, wat dikwels deur die portuurgroep oorgedra word, regstel. Ten spyte van die toenemende mediadekking en bewuswording van die voordeel van seksopvoeding, is daar nog geen formele opvoedkundige voorkomende veiligheidsprogram in Suid-Afrika geïmplementeer nie. Die eerste doelwit van die studie was om die omvang en aard van pre-primêre kinders se seksuele opvoeding te ondersoek. Die tweede doelwit was om ouers se aanvaarding van seksvoorligting van pre-primêre kinders te ondersoek; die derde doelwit was om die fisiese en seksuele grense in die huislike omgewing te ondersoek en laastens, om aanvaarbare seksuele gedrag van pre-primêre kinders te ondersoek. Daar word tot die gevolgtrekking gekom dat ouers wel ten gunste is van ouergeoriënteerde seksvoorligting vir pre-primêre kinders en dat hulle die behoefte het aan leiding om dit te doen. Die ouers is ook ten gunste van die aanbieding van seksvoorligting in die klaskamer. Daar word aanbeveel dat 'n veiligheidsprogram, wat 'n ouer-georiënteerde seksvoorligtingsprogram vir ouers van pre-primêre kinders, sowel as seksvoorligting in die klas behels, in skole geïmplimenteer moet word.

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