In the field of International Development, increased attention has been given to the concept of women’s empowerment as it has been recognized as a potential driver for change. Classified as a global struggle, commitments to this concept have been at the core of many development interventions, whether they be a small NGOs working in a single community or large-scale international aid agencies with presence all around the world. Despite its international recognition, women’s empowerment has been largely left unquestioned within development practices and especially with regards to the impact it may have on local beneficiary communities. This thesis will address how universal ideas such as this one become meaningful in the local setting through a case study of CARE-International’s Women’s Empowerment in Zanzibar project that was implemented from the years 2008-2011. In applying Sally Merry’s (2006) concept of vernacularization, as a theoretical framework, it will be shown that international aid organizations do not simply adapt women’s empowerment to the local arena. Instead, various local actors are involved in a dynamic process of translating, negotiating, and making the concept more meaningful to the beneficiaries and, thus, cause a new hybrid understanding of women’s empowerment to emerge. This new concept draws more extensively on local institutions, knowledge and practices that have been inter-weaved with Islamic practices which play an important role in the lives of Zanzibaris. This thesis will illustrate how NGO culture converges with and diverges from the local communities and expose the realities that exist within the greater development discourse.

The subject of the thesis is the proposal of the work integration social enterprise (WISE) of NGO SOS Children's villages. Proposal shall take form of a business plan and is based on the needs of the Association to reduce its financial dependence on an external sources of funding. A business plan is a proposal of the concrete WISE which fulfils the function of an alternative financing instrument for the main activities of the Association. The thesis uses the method of SWOT analysis to group and evaluate the available information from the external and internal environment of the WISE as well as uses tools of economic and financial analysis to determine the tipping point and the financial needs for the operation of social enterprise in the first three years of operation. The thesis brings new results and knowledge and proposes a recommendation of how the social enterprise could be realized.

Recently we can observe an increasing trend in business and nonprofit collaboration in the Czech Republic. The thesis aims to describe the latest possibilities of this cross-sector collaboration and the research analyses cooperation of companies with NGO Toulcův dvůr, z.s. The research has been carried out in form of two sets of questionnaires (within organizations at Toulcův dvůr and within companies that support these organizations) and in form of semi-structured interviews with leaders of member organizations of Toulcův dvůr, z.s. Lastly the thesis has suggested further recommendation for the future development of the cooperation.

The goal of this thesis is to design methodics for Search Engine Marketing (SEM) in nonprofit organizations (NPOs) which takes advantage of their specifics. Other goals include practical evaluation of the methodics and analysis of the current state of NPOs websites. Determined goals are reached by merging theoretical background from relevant literature with the knowledge gained during field research and with author's experience. Designed methodics is built on the following hypotheses: NPOs are able to negotiate better trade terms than trading companies, NPOs can delegate their volunteers to do some SEM activities. Field research confirmed both hypotheses. Hypothesis that NPOs websites are static because NPOs see no profit in regular publishing was disproved. The methodics consists of four phases and also includes recommended tools, metrics, topics for publishing and a list of linkbaiting activities. The thesis consists of five chapters. The first chapter summarizes the necessary theoretical background, while the second chapter defines terms and premises. The main methodics can be found in chapter three. The fourth chapter contains current state analysis based on examination of 31 websites. A comparison of the methodics' hypotheses and activities against the experience of 21 NPOs representatives and 3 experts in the field of SEO is given in the last chapter. Opinions of the both groups of respondents are compared too. Based on the respondents' judgments on costs and utility of the methodics' activities a rank of these activities is finally created. The main contribution of this thesis is a conversion of the universal SEM theory into the specific conditions and language of NPOs practitioners and an analysis of the current state in this field.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-05-16T15:32:13Z No. of bitstreams: 1 Silvana Gondim.pdf: 801060 bytes, checksum: 273a5371ac8d25e871216efe0dc29420 (MD5) / Made available in DSpace on 2016-05-16T15:32:13Z (GMT). No. of bitstreams: 1 Silvana Gondim.pdf: 801060 bytes, checksum: 273a5371ac8d25e871216efe0dc29420 (MD5) Previous issue date: 2016-03-31 / The object of this research-intervention was the Pedagogical Psychodrama with children with school problems. Its general objective is analyze the contribution of Pedagogical Psychodrama at psychopedagogic attendance with school problems. As the especific objective is the search of identify what are the school complaints about the children; see how children express themselves on different techniques of teaching psychodrama; verify if the ways which children express themselves in pedagogical psychodrama meetings corresponds or not to school complaints. It started from the hypothesis that the activities in educational psychology work associated with the psychodrama method enables children to express themselves and understand themselves as operant subject in the environment and can transform it according to their actions. It sought to answer the following questions: What are the school's complaints about the children? How children express themselves on different techniques of Pedagogical Psychodrama? The ways in which children express themselves in Pedagogical Psychodrama meetings corresponds or not to the school's complaints? The research universe was an OSCIP located in São Paulo and the subjects were 7, namely: 2 teachers of the regular school where children study and 5 children who compose the group. The methodology used was of qualitative nature of the intervention-research type and the data collection instrument were meetings with use of psychodrama method with a group of 5 children with school problems, beyond semi-structured interviews with two teachers. The speeches of children and teachers were analyzed guided by the Bardin content analysis (2012). The research was based on authors who discuss the following categories: Pedagogical Psychodrama: Maria Alicia Romaña and Alicia Fernández, Psychodrama: Moreno. As for the results it was found that at the beginning of the meetings children showed insecurity and lack of interest, but gradually became curious by the proposed work once it allowed moments of acceptance, awareness and self-reflection, allowing questions and apprenticeship shared in the group action, which influenced the decision-making, enabling the leadership. It was concluded that the educational psychodrama by giving voice to children enables them to express themselves so that they perceive them as acting subjects in the environment being able to transform it, they experience through the dramatization the conflict situations lived in daily life being able to reflect on them. / El objeto de esta investigación-intervención fue el Psicodrama Pedagógico con los alumnos de la escuela. Hubo por objetivo geral analisar la contribuición del Psicodrama Pedagógico en la atención psicopedagógico de los alumnos con dificultades de aprendizaje y con quejas escolares. Como objetivo específicos hemos buscado identificar cuáles son las quejas que acercan los niños en las escuelas; verificar las formas como los niños se expresan delante de diferentes técnicas en encuentros de Pscicodrama Pedagógico, sí corresponde o no las quejas de la escuela. Se partió de la hipotesis que las actividades del trabajo de la psicología educativa asociado con el método del psicodramatico permite que los niños se expresen y de percibirse cómo sujetos operantes en el medio y lo pueden transformar en función de sus acciones. Buscase contestar las siguientes preguntas:¿Cuáles son las quejas de las escuelas sobre los niños?. ¿Cómo los niños se expresan delante diferentes técnicas del Psicodrama Pepagógico?.¿Las formas como los niños se expresan en los encuentros de Psicodrama Pedagógico corresponde o no las quejas de la escuela?. El universo de la pesquisa fue una OSCIP localizada en la ciudad de São Paulo y los sujetos fueran siete (7), a saber: Dos (2) maestros de la escuela regular en cúal los niños estudan e cinco(5)niños que compoen el grupo. La metodologia utilizada fue de carácter cualitativo del tipo de pesquisa-intervención y la recolección de datos fueron los encuentros con el uso del método de psicodrama con un grupo de 5 niños con quejas escolares, así como entrevistas semi estructuradas con dos maestros. Los discursos de los niños y los maestros se analizaron guiados por el análisis de contenido de Bardin (2012). La investigación se basa en autores que hablan de las siguientes categorías: Psicodrama Pedagógico: Maria Alicia Romaña e Alícia Fernández,Psicodrama: Moreno. En cuanto a los resultados se encontró que al principio de los encuentros los niños mostró inseguridad y la falta de interés, pero poco a poco se convirtió en intrigado por el trabajo propuesto una vez permitido momentos de aceptación, sensibilización y auto-reflexión, permitiendo preguntas y el aprendizaje compartida en la acción del grupo, lo que influyó en la toma de decisiones, permitiendo el papel. Se concluyó que el Psicodrama Pedagógico é educativo para dar voz a los niños les permite expresarse de manera que ellos perciben como sujetos que actúan en el medio puede convertirlo, la experiencia a través del drama de las situaciones conflictivas encuentran en la vida diaria y puedan reflexionar sobre ellas. / O objeto desta pesquisa-intervenção foi o Psicodrama Pedagógico com crianças com queixa escolar. Teve por objetivo geral analisar a contribuição do Psicodrama Pedagógico no atendimento psicopedagógico de crianças com queixa escolar. Como objetivos específicos buscou-se identificar quais são as queixas da escola sobre as crianças; verificar como as crianças se expressam diante de diferentes técnicas do Psicodrama Pedagógico; verificar se as formas como as crianças se expressam nos encontros de Psicodrama Pedagógico corresponde ou não às queixas da escola. Partiu-se da hipótese que as atividades desenvolvidas no trabalho psicopedagógico associado ao método psicodramático viabiliza que as crianças se expressem e se percebam como sujeitos operantes no meio podendo transformá-lo em função de suas ações. Buscou-se responder às seguintes perguntas: Quais são as queixas da escola sobre as crianças? Como as crianças se expressam diante de diferentes técnicas do Psicodrama Pedagógico? As formas como as crianças se expressam nos encontros de Psicodrama Pedagógico corresponde ou não às queixas da escola? O universo da pesquisa foi uma OSCIP localizada na cidade de São Paulo e os sujeitos foram 7, a saber: 2 professores da escola regular na qual as crianças estudam e 5 crianças que compõem o grupo. A metodologia utilizada foi de cunho qualitativo do tipo pesquisa-intervenção e o instrumento de coleta de dados foram os encontros com utilização do método psicodramático com um grupo de 5 crianças que apresentam queixa escolar, além de entrevista semiestruturada com duas professoras. Os discursos das crianças e das professoras foram analisados pautados na análise de conteúdo de Bardin (2012). A pesquisa se fundamentou em autores que discutem as seguintes categorias: Psicodrama Pedagógico: Maria Alicia Romaña e Alícia Fernanández, Psicodrama: Moreno. Quanto aos resultados constatou-se que, no início dos encontros as crianças demonstravam insegurança e falta de interesse, porém aos poucos, tornaram-se curiosas com a proposta de trabalho uma vez que possibilitou momentos de acolhimento, sensibilização e autorreflexão, permitindo questionamentos e aprendizagem compartilhados na ação do grupo, o que influenciou as tomadas de decisões, permitindo o protagonismo. Concluiu-se que o Psicodrama Pedagógico ao dar voz às crianças possibilita que elas se expressem de modo que se percebam como sujeitos atuantes no meio podendo transformá-lo, vivenciam por meio da dramatização as situações de conflito vividas no cotidiano podendo refletir sobre elas.

Cette thèse approche par une lecture interactionniste la manière dont les enfants et les jeunes en situation de rue au Népal négocient leur identité sociale face à un processus de domination,d’étiquetage et de violences. Leur capabilité à survivre en rue détermine leur carrière mais celle-ci est également influencée par leur capacité à jouer avec le maillage institutionnel supposé les aider ou les contrôler. Leurs parcours de vie seront abordés par une analyse poussée des identités héritées (caste, religion, bagage familial et communautaire), de leurs identités acquises en situation de rue (activités quotidiennes, groupe de survie, drogues et violences physiques, morales et sexuelles) et de leurs identités espérées (rêves, projections). Présentant une typologie des dispositifs d’intervention existants, cette recherche abordera leurs carences et les effets de conversion ou de retour à la norme portés ou suscités par les ONG et les pouvoirs publics népalais. Les transformations en cours des politiques de protection de l’enfant seront analysées ainsi que leur impact réel ou ressenti par les enfants et les jeunes à la marge. Le paradoxe entre les discours institutionnels présentant l’enfant comme acteur de sa vie et de ses droits et la réalité des dispositifs intégrants trop marginalement les perspectives individuelles et le contexte interactionnel des sujets concernés sera décrypté. / This thesis uses an interactionist approach to understand how Nepalese children and youth in street situations negotiate their social identity while confronted with dynamics of domination, labelling and violence. Their capability to survive on the street determines their career, which is also influenced by their capacity to play with the institutional network supposed to help or control them. These life stories will be approached with a deep analysis of: their inherited identity (e.g., cast, religion, family and community background); the identity developed by street situations (e.g., survival group, regular activities, drugs, physical, moral and sexual violence); and their projected identity (e.g., dreams, expectations, projections). Presenting a typology of the existing intervention system, this research will shed light on the existing gaps and the effect of conversion « back to the norm », carried out or encouraged by NGOs or public authorities in Nepal. The current transformation of the Child Protection System will be analyzed, along with their real or felt impact on marginalized children and youth. The paradox will be explored between the institutional discourse, which presents the child as an actor of his life and rights, and the reality on the ground, where intervention tools integrate little of the individual’s perspectives and the interactional context surrounding concerned subjects.

Researchers have found an overlap of psychological symptoms in victims of Post-Traumatic Stress Disorder and Continuous Traumatic Stress. Although the circumstances inducing the psychological reactions are different, the symptoms mimic one another without a clear cut demarcation, calling for practitioners to be cautious of contexts inducing psychopathology that is triggered through re-experiencing of past trauma when they are assessing and intervening with ongoing trauma-exposed communities. This study explored the subjective experiences of 15 local Non-Governmental Organization (NGO) administrators in Nigeria across 5 states, including the federal capital Abuja, about the intersectionality of their clients' persistent trauma experiences and their program planning and intervention strategies. The study leveraged complexity and organizational change models, using qualitative inquiry with open ended interview questions and purposive sampling. Questions probed administrators' modalities, orientations, and perceptions that inform organizational planning and interventions. Open-ended interviews of top local NGO administrators provided contrasting insights on current interventions. Data were collected and analyzed using constant comparative content analysis. Findings suggest that local NGO administrators currently lack the awareness and capacity to address their clients' psychosocial, behavioral, and mental health issues that are related to continuous, direct, and indirect violence. The study impacts social change by identifying gaps in current NGO administrators' efforts to reduce effects of violence and support peace in affected communities.

>Magister Scientiae - MSc / Physiotherapy services for disabled children and their families have conventionally been received at a hospital or school for children with special educational needs in the main towns and cities of South Africa. Community-Based Rehabilitation (CBR) programmes were proposed and established as an additional approach to Institutional-Based Rehabilitation to address the need for accessible resources for these families. In this study the author evaluated two CBR programmes for disabled children and their main caregivers in two separate low socioeconomic peri-urban areas of Cape Town. The programme, a weekly group meeting, included physiotherapy interventions to assist the development and functional abilities of the children by means of activities that the caregivers could include in daily home care. They handled their own children following demonstrations and correction of handling skills by the author. The majority of the caregivers were mothers. Their children, less than 13 years old, were severely intellectually impaired. Some with concomitant physical disabilities. The author implemented the interventions of the CBR programme and she required to understand the impact on the particpants in a study using qualiative research methods. In the pilot programme the attendant members were individually interviewed, after her withdrawal, for their opinions of the outcomes. Evaluation documentation.ofjheir children and CBR programme records were related to the caregivers' responses. From the pilot study experiences the author felt that additional methods of data collection would result in a greater understanding of the impacts of the interventions. Expanded methods of research were utilised in the study of the second group. During the interventions at group meetings the author used field notes to record observations. Participant observation allowed the author to analysis the responses of the participants. Focus group interviews assisted in understanding external factors influencing the participants as well as their needs. Individual interviews, after the closure of the CBR programme, allowed the participants to express their views of the interventions. Documentation of the individual evaluation of each child was related to the views expressed by the caregivers. Common meanings and themes were explored in the analysis of the various data collected. Analysis revealed that interventions of education and training for the caregivers improved their knowledge and understanding of the impairments and disability of their children. The children benefited functionally from their families increased skills and knowledge. Through discussion with other families at group meetings, the caregivers had an understanding of other disabilities in children and developmental outcomes possible for their own child. The caregivers were more confident to address the negative perceptions of disability in their communities. It is recommended that physiotherapists implementing any interventions for disabled children should ensure that the caregivers are partners in planning and selection of interventions and that their needs are addressed. Community participation in Community-Based Rehabilitation programmes was required for the participants to become self-reliant and solve their own needs as well as for the programme to be sustainable. This was demonstrated in only one of the programmes.

By 2010, it is projected that there will be 25 million orphans worldwide. It is anticipated that 2.3 million children will be orphaned due to AIDS in South Africa by 2020. Traditionally, the extended family has absorbed most people affected by the disease but there is a growing concern that families are finding it increasingly difficult to cope, perhaps reaching saturation point. In the absence of alternatives, some children end up living alone in child-headed households (CHHs), the numbers of which are rising at an alarming rate. Despite the increase in this living arrangement research is scarce on the psychosocial consequences of AIDS related orphanhood. This is more evident concerning very young orphans living in CHHs. This qualitative study explores psychosocial issues pertaining to young orphans living in CHHs from an ecosystemic perspective. Four participants, who worked in various capacities for two non-governmental organisations, were interviewed in-depth about their experiences of working with young orphans. The conversations were subjected to an interpretive analysis where, in collaboration with the participants, central themes and sub-themes were identified. Eleven main themes emerged from the analysis: why children live in child-headed households; issues surrounding the death of a parent; experiences of a young child living in a child-headed household; the experience of living in a child-headed household; stigma; relationships with relatives; relationships with peers; relationships with crèches and teachers; relationships with the community; relationships with non-governmental organisations; and relationship to government and essential services. Based on an integration of the findings, a model was presented depicting the ecosytemic factors affecting the very young child living in a CHH. Copyright / Dissertation (MA)--University of Pretoria, 2010. / Psychology / unrestricted

This diploma thesis focuses on the possible cooperation between the state and NGOs on the program of medical evacuation MEDEVAC during last three years. The aim of this study is to bring a coherent view on the MEDEVAC program and mainly to look into a relation between the state and NGOs which provide services to the state so they play irreplaceable role in this interaction, all through the analysis of interview with particular representatives. The discovered findings from the research and evaluated achieved aims are placed in the conclusion of the thesis.