Text in Afrikaans / Die doelstelling van hierdie kwalitatiewe navorsing was om die kind in die middelkinderjare met leerprobleme se belewenis van remediëring binne die skoolmilieu te verken en te beskryf. Ten einde hierdie doelstelling te bereik is bepaalde doelwitte gestel. Die doelwitte het onder andere die daarstelling van ‘n konseptuele raamwerk behels wat met behulp van ‘n literatuurstudie en konsultasie met kundiges die kind in die middelkinderjare met leerprobleme wat remediëring binne die skoolmilieu ontvang binne die konteks van hierdie studie gedefinieer het. Semi-gestruktureerde onderhoude is met die deelnemers gevoer, waarna data geanaliseer is en gevolgtrekkings en aanbevelings gemaak is na aanleiding van die deelnemers se belewenis. Hooftemas, subtemas en kategorieë is uit die onderhoude geïdentifiseer en met bestaande literatuur geverifieer. Tydens die bespreking van die data is daar gepoog om nie bevindings te veralgemeen nie en aangesien dit ‘n kwalitatiewe studie was, is elke deelnemer toegelaat om sy of haar belewenis te deel. / During this research, the aim was to explore and describe the experiences of remedial education within the school milieu of the child in middle childhood with learning problems. In order to reach the required goal, a number of objectives were set. The objectives included conceptualising a theoretical framework by means of a literature study and consultation with experts in order to define the child in middle childhood with learning difficulties that receives remedial education within the school milieu. Semi-structured interviews with participants were conducted, whereupon data were analysed and conclusions and recommendations were made according to the participants’ experiences. Main themes, sub-themes and categories were identified in the transcriptions and were verified with existing literature. During the discussion of data the aim was not to generalise the findings, as it was a qualitative study and each participant was allowed to share his or her experience / M.Diac. (Spelterapie) / Social Work

Gestalt theory and Positive Psychology formed the underlying theoretical frameworks of this study. Both Gestalt theory and Positive Psychology adopt a positive outlook towards human nature with the possibility of individuals becoming self-supporting and fully functioning. Both theories also regard awareness to be paramount in establishing healthy self-regulation and optimal well-being. Both Gestalt theory and Positive Psychology provided the link between the concepts, and were also used to describe the main concepts in the study. A review of the literature shows that children living in underprivileged communities often face many environmental stressors that can impact on their well-being and optimal psychological, cognitive, emotional and physical functioning. When this occurs, children are often not able to meet very important needs. They may have to find alternative ways to „survive‟ and protect themselves from certain stressors and cope with their environment. Very often these coping strategies are dysfunctional and certain parts within the child can become cut off or pushed aside, severing healthy contact with the environment. The child may also experience a sense of numbing and lack of awareness of senses, emotions and thoughts. The child is therefore living out of awareness. The literature suggests that the process of artmaking can contribute to facilitating awareness, which can enhance selfunderstanding and possibly lead to a greater sense of well-being. The researcher attempted to explore the kinds of awareness that could be facilitated through the artmaking process. A qualitative research design with a phenomenological strategy of enquiry was used for this study. Seven children in middle childhood living in a low socio-economic community took part in the study. They were between the ages of eleven and twelve years and had suffered some form of environmental stress. They had been subjected to substance and alcohol abuse, violence, death and divorce. Focus groups and semi-structured interviews were used in order to understand what awareness may have been facilitated in children during the art-making process. The data collected were analysed thematically. The results revealed that the art-making process enabled the participants to experience certain kinds of awareness. The participants became aware of certain emotions and feelings like happiness, enjoyment, calmness, pride and mastery, as well as feelings of anger, sadness and denial. The participants were able to recognise and express positive emotions, but it appeared that the more complex emotions were recognised although not expressed. The most common emotion experienced by the participants was the sense of happiness and enjoyment they seemed to feel as they worked with the different art materials. It appeared that the playful nature of the art-making process kept them engaged and in contact with the process. The participants also became aware of a range of tactile experiences that each art medium offered; clay, paint, collage, hand printing and texture rubbings. These tactile experiences led them to an awareness of feelings and associations. The findings also indicated that the participants became aware of a sense of agency, as they appeared to have a sense of control and empowerment over the art mediums. This element of control over the art mediums seemed to afford the participants the ability to change what they did not like in their art work. This ability to change things appeared to feed back to, and enhance, their sense of empowerment. Through the findings of the study, as well as from the literature, this quality of empowerment, control and change is important for children in need living in a stressful environment, as it may foster a sense of agency that they may not find from their environment. Another significant finding seemed to be the participants‟ awareness of their context in terms of an unavailability of certain environmental resources to fulfil their needs, namely financial resources and nurturing. The participants‟ awareness centred around basic survival needs, for example lack of sufficient food, but also their awareness of relational needs and challenges, for example overcrowded households, alcohol-abusing parents and divorce. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The changed appearance as a result of burns for a child in middle childhood years has several implications in terms of its physical, emotional, and social development. It seems that the burnt child in middle childhood years can benefit from therapeutic assistance, and specifically, empowerment. As far as the researcher could determine, Gestalt play therapy has not yet been utilized for this purpose nor has there been research done in connection to this. For the purpose of this study, the value of the Gestalt play therapy process, as described by Oaklander, in empowering the burn victim in the middle childhood years is explored and described. Consultations with experts as well as a literature review was undertaken in order to obtain background information about the Gestalt play therapy process, with specific reference to the empowerment aspect as well as the implications of the burn wounds and burn marks on the burn victim in the middle childhood years. The literature studied produced a theoretical framework within which this study was performed. Following the literature review, an empirical investigation into Gestalt play therapy was used, with the focus on empowerment. A qualitative study was conducted with a single case study as data collection method. For the duration of the empirical study, 17 therapeutic sessions were conducted with the participant, within the framework of qualitative research investigation. Data collected was described, analysed, and verified through a literature study. This study came to the conclusion that the Gestalt play therapy process is valuable in the empowerment of a burn victim in middle childhood years. It was particularly the therapeutic relationship and the elements that focused on the strengthening of the self, which was valuable in empowering the participant. The information is described in an article according to the guidelines for the Social Work/Maatskaplike Werk journal entitled: “Empowerment of a burn victim through the Gestalt play therapy process”. Various elements are discussed respectively as used in the case study to empower the child. Section A provides an introduction and explanation of the study, which includes the rationale and problem statement for the study and research methodology. The article that followed, is discussed in Section B. Conclusions and recommendations that arose from this study are discussed in Section C. Section D contains the compiled bibliography, and appendices are in Section E. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Gestalt theory and Positive Psychology formed the underlying theoretical frameworks of this study. Both Gestalt theory and Positive Psychology adopt a positive outlook towards human nature with the possibility of individuals becoming self-supporting and fully functioning. Both theories also regard awareness to be paramount in establishing healthy self-regulation and optimal well-being. Both Gestalt theory and Positive Psychology provided the link between the concepts, and were also used to describe the main concepts in the study. A review of the literature shows that children living in underprivileged communities often face many environmental stressors that can impact on their well-being and optimal psychological, cognitive, emotional and physical functioning. When this occurs, children are often not able to meet very important needs. They may have to find alternative ways to „survive‟ and protect themselves from certain stressors and cope with their environment. Very often these coping strategies are dysfunctional and certain parts within the child can become cut off or pushed aside, severing healthy contact with the environment. The child may also experience a sense of numbing and lack of awareness of senses, emotions and thoughts. The child is therefore living out of awareness. The literature suggests that the process of artmaking can contribute to facilitating awareness, which can enhance selfunderstanding and possibly lead to a greater sense of well-being. The researcher attempted to explore the kinds of awareness that could be facilitated through the artmaking process. A qualitative research design with a phenomenological strategy of enquiry was used for this study. Seven children in middle childhood living in a low socio-economic community took part in the study. They were between the ages of eleven and twelve years and had suffered some form of environmental stress. They had been subjected to substance and alcohol abuse, violence, death and divorce. Focus groups and semi-structured interviews were used in order to understand what awareness may have been facilitated in children during the art-making process. The data collected were analysed thematically. The results revealed that the art-making process enabled the participants to experience certain kinds of awareness. The participants became aware of certain emotions and feelings like happiness, enjoyment, calmness, pride and mastery, as well as feelings of anger, sadness and denial. The participants were able to recognise and express positive emotions, but it appeared that the more complex emotions were recognised although not expressed. The most common emotion experienced by the participants was the sense of happiness and enjoyment they seemed to feel as they worked with the different art materials. It appeared that the playful nature of the art-making process kept them engaged and in contact with the process. The participants also became aware of a range of tactile experiences that each art medium offered; clay, paint, collage, hand printing and texture rubbings. These tactile experiences led them to an awareness of feelings and associations. The findings also indicated that the participants became aware of a sense of agency, as they appeared to have a sense of control and empowerment over the art mediums. This element of control over the art mediums seemed to afford the participants the ability to change what they did not like in their art work. This ability to change things appeared to feed back to, and enhance, their sense of empowerment. Through the findings of the study, as well as from the literature, this quality of empowerment, control and change is important for children in need living in a stressful environment, as it may foster a sense of agency that they may not find from their environment. Another significant finding seemed to be the participants‟ awareness of their context in terms of an unavailability of certain environmental resources to fulfil their needs, namely financial resources and nurturing. The participants‟ awareness centred around basic survival needs, for example lack of sufficient food, but also their awareness of relational needs and challenges, for example overcrowded households, alcohol-abusing parents and divorce. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The changed appearance as a result of burns for a child in middle childhood years has several implications in terms of its physical, emotional, and social development. It seems that the burnt child in middle childhood years can benefit from therapeutic assistance, and specifically, empowerment. As far as the researcher could determine, Gestalt play therapy has not yet been utilized for this purpose nor has there been research done in connection to this. For the purpose of this study, the value of the Gestalt play therapy process, as described by Oaklander, in empowering the burn victim in the middle childhood years is explored and described. Consultations with experts as well as a literature review was undertaken in order to obtain background information about the Gestalt play therapy process, with specific reference to the empowerment aspect as well as the implications of the burn wounds and burn marks on the burn victim in the middle childhood years. The literature studied produced a theoretical framework within which this study was performed. Following the literature review, an empirical investigation into Gestalt play therapy was used, with the focus on empowerment. A qualitative study was conducted with a single case study as data collection method. For the duration of the empirical study, 17 therapeutic sessions were conducted with the participant, within the framework of qualitative research investigation. Data collected was described, analysed, and verified through a literature study. This study came to the conclusion that the Gestalt play therapy process is valuable in the empowerment of a burn victim in middle childhood years. It was particularly the therapeutic relationship and the elements that focused on the strengthening of the self, which was valuable in empowering the participant. The information is described in an article according to the guidelines for the Social Work/Maatskaplike Werk journal entitled: “Empowerment of a burn victim through the Gestalt play therapy process”. Various elements are discussed respectively as used in the case study to empower the child. Section A provides an introduction and explanation of the study, which includes the rationale and problem statement for the study and research methodology. The article that followed, is discussed in Section B. Conclusions and recommendations that arose from this study are discussed in Section C. Section D contains the compiled bibliography, and appendices are in Section E. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

This study describes and evaluates the possible stress experience of a child in his/her middle–childhood years during an social work interview in forensic practice. The possible use of a music intervention was investigated in order to alleviate the stress levels of a child while being interviewed. The function of a social worker in forensic practice is to gain information from the alledged victim about the alleged abuse during two to at the most three interviews. Various factors may influence this process. Children undergoing a forensic assessment are possibly experiencing residual stress as a result of the trauma he/she has experienced, his/her cognitive appraisal of the event, or the interview itself. Furthermore, the cognitive development of a child in the middle–childhood years also influences his/her statement. The research was aimed at determining: – the presence of stress in a child while being interviewed in forensic practice – whether the introduction of a music intervention during the interview in forensic practice can alleviate the stress levels of a child – whether a lower stress level in a child results in a more complete and applicable statement The experimental and the control group consisted of six participants each. They were obtained from the case load of the researcher. Participants were allocated to the experimental and control group alternatively in the order in which they were referred for assessment. The participants of the experimental group were exposed to Mozart’s serenade, Eine Kleine Nachtmusik (Serenata no 13 in G major). The participants of the control group were not exposed to a music intervention. The data collection included: – Pulse and blood pressure measurement – A self–developed stress scale to evaluate the participants' bodily experience of stress – A self–developed rating scale to determine the participants' non–verbal stress–related behaviour – A self–developed rating scale to measure the qualitative aspect of the participants' statements The research results cannot be generalised due to the small test sample group. However, certain tendencies could be identified. According to the research results a child in his/her middle–childhood years does not experience excessive stress during interviews in forensic practice. This finding is based on the fact that the pulse and blood pressure measurements were within normal limits. However, the pulse rate of the experimental group was lower during the post–measurement. This could indicate that, to a certain extent, the experimental group's participants felt more relaxed. In addition, the presence of a music intervention had a positive effect on the behaviour of the experimental group's participants during the interviews, in that their behaviour was less disruptive. This may indicate that they felt more relaxed during the interview. The presence of a music intervention during interviews in forensic practice also appears to lead to a slightly better quality of statements. If a better quality statement can be obtained from the child it will result in better service to the courts and, indirectly, to the child. Further studies should follow up on these tendencies. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

This study describes and evaluates the possible stress experience of a child in his/her middle–childhood years during an social work interview in forensic practice. The possible use of a music intervention was investigated in order to alleviate the stress levels of a child while being interviewed. The function of a social worker in forensic practice is to gain information from the alledged victim about the alleged abuse during two to at the most three interviews. Various factors may influence this process. Children undergoing a forensic assessment are possibly experiencing residual stress as a result of the trauma he/she has experienced, his/her cognitive appraisal of the event, or the interview itself. Furthermore, the cognitive development of a child in the middle–childhood years also influences his/her statement. The research was aimed at determining: – the presence of stress in a child while being interviewed in forensic practice – whether the introduction of a music intervention during the interview in forensic practice can alleviate the stress levels of a child – whether a lower stress level in a child results in a more complete and applicable statement The experimental and the control group consisted of six participants each. They were obtained from the case load of the researcher. Participants were allocated to the experimental and control group alternatively in the order in which they were referred for assessment. The participants of the experimental group were exposed to Mozart’s serenade, Eine Kleine Nachtmusik (Serenata no 13 in G major). The participants of the control group were not exposed to a music intervention. The data collection included: – Pulse and blood pressure measurement – A self–developed stress scale to evaluate the participants' bodily experience of stress – A self–developed rating scale to determine the participants' non–verbal stress–related behaviour – A self–developed rating scale to measure the qualitative aspect of the participants' statements The research results cannot be generalised due to the small test sample group. However, certain tendencies could be identified. According to the research results a child in his/her middle–childhood years does not experience excessive stress during interviews in forensic practice. This finding is based on the fact that the pulse and blood pressure measurements were within normal limits. However, the pulse rate of the experimental group was lower during the post–measurement. This could indicate that, to a certain extent, the experimental group's participants felt more relaxed. In addition, the presence of a music intervention had a positive effect on the behaviour of the experimental group's participants during the interviews, in that their behaviour was less disruptive. This may indicate that they felt more relaxed during the interview. The presence of a music intervention during interviews in forensic practice also appears to lead to a slightly better quality of statements. If a better quality statement can be obtained from the child it will result in better service to the courts and, indirectly, to the child. Further studies should follow up on these tendencies. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

Text in Afrikaans / Die doelstelling van hierdie kwalitatiewe navorsing was om die kind in die middelkinderjare met leerprobleme se belewenis van remediëring binne die skoolmilieu te verken en te beskryf. Ten einde hierdie doelstelling te bereik is bepaalde doelwitte gestel. Die doelwitte het onder andere die daarstelling van ‘n konseptuele raamwerk behels wat met behulp van ‘n literatuurstudie en konsultasie met kundiges die kind in die middelkinderjare met leerprobleme wat remediëring binne die skoolmilieu ontvang binne die konteks van hierdie studie gedefinieer het. Semi-gestruktureerde onderhoude is met die deelnemers gevoer, waarna data geanaliseer is en gevolgtrekkings en aanbevelings gemaak is na aanleiding van die deelnemers se belewenis. Hooftemas, subtemas en kategorieë is uit die onderhoude geïdentifiseer en met bestaande literatuur geverifieer. Tydens die bespreking van die data is daar gepoog om nie bevindings te veralgemeen nie en aangesien dit ‘n kwalitatiewe studie was, is elke deelnemer toegelaat om sy of haar belewenis te deel. / During this research, the aim was to explore and describe the experiences of remedial education within the school milieu of the child in middle childhood with learning problems. In order to reach the required goal, a number of objectives were set. The objectives included conceptualising a theoretical framework by means of a literature study and consultation with experts in order to define the child in middle childhood with learning difficulties that receives remedial education within the school milieu. Semi-structured interviews with participants were conducted, whereupon data were analysed and conclusions and recommendations were made according to the participants’ experiences. Main themes, sub-themes and categories were identified in the transcriptions and were verified with existing literature. During the discussion of data the aim was not to generalise the findings, as it was a qualitative study and each participant was allowed to share his or her experience / M.Diac. (Spelterapie) / Social Work

This research was aimed at the development, implementation and evaluation of an empowerment programme for parents with children in their middle childhood, focused on temperament analysis. The motivation for this study stemmed from the absence of relevant programmes in the field of social work concerning different temperaments and needs of children that parents does not understand or meet. Intervention research was applied. A two-phase research approach was undertaken. In phase 1, a qualitative research was used to do a need assessment. The need assessment was done by means of two focus group discussions with ten parents in each group. The following research question was formulated for this phase: What is the needs of parents related to a programme that focus on temperament analysis for children in there middle childhood. This data complemented the literature study which was undertaken and provided information that established the contents of the empowerment programme. The research question could therefore be answered. The qualitative approach was used in phase 2 as the single-system design. The following research hypothesis was formulated for this phase: If an empowerment programme that includes a temperament analysis is attempted with parents, a significant change in their knowledge in handling and understanding of their children should realise. The empowerment programme for parents with children in their middle childhood consisted of six sessions and was implemented over a period of two weeks. Four parents and one single parent undertook the empowerment programme. A group assessment was undertaken with the five children of the parents who attended the empowerment programme. The focus of the group assessment was to determine a tendency to respond. The self-designed questionnaire was completed prior to the empowerment programme and thereafter. This instrument of measurement confirmed the hypothesis. Conclusions and recommendations for the utilization of the programme in future research were formulated as a result of the research study. / Thesis (PhD (Human Movement Science))--University of Pretoria, 2007. / Social Work and Criminology / unrestricted

There are very few extensive sample studies that target normative versus pathological sexual behavioural problems. Debate exists around the role of attachment when treating children who come from chaotic backgrounds. Children from these backgrounds may lack the stability and predictability that they need in order to develop the appropriate skills to regulate their affects, understand and maintain healthy and safe relationships, and develop a strong sense of self and good behavioural control mechanisms. Because of a lack of knowledge regarding sexualised behaviour, social workers working with children in middle childhood may find it difficult to distinguish between appropriate and less appropriate sexualised behaviour in children in their middle childhood. It may happen that appropriate sexualised behaviour in children is labelled as problematic, while the function of the behaviour may in fact be defined as an act of self-nurturing. The researcher has since asked the question about the link between sexualised behaviour and self-nurturing amongst children in children’s homes. The relationship between these two variables can have a significant effect on the way professionals view children who display sexualised behaviour in institutions where there is a lack of affection and significant attachment to adult figures. Children in middle childhood who display sexualised behaviour have specific needs that role players, specifically social workers, have to keep in mind in order for effective intervention to take place. If discrepancies exist in this area, it could impact negatively on the implementation of services rendered to these children. For the proposed study the collective case study design was the most appropriate design as the researcher collected and analyzed qualitative data by to doing semi-structured interviews. The semi-structured interviews were used to gain a detailed picture of participants’ beliefs or perceptions about, or accounts of the particular topic. Qualitative data was analyzed by means of planning for the recording of the data, managing and organizing the data, reading and writing memos, generating themes, categories and patterns in order to prove or contest a hypothesis. In order to ensure the success of the study, the researcher did a pilot study before the main investigation itself and ethical aspects were adhered to by the researcher throughout the study. Through the empirical study, it can be concluded that there is a significant relationship between sexualized behaviour and trauma that children experience. However, when sexualized behaviour as a nurturing mechanism becomes obsessive, compulsive and there is no balance, then only can it be viewed as a problem and should be addressed. It is important to remember that ‘sexual play’ should be seen as a normal part of childhood development. There was general consensus that sexualized behaviour could be regarded as a self-nurturing mechanism. Focus was put on the needs of children and how it related to inappropriate sexualized behaviours and self-nurturing as a need in itself. It was recommended that there should be improved service delivery to children, who manifest with sexualized behaviour, training for professionals and lastly continual research on the subject. AFRIKAANS : Daar is weinig grootskaalse ondersoeke gerig op die normatiewe teenoor die patologiese seksuele gedragsprobleme gedoen. Debatte bestaan rondom die rol van bindings wanneer kinders behandel word wat uit chaotiese agtergronde kom, By kinders vanuit hierdie agtergronde mag die stabiliteit en voorspelbaarheid ontbreek wat nodig is om die toepaslike vaardighede van hul gevoelens, die begrip om gesonde en veilige verhoudings te verstaan en die ontwikkeling van ’n sterk gevoel van eiewaarde en goeie gedragskontrolemeganismes te ontwikkel. As gevolg van die gebrek aan kennis rakende seksuele gedrag, kan maatskaplike werkers wat met kinders in hulle middel-kinderjare te doen het, dit moeilik vind om te onderskei tussen toepaslike en mindertoepaslike seksuele gedrag by hierdie kinders. Dit mag gebeur dat toepaslike seksuele gedrag by kinders as problematies bestempel word, terwyl die funksie van die gedrag egter gedefinieer kan word as ‘n daad van selfkoestering. Die verband tussen seksuele gedrag en selfkoestering by kinders in die kinderhuis word daarom deur die navorser bevraagteken. Die verhouding tussen hierdie twee veranderlikes kan ’n betekenisvolle uitwerking hê op die professionele uitkyk op kinders wat seksuele gedrag openbaar in inrigtings waar daar ’n gebrek is aan affektiewe en betekenisvolle gehegtheid teenoor ’n volwasse figuur. Kinders in hul middelkinderjare wat geseksualiseerde gedrag openbaar, het spesifieke behoeftes wat deur die maatskaplike werker in ag geneem moet word ten einde effektiewe ingryping te verseker. Indien daar teenstrydighede op hierdie gebied bestaan, kan dit ‘n negatiewe impak hê op die implementering van die diens wat aan hierdie kinders verleen word. Die kollektiewe gevallestudie was die mees toepaslike ontwerp vir die voorgestelde studie. Die navorser het kwalitatiewe data ingesamel en ontleed deur middel van semi-gestruktureerde onderhoude. Die semi-gestruktureerde onderhoude is gebruik met die doel om ’n gedetailleerde prentjie van die deelnemers se menings oor, persepsies van en verklarings rakende die onderwerp te skets. Kwalitatiewe data is ontleed by wyse van die beplanning van die data-opname, bestuur en organisering van die data-opname, lees en skryf van memos, ontwikkeling van temas, en kategorieë en patrone om die hipotese te bewys of te betwis. Ten einde die sukses van die studie te verseker het die navorser ’n voorafstudie voor die hoofnavorsing gedoen. Die navorser het aan alle etiese vereistes gedurende die navorsing voldoen. Deur die empiriese studie wat gedoen is, kan daar tot die gevogtrekking gekom word dat daar ‘n betekenisvolle verband is tussen die geseksualiseerde gedrag en die trauma wat die kinders beleef het. As geseksualiseerde gedrag, as ’n meganisme tot selfaktualisering, obsessief, kompulsief en ongebalanseerd is, dan kan dit beskou word as ’n probleem en moet dan aangespreek word. Dit is egter ook belangrik dat ‘seksspeletjies’ gesien moet word as normal in kinders se ontwikkeling. Daar was algemene konsensus dat geseksualiseerde gedrag beskou kan word as ’n meganisme tot selfkoestering. Fokus word geplaas op die behoefte van die kind en hoe dit in verhouding staan tot die onvanpaste geseksualiseerde gedrag en selfkoestering as ‘n behoefte. Verbeterde dienslewering vir kinders in wie geseksualiseerde gedrag manifisteer, opleiding vir professionele werkers en laastens voortdurende navorsing rakende die onderwerp, word aanbeveel. Copyright / Dissertation (MSW)--University of Pretoria, 2013. / Social Work and Criminology / unrestricted