Parent alienation is an important phenomenon of which family care workers and legal professionals need to take cognisance of and understand. Parent alienation occurs when one parent undermines or prejudices the contact and relationship between the child and the other parent without well-founded reasons. The phenomenon parent alienation mainly occurs in the high-conflict divorce and is often accompanied by care- and contact disputes. The aim of this research is to investigate the father’s experience and perceptions of parent alienation due to high-conflict divorce so that it can lead to social workers providing the targeted father with more appropriate assistance. In this qualitative study the exploratory and interpretative research design was used. Six fathers were selected by means of purposive sampling. Data was collected by means of an in-depth interview with each participant individually as well as field notes made by the researcher. The qualitative data obtained was transcribed and processed by hand in themes. Eight themes were identified from the fathers’ experience and perceptions of parent alienation due to high-conflict divorce. The themes are: Theme 1: Perception of intense pain Theme 2: Unparalleled rage Theme 3: Loss of self-esteem Theme 4: Distrust in women Theme 5: Parental responsibilities and rights Theme 6: Consistent concern about their children’s physical and social well-being Theme 7: Distrust in the court system Theme 8: Supervision and contact It is clear from the research that fathers experience parent alienation in several levels of functioning as traumatic or negative. It appeared from the findings that parent alienation is a reality and the necessity for further research on this phenomenon clearly came to the fore. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2015

Parent alienation is an important phenomenon of which family care workers and legal professionals need to take cognisance of and understand. Parent alienation occurs when one parent undermines or prejudices the contact and relationship between the child and the other parent without well-founded reasons. The phenomenon parent alienation mainly occurs in the high-conflict divorce and is often accompanied by care- and contact disputes. The aim of this research is to investigate the father’s experience and perceptions of parent alienation due to high-conflict divorce so that it can lead to social workers providing the targeted father with more appropriate assistance. In this qualitative study the exploratory and interpretative research design was used. Six fathers were selected by means of purposive sampling. Data was collected by means of an in-depth interview with each participant individually as well as field notes made by the researcher. The qualitative data obtained was transcribed and processed by hand in themes. Eight themes were identified from the fathers’ experience and perceptions of parent alienation due to high-conflict divorce. The themes are: Theme 1: Perception of intense pain Theme 2: Unparalleled rage Theme 3: Loss of self-esteem Theme 4: Distrust in women Theme 5: Parental responsibilities and rights Theme 6: Consistent concern about their children’s physical and social well-being Theme 7: Distrust in the court system Theme 8: Supervision and contact It is clear from the research that fathers experience parent alienation in several levels of functioning as traumatic or negative. It appeared from the findings that parent alienation is a reality and the necessity for further research on this phenomenon clearly came to the fore. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2015

From a positive psychology perspective, the last few decades have seen continuous growth in research emphasising well-being in school communities. Schools should be viewed as spaces that enable life success, as opposed to mere learning environments aimed at academic success. Well-being is often associated with relational well-being and building, enhancing and maintaining positive relationships at schools. Along with academic performance, relational well-being is vital to learners‟ current and future development. Such social well-being may, in turn, affect psychological well-being positively, as these two influence each other greatly. In this context, positive educator-learner relationships must be based on mutual respect, as it may provide a vast array of benefits to secondary learners‟ well-being and academic performance. Moreover, positive interpersonal connections between educators and learners based on mutual respect are valuable tools for managing effective discipline in classrooms, which means that educators also benefit from protecting and promoting good relationships with their learners. Positive educator-learner relationships are highly relevant for secondary school learners living in high-risk communities, where support and resources for enhancing and developing their psychosocial well-being are limited. For such leaners school is often the only safe and supportive environment they have. It is therefore imperative to bring the personal into the educational environment by building, enhancing and maintaining respectful educator-learner relationships based on mutual respect. However, educator-learner relationships have specifically been neglected in regard to learners‟ perceptions of respect as experienced from and given to educators. Due to the identified gap in the literature, the main aim of this study was to qualitatively explore and describe, through qualitative, phenomenological research design, learners‟ perceptions of respect in educator-learner relationships in a secondary school community within a high-risk environment in the South African context. The participants for this study were fifteen secondary school Grade 12 learners. The data were gathered in two phases, namely written assignments, and, the World Café technique was applied. Thematic analysis was used to identify relevant themes. The findings revealed three main themes, and each theme includes several subthemes. Firstly, respect is well-intended behaviour, with the subthemes being listening and paying attention; good communication; obeying educators and school rules; good manners such as being helpful, polite and kind, and greeting others; saying thank you and please; academic responsibility; and receiving support and praise from educators. Secondly, respect is positive relationships, with the subthemes being building a relationship; parent-child relationship; as well as trust and confidentiality. Thirdly, respect is consistent, fair and mutual, with the subthemes being respect as a two-way street; respect as something to be earned; respect as something that is consistent over time; and respect that means treating everyone equally, fairly and with acceptance. It can be summarised that all participants‟ responses illustrated a collective yet subjective learners‟ perceptions of respect in educator-learner relationships in a secondary school community within a high risk community in South Africa. For further research it was recommended to gain better understanding how learners in secondary school communities perceive respect in educator-learner relationships in regard to various cultures. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

From a positive psychology perspective, the last few decades have seen continuous growth in research emphasising well-being in school communities. Schools should be viewed as spaces that enable life success, as opposed to mere learning environments aimed at academic success. Well-being is often associated with relational well-being and building, enhancing and maintaining positive relationships at schools. Along with academic performance, relational well-being is vital to learners‟ current and future development. Such social well-being may, in turn, affect psychological well-being positively, as these two influence each other greatly. In this context, positive educator-learner relationships must be based on mutual respect, as it may provide a vast array of benefits to secondary learners‟ well-being and academic performance. Moreover, positive interpersonal connections between educators and learners based on mutual respect are valuable tools for managing effective discipline in classrooms, which means that educators also benefit from protecting and promoting good relationships with their learners. Positive educator-learner relationships are highly relevant for secondary school learners living in high-risk communities, where support and resources for enhancing and developing their psychosocial well-being are limited. For such leaners school is often the only safe and supportive environment they have. It is therefore imperative to bring the personal into the educational environment by building, enhancing and maintaining respectful educator-learner relationships based on mutual respect. However, educator-learner relationships have specifically been neglected in regard to learners‟ perceptions of respect as experienced from and given to educators. Due to the identified gap in the literature, the main aim of this study was to qualitatively explore and describe, through qualitative, phenomenological research design, learners‟ perceptions of respect in educator-learner relationships in a secondary school community within a high-risk environment in the South African context. The participants for this study were fifteen secondary school Grade 12 learners. The data were gathered in two phases, namely written assignments, and, the World Café technique was applied. Thematic analysis was used to identify relevant themes. The findings revealed three main themes, and each theme includes several subthemes. Firstly, respect is well-intended behaviour, with the subthemes being listening and paying attention; good communication; obeying educators and school rules; good manners such as being helpful, polite and kind, and greeting others; saying thank you and please; academic responsibility; and receiving support and praise from educators. Secondly, respect is positive relationships, with the subthemes being building a relationship; parent-child relationship; as well as trust and confidentiality. Thirdly, respect is consistent, fair and mutual, with the subthemes being respect as a two-way street; respect as something to be earned; respect as something that is consistent over time; and respect that means treating everyone equally, fairly and with acceptance. It can be summarised that all participants‟ responses illustrated a collective yet subjective learners‟ perceptions of respect in educator-learner relationships in a secondary school community within a high risk community in South Africa. For further research it was recommended to gain better understanding how learners in secondary school communities perceive respect in educator-learner relationships in regard to various cultures. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

This project was specifically aimed at using increased acceleration separation, as a method to optimize the recovery of gold in an ore body mainly consisting of hematite. The specific gravity of gold is much higher in comparison to the carrying material, making it possible to separate gold from other materials such as silica, base metals and their oxides, usually associated with gravitation–gold–recovery processes. The ore body investigated in this project originated from a mined gold reef containing a large proportion of gold locked inside the gold pyrite complexes. In the mine's processing plant a gold pyrite concentrate was produced by means of a flotation process. The roasting process that followed, oxidized the pyrite to iron oxide (hematite) and sulphur dioxide. The gold particles which were locked up inside the pyrite gold complex were exposed or liberated, allowing the chemicals to penetrate the complex and dissolve the gold. After the cyanide gold extraction process, the material was pumped on to a mine reserve dump, referred to as tailings or tailings reserve dump. The tailings usually contain iron oxides, free gold, gold associated with iron oxides and gold associated with silica, and free silica, commonly referred to as calcine. The gold content on the calcine dump was significantly lower than the flotation concentrate before the extraction of the gold and it was no longer viable for the mine to process the tailings further. As the volume of the mine reserve dump increased over the years, it became viable to recover the gold in a high volume low grade plant. Several attempts were made to recover the gold in this dump, but due to the high cost of processing and milling the material, it was not done. The norm in the mining industry is that it is impossible to concentrate the gold by means of gravity separation techniques where the average particle sizes are smaller than 50 um in diameter and upgrading with inexpensive gravity separation techniques was ruled out by the mine, because the average particle sizes were too small. The dump investigated in this project differed from other reserve dumps in that the main phase of material in this dump was hematite and not silica. A suspension of this material would have different fall–out properties than other mine reserve dumps, because of the hematite's high specific gravity compared to silica. This property of the material birthed the idea that the material will respond positively to high acceleration separation, although the particle sizes were too small for effective upgrading according to the norm in the mining industry. Using acceleration concentration as a first stage in the gold recovery process the production cost per gram of gold produced could be reduced significantly. Firstly, the volume of concentrated material to be treated in the chemical extraction process was reduced ninety percent and secondly, the gold concentration was increased significantly. If the gold could be concentrated to more than twenty grams of gold per ton, it could be extracted economically with an aggressive chemical processes. This was not possible with low grade material contained in the dump. The theoretical principle, on which this project was based, was to make use of high acceleration separation to establish separation between the particles associated with the gold, and the particles not associated with gold. Applying a high gravitational force would have an influence on the velocity by which the particles would fall–out in a suspension. As the acceleration force increased the fall–out velocity would also be increased and the particles with higher specific gravity would be affected more. A factor that was equally important was the particle size and weight distribution. A large hematite particle would compete with a small gold particle due to the similarity in weight. This could cause loss in small gold particles or retention of hematite particles with no gold content. Very little scientific information was available on the material investigated and in order to assemble a concentration plant setup, the head grade and particle size distribution for both the dump and bulk sample were determined accurately. Thereafter, chemical analyses and mineralogical examination were done on a representative sample of the bulk sample, determining the chemical composition of the material. The results obtained thereof were evaluated and used to configure a pilot plant. A large bulk sample was processed in the pilot plant and from the analytical results the efficiency could be evaluated. The results at optimum acceleration forces applied, resulted in a recovery of 5% of the mass, with a gold concentrate of 90 g/t Au, which represented 58% recovery of the gold. The hematite with high specific gravity as main phase positively influenced the high acceleration separation process. It proved that if the specific gravity of particles in a suspension were increased, high acceleration separation could be applied effectively to separate much smaller particle sizes. / Thesis (M.Sc. Engineering Sciences (Chemical and Minerals Engineering))--North-West University, Potchefstroom Campus, 2012.

This project was specifically aimed at using increased acceleration separation, as a method to optimize the recovery of gold in an ore body mainly consisting of hematite. The specific gravity of gold is much higher in comparison to the carrying material, making it possible to separate gold from other materials such as silica, base metals and their oxides, usually associated with gravitation–gold–recovery processes. The ore body investigated in this project originated from a mined gold reef containing a large proportion of gold locked inside the gold pyrite complexes. In the mine's processing plant a gold pyrite concentrate was produced by means of a flotation process. The roasting process that followed, oxidized the pyrite to iron oxide (hematite) and sulphur dioxide. The gold particles which were locked up inside the pyrite gold complex were exposed or liberated, allowing the chemicals to penetrate the complex and dissolve the gold. After the cyanide gold extraction process, the material was pumped on to a mine reserve dump, referred to as tailings or tailings reserve dump. The tailings usually contain iron oxides, free gold, gold associated with iron oxides and gold associated with silica, and free silica, commonly referred to as calcine. The gold content on the calcine dump was significantly lower than the flotation concentrate before the extraction of the gold and it was no longer viable for the mine to process the tailings further. As the volume of the mine reserve dump increased over the years, it became viable to recover the gold in a high volume low grade plant. Several attempts were made to recover the gold in this dump, but due to the high cost of processing and milling the material, it was not done. The norm in the mining industry is that it is impossible to concentrate the gold by means of gravity separation techniques where the average particle sizes are smaller than 50 um in diameter and upgrading with inexpensive gravity separation techniques was ruled out by the mine, because the average particle sizes were too small. The dump investigated in this project differed from other reserve dumps in that the main phase of material in this dump was hematite and not silica. A suspension of this material would have different fall–out properties than other mine reserve dumps, because of the hematite's high specific gravity compared to silica. This property of the material birthed the idea that the material will respond positively to high acceleration separation, although the particle sizes were too small for effective upgrading according to the norm in the mining industry. Using acceleration concentration as a first stage in the gold recovery process the production cost per gram of gold produced could be reduced significantly. Firstly, the volume of concentrated material to be treated in the chemical extraction process was reduced ninety percent and secondly, the gold concentration was increased significantly. If the gold could be concentrated to more than twenty grams of gold per ton, it could be extracted economically with an aggressive chemical processes. This was not possible with low grade material contained in the dump. The theoretical principle, on which this project was based, was to make use of high acceleration separation to establish separation between the particles associated with the gold, and the particles not associated with gold. Applying a high gravitational force would have an influence on the velocity by which the particles would fall–out in a suspension. As the acceleration force increased the fall–out velocity would also be increased and the particles with higher specific gravity would be affected more. A factor that was equally important was the particle size and weight distribution. A large hematite particle would compete with a small gold particle due to the similarity in weight. This could cause loss in small gold particles or retention of hematite particles with no gold content. Very little scientific information was available on the material investigated and in order to assemble a concentration plant setup, the head grade and particle size distribution for both the dump and bulk sample were determined accurately. Thereafter, chemical analyses and mineralogical examination were done on a representative sample of the bulk sample, determining the chemical composition of the material. The results obtained thereof were evaluated and used to configure a pilot plant. A large bulk sample was processed in the pilot plant and from the analytical results the efficiency could be evaluated. The results at optimum acceleration forces applied, resulted in a recovery of 5% of the mass, with a gold concentrate of 90 g/t Au, which represented 58% recovery of the gold. The hematite with high specific gravity as main phase positively influenced the high acceleration separation process. It proved that if the specific gravity of particles in a suspension were increased, high acceleration separation could be applied effectively to separate much smaller particle sizes. / Thesis (M.Sc. Engineering Sciences (Chemical and Minerals Engineering))--North-West University, Potchefstroom Campus, 2012.

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

This research involves the exploration of the potential, as well as the problems, of early adolescents’ relationships in the context of the school-and-home in a high-risk community in South Africa. Although researchers indicate that school performance and academic success is of key importance concerning positive youth development (You & Nguen, 2011), many South African adolescents are still part of the high incidence of repeating greades and drop-out statictics in this country (Louw, Bayat & Eigelaar-Meets, 2011). This study highlights one of the factors for school success, namely, the involvement of primary care givers in the school community. There is a need to explore adolescents’ perceptions of their primary care givers’ involvement in the school community, within the context of a high-risk South African community, since research within Positive Psychology also explores those resources which promote wellbeing and resilient coping. This study made use of the qualitative method and the results have been presented in an article format, as part of the dissertation. The aim of the article was to explore early adolescents’ perceptions of their primary care-givers’ involvement in the school community in a high-risk community. Participants (N=12) between the ages of twelve to fourteen years, from one school in the Delft Community, Cape Peninsula, were chosen in an un-biased fashion. The Delft community is one of the twenty identified high-risk communities in South Africa. Demographic information shows that the majority of the participants’ care-givers are not the biological parents. The findings indicate that early adolescents percieve their primary caregivers’ involvement in the school community, in a high-risk community, in the following ways: The meeting of basic needs, such as the provision of food, clothing and a home is essential for the adolescent’s school career; the emotional colour of the involvement of care givers is mostly negative, since school visitations involve the handling of problems, or the prevention of further problems; the early adolescent’s understanding of school success greatly matches that of his/her primary care- givers and is seen mostly in terms of either “pass” or “fail”; and early adolescents’ school careers and primary care-givers’ involvement within the context of a high-risk community involve experiences such as the exposure to continued poverty with various implications such as hunger, walking to school in an unsafe environment, as well as gang-violence, crime and substance abuse. This study shows that, besides the challenges that are associated with the adolescent life-phase, early adolescents also have to deal with various other problems that emanate from a high-risk community. These problems are generally matters of survival, and it is clear that these risks further strain well-being and the development thereof. Poor involvement of primary caregivers in the school community is one of the realities which early adolescents in a high-risk community have to deal with, and this poor involvement is indicative of not providing life essentials, as well as personal interest and encouragement. It is further the experience of negative emotions, such as fear in general and the “scared-ness” indicates adolescents’ fear for their own safety, as well as that of their friends and family. The participants in this study have all been affected directly and/or indirectly by the trauma of gang violence and the untimely death of a family member. In the midst of these challenges, the primary caregivers are mostly uninvolved in these vulnerable adolescents’ lives. Primary care-givers visit the school community mainly when they are summoned to handle “problems”. Primary care-givers generally have a negative association with the school community. The less negative experience of emotions indicates the absence of serious problems, such as the not-completion of school work. The scarce occurrence of positive emotions, such as primary care-givers that show compassion with early adolescents when they experience disappointment, is actually part of the participants’ experiences. The primary care- givers’ active helping with the early adolescents’ school tasks is uncommon and it is mostly focused on the prevention of the repetition of school grades. The presence of a family member (extended family) with school meetings has great value for the early adolescents’ perception of family as a protective factor for the well-being of the young person. This study presents an important contribution to Positive Psychology, as valuable information is presented to understand the early adolescent’s well-being and the context thereof. The specific descriptions of early adolescents’ perceptions of the involvement of their primary care-givers in the school community provide a description of the potential which can be unlocked in school-and-life choices. Findings have implications for policies regarding the promotion of well-being. Recommendations for further study are given. Possibilities for application includes the importance of the ecological impact and of partnerships, so that problems and the development of well-being can be addressed by primary care givers, school communities, faith communities, NGOs and universities. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

This research involves the exploration of the potential, as well as the problems, of early adolescents’ relationships in the context of the school-and-home in a high-risk community in South Africa. Although researchers indicate that school performance and academic success is of key importance concerning positive youth development (You & Nguen, 2011), many South African adolescents are still part of the high incidence of repeating greades and drop-out statictics in this country (Louw, Bayat & Eigelaar-Meets, 2011). This study highlights one of the factors for school success, namely, the involvement of primary care givers in the school community. There is a need to explore adolescents’ perceptions of their primary care givers’ involvement in the school community, within the context of a high-risk South African community, since research within Positive Psychology also explores those resources which promote wellbeing and resilient coping. This study made use of the qualitative method and the results have been presented in an article format, as part of the dissertation. The aim of the article was to explore early adolescents’ perceptions of their primary care-givers’ involvement in the school community in a high-risk community. Participants (N=12) between the ages of twelve to fourteen years, from one school in the Delft Community, Cape Peninsula, were chosen in an un-biased fashion. The Delft community is one of the twenty identified high-risk communities in South Africa. Demographic information shows that the majority of the participants’ care-givers are not the biological parents. The findings indicate that early adolescents percieve their primary caregivers’ involvement in the school community, in a high-risk community, in the following ways: The meeting of basic needs, such as the provision of food, clothing and a home is essential for the adolescent’s school career; the emotional colour of the involvement of care givers is mostly negative, since school visitations involve the handling of problems, or the prevention of further problems; the early adolescent’s understanding of school success greatly matches that of his/her primary care- givers and is seen mostly in terms of either “pass” or “fail”; and early adolescents’ school careers and primary care-givers’ involvement within the context of a high-risk community involve experiences such as the exposure to continued poverty with various implications such as hunger, walking to school in an unsafe environment, as well as gang-violence, crime and substance abuse. This study shows that, besides the challenges that are associated with the adolescent life-phase, early adolescents also have to deal with various other problems that emanate from a high-risk community. These problems are generally matters of survival, and it is clear that these risks further strain well-being and the development thereof. Poor involvement of primary caregivers in the school community is one of the realities which early adolescents in a high-risk community have to deal with, and this poor involvement is indicative of not providing life essentials, as well as personal interest and encouragement. It is further the experience of negative emotions, such as fear in general and the “scared-ness” indicates adolescents’ fear for their own safety, as well as that of their friends and family. The participants in this study have all been affected directly and/or indirectly by the trauma of gang violence and the untimely death of a family member. In the midst of these challenges, the primary caregivers are mostly uninvolved in these vulnerable adolescents’ lives. Primary care-givers visit the school community mainly when they are summoned to handle “problems”. Primary care-givers generally have a negative association with the school community. The less negative experience of emotions indicates the absence of serious problems, such as the not-completion of school work. The scarce occurrence of positive emotions, such as primary care-givers that show compassion with early adolescents when they experience disappointment, is actually part of the participants’ experiences. The primary care- givers’ active helping with the early adolescents’ school tasks is uncommon and it is mostly focused on the prevention of the repetition of school grades. The presence of a family member (extended family) with school meetings has great value for the early adolescents’ perception of family as a protective factor for the well-being of the young person. This study presents an important contribution to Positive Psychology, as valuable information is presented to understand the early adolescent’s well-being and the context thereof. The specific descriptions of early adolescents’ perceptions of the involvement of their primary care-givers in the school community provide a description of the potential which can be unlocked in school-and-life choices. Findings have implications for policies regarding the promotion of well-being. Recommendations for further study are given. Possibilities for application includes the importance of the ecological impact and of partnerships, so that problems and the development of well-being can be addressed by primary care givers, school communities, faith communities, NGOs and universities. / MA (Psychology), North-West University, Potchefstroom Campus, 2014