The diploma thesis deals with the issue of socialization and construction of the identity of individuals growing up in institutional care, specifically in children's homes. It focuses on socialization in the broadest sense and on its specifics within the institution. At the same time, it deals with the question of what it means for an individual to be a child from a children's home and also with the question of stigmatization. To obtain the data, qualitative research strategy was used. The data was retrieved through semi-structured interviews with those, who experienced growing up in a children's home and also with those, who work in the facility. In total, 8 interviews were conducted, 6 of them with informants, who live or used to live in a children's home, and 2 with employees of the children's home. Socialization and identity are then described according to the experience of the participants. Key words: socialization, identity, stigmatization, institutional care, children's home

Background: The main source of the thesis is John Bowlby's Attachment Theory and Erik Erikson's theory The Eight Ages of a Man. The thesis works with the assumption that the separation or loss of the mother figure, in this case by transition to institutional care, affects the personality development. Aim: The aim of this work is to find out whether separation from the parent figure or its complete loss is the main reason for their dependence on addictive substances, eventualy which other factors were present in their lives. The partial goal is to find out how the respondents are doing in relationships. File and methods: The thesis analyzes the life story of respondents through the application of selected theories. The sample consists of four clients of the SANANIM drop in center. A case report was elaborated through consulting sessions. Special attention is paid to institutional care, family environment and client's relationships. Results: Respondents perceive their stay in an institution care facilities as one of the factors that led to the substance abuse and their current lifestyle. It has been found that they find it more difficult to establish healthy relationships and deal with negative emotions, which may be one of the reasons of substance abuse. Key words: addictive substance, addiction,...

Bibliography: pages 299-316. / Professional staff attached to Child Welfare in Cape Town are aware of the lack of academic attainment of a large number of children in alternative care. The current research investigated the relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children from culturally deprived families. A multiple case study of 21 children, ranging in age from 6 to 16 years, comprising 10 girls and 11 boys attending the same primary school, provided data on neuropsychological, behavioural and family history dimensions. A multi-model assessment approach tapped diverse sources of evidence, including the following 5 parameters: 1) The Sensory Parameter: Snellen's Visual Acuity test, and either Merryweather & Steenkamp's or Wepman's Auditory Discrimination tests. 2) The Motor Parameter: Denckla's Revised Neurological Examination for Subtle Signs and the Purdue Pegboard fine motor speed and coordination tests. 3) The Language Parameter: The UCT Graded Reading, Speed Reading and Graded Spelling tests. 4) The Integrative Parameter: Visuographic functioning included the Beery Developmental Test of Visual-Motor Integration, the Goodenough-Harris Drawing Test and the WISC-R Mazes subtest. General intelligence was assessed using the Wechsler Intelligence Scale for Children - Revised. Memory function was gauged both by the Benton Visual Retention Test (multiple choice format) and the WISC-R Digit Span subtest. Concentration was examined by combining 3 WISC-R subtest measures (Arithmetic, Digit Span & Coding) to yield a "Freedom from Distractibility" index. 5) The Personal Parameter: This included details of the children's heights and weights, as well as information regarding their self-concepts, measured by the Attitudes Towards Self Scale, a semantic differential self-report scale, developed by Nieuwoldt & Cronje. Written responses to 2 projective techniques, which included Wish fulfilment and Incomplete sentences, provided material for content analyses that yielded insights into attitudes to a variety of topics, including school, family life, hopes and fears.

Submitted in fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Psychology at the University of Zululand = Proefskrif voorgele ter vervulling van die vereistes vir die graad DOCTOR EDUCATIONIS in die Fakulteit Opvoedkunde (Departement Psigopedagogiek) aan die UNIVERSITBT VAN ZOELOELAND, 1994 / Eng; = The aim of this investigation was to determine the awareness and capability of house parents in children's homes to meet the educative need of the children who have been entrusted to their care. An introductory historical overview was provided of the origin and development of children's homes in the Republic of South Africa with specific reference to the children's homes of the Dutch Reformed Church, as well as the "idealised" task of these homes. The admission of a child to a children's home was described in terms of the Child Care Act, Act No. 74 of 1983. Aspects that need to be considered when placing a child in a children's home, such as the child's cultural and religious affiliation and the distance from his parental home, were discussed. The fact that the child is admitted to the children's home as an educationally neglected child, was considered. By adopting the education situation as point of departure, educational neglect as the outcome of the inadequate realisation of educative intervention, was elucidated. The non-accountable interventional assistance of the child's own parents who are incapable, causes the child to experience the education relationships as impaired. Arising from this, the education sequence structures and the education activity structures are inadequately actualized. As outcome of the non-accountable educative intervention the normative image of adulthood which is strived for as educational aim, is not adequately realised and is posed as a delayed education aim. An own parental home with both parents available, was scrutinised. The importance of a happy and normal family life for the becoming child was discussed by referring among others, to the significance of the father and the mother in the education of the child. The group situatedness of the child in the children's home, which entails both positive and negative educative lived- experiences, was addressed. Attention was given to the special educative task of the house parents, which includes the physical, psychological and spiritual "re-education" of the child in the children's home. Sufficient physical care of the child is imperative for the creation of a basis for all other educative actions. The educationally neglected child's emotional education (affective education) shows a distorted image in becoming. The house parents' unconditional acceptance of the child and their willingness to provide assistance, aid and guidance, are necessary to winning his confidence and enabling him to live-experience acceptance. Through mutual trust and acceptance, and authoritative guidance the child experiences security. Certain aspects of the educational task of the house parents with regard to the cognitive education of the child, are highlighted. Through the support and guidance of the house parents, the child must be assisted in learning how to cope with his emotions. The child can only pay full attention to his school work and studies when he experiences a stable emotional life. Attention is also given to the moral education, soda} orientation and religious guidance of the child in the children's home. For the purpose of the empirical investigation, self-structured questionnaires were used. The questionnaires were completed by the principals (directors) and house parents of the children's homes of the Dutch Reformed Church in the Republic of South Africa. An analysis was done of 179 questionnaires completed by house parents, and twenty which were completed by the principals. The data thus obtained was processed and interpreted with descriptive and inferential statistics. In conclusion, the findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings, the following recommendations were made; Urgent attention must be given to further training of house parents and improved conditions of service for them. No house parent must be responsible for more than ten children. Educational support services must gradually be incorporated in the assistance and control over the children in the children's homes. Afr = 'n Eie auerhuis met albei auers teenwaardig, is bespreek. Die belangrikheid van 'n gelukkige en ncrmale gesin vir die volwaardige valwassewording van die kind is ender die loep geneem deur ondermeer na die ral van die vader en die moeder in die opvoeding van die kind te verwys. Die graepsgesitueerdheid van die kinderhuiskind wat sowel pasitiewe as negatiewe opvoedingsbelewenisse inhou, is aangespreek. 'n Beskrywing is gegee van die besondere opvoedingstaak van die huisauers ten aansien van die fisiese, pSlglese en geestelike "heropvoeding' van die kinderhuiskind. Toereikende fisiese versorging van die kind is onontbeerlik vir die daarstelling van 'n basis vir alle ander opvoedingsaktiwiteite. Die opvoedingsverwaarloosde kind se gevoelsopvoeding(affektiewe) apvoedingtoon'n wordingsgeremde beeld. Die huisouer se onvoorwaardelike aanvaarding, bereidwilligheid tot hulpverlening en steungewing is inderdaad voorwaarde vir die ontsluiting van vertroue en die belewing van aanvaarding by die kinderhuiskind. Deur wedersydse aanvaarding, vertraue en simpatieke gesagsleiding beleef die kind affektiewe gebargenheid. Sekere aspekte van die huisouer se apvoedingstaak rakende die kagnitiewe apvoeding van die kind is uitgelig. Deur middel van steungewing en leiding maet die kinderhuiskind gehelp word am beheer oar sy gevoelens te kry. Eers wanneer hy sy gevoelens as stabiel beleef, kan die kind sy volle aandag aan sy skoolwerk en studie gee. Aandag is oak aan die sedelike opvoeding, sosiale orUintering en religieuse leiding van die kinderhuiskind gegee. In die empiriese ondersoek is van selfgestruktureerde vraelyste as meetinstrumente gebruik gemaak. Die vraelyste is deur die hoofde (direkteure) van die Nederduitse Gereformeerde Kerk kinderhuise in die Republiek van Suid-Afrika voltooi. 'n Ontleding is gemaak van die 179 vraelyste wat deur die huisouers en 20 wat deur die kinderhuishoofde voltooi is. Die gegewens wat uit die vraelyste verkry is, is verwerk en geinterpreteer aan die hand van beskrywende en inferensiele statistiek. Ten slotte is sekere bevindings voortspruitend uit die Iiteratuurstudie, beskrywende en inferensiele statistiek aangebied. Na aanleiding van di~ bevindings is die volgende aanbevelings gemaak: Verdere opleiding van huisouers moet dringende aandag geniet en beter diensvoorwaardes moet vir huisouers beding word. Elke huisouer moet vir hoogstens tien kinders verantwoordelik wees. Opvoedingshulpdienste(Onderwysdepartemente) moettoenemend betrek word by hulpverlening aan en beheer oor die kinders in die kinderhuise. / University of Zululand

This study is concerned with a set of cases referred to Children's .Services Division, Marion County, by the Marion County Juvenile Court for placement. Placements include foster homes and residential treatment facilities, including group homes. The goal of this study is to uncover criteria to determine the appropriateness and the efficacy of foster and residential placements for adolescents in order to provide feedback necessary for the development of practice theory.

When a family starts to dissolve it frequently comes to the attention of the court or the welfare department and what happens once its members enter the system can be of critical importance. While the number of adults incarcerated is expected to increase slightly, the alarming fact is that if we continue to confine juveniles at the same rate an increase of 70% between 1965 and 1975 can be expected. These data suggest that we should investigate alternatives to detention, not only because of the increasing pressures of space available but, more importantly, because juvenile detention has shown itself to be very expensive and ineffective.

The Community Attention Home, The Dalles, Oregon, provides services to those children, who, due to dependency, delinquent behavior, or family disruption, cannot remain within their present environment. The Home provides short-term shelter care with staff emphasis on proper diagnostic assessment for subsequent placement. Placement of children in the Home provides social service agencies time to plan for further care and/or treatment. The project presents itself in essentially four major areas. They are: a descriptive presentation of data already available at the Home; a determination of what additional data needs to be gathered for further evaluation of the Home’s effectiveness; development of a system for collecting such data as are considered necessary for a further evaluation; and, a description of the statistical methods for the analysis of these data. The information gathered and evaluated as a result of this study will be used by Attention Home staff for both program evaluation and development. This is the third in a series of studies which the Community Attention Home has sponsored for such evaluative and developmental purposes.

Prior to the opening of the Attention Home in August of 1971, a survey was conducted by David Clitheroe and Garrett Long to determine what specific attitudes local groups in the community had about the Attention Home. Their study represented the first part of a two part study. It established the baseline data on the community attitudes toward the Attention Home prior to the opening of the home. These attitudes will be compared with the attitudes after one year’s operation of the home in order to assess what attitudinal changes, if any, have taken place between the first and second surveys.

This study concerns one fifteen year old boy in residential treatment in the State of Oregon. He is a diabetic, has been called emotionally disturbed and for nine years and eight months has been a ward of the Children's Services Division.

The topic of the dissertation is the research of the assumptions for employment of people who spent part or all of their childhood and adolescence in children's homes. The thesis is divided into theoretical and empirical parts. The theoretical part is devoted to the analysis of competences that are currently important prerequisites for employment in the labour market, integration of young people from institutional education into professional life, the problems of institutional education and the developmental period of adolescence, in which young people from institutions usually enter the labour market. The methods used in this section include theoretical analysis and interpretation of key concepts and findings presented in the literature, implemented research and other sources in order to provide a basis for the focus and design of the research and relevant data for the discussion of its results. In the empirical part, a mixed- methods research design is presented. The main aim is to find out whether subjective ratings of selected general skills and soft competences important for employment differ between young people from children's homes and young people growing up in families. The investigation is based on a methodological triangulation of qualitative and quantitative research techniques and is...