Sexual abuse of children is a complex problem that holds far-reaching consequences for the child and his / her family. It is a criminal act of power and control that has an impact on all people regardless of age, race, culture and economic status (Statistics, 2014). The handling of sexual abuse is a service field of social work in which social workers are designated by law to investigate cases of sexual abuse of children and the allegations thereof, according to the Children's Act No 32 of 2005 (SA, 2005). During investigations into child sexual abuse social workers experience intense, powerful feelings that have an emotional impact on the social worker and his / her role functioning (Cussons, 2011:2). It is important for social workers to possess the necessary knowledge, skills and resources to facilitate service delivery (Van Wyk, 2011:65). The objective of this research was to determine the psychosocial needs of social workers during investigations into child sexual abuse in order to establish the nature of social workers' needs, conscious experiences and observable behaviour. The researcher used the qualitative approach. The interpretive descriptive research design as a research strategy was used to determine the psychosocial needs of social workers during investigations into child sexual abuse. Eleven participants took part in the study and data was collected by means of semi-structured interviews with each participant individually. The qualitative data were transcribed into themes and sub-themes to be analysed by a coding system according to the proposed framework of Tesch (in Creswell, 2009:186). Eight themes were identified: (1) role requirements, (2) role expectations, (3) emotional needs, (4) physical needs, (5) social needs, (6) cultural needs, (7) spiritual needs and (8) development and growth. These themes were divided into sub-themes and categories, and appropriate narratives as discussed in the interviews. The information was checked with literature and some conclusions and recommendations were made. Investigations into child sexual abuse are high-intensity cases which require immediate action from social workers. It was found that social workers experienced a strong demand for debriefing and support during their involvement with these investigations. It seems that social workers dealing with these cases experience unique psychosocial needs. If these needs are not addressed, it can lead to negative role functioning, occupational stress and even burnout of these social workers. The following recommendations can be made, namely that: * support working groups be presented for debriefing opportunities; * organizations establish working groups that focus on stress; * child sexual abuse be seen as a speciality field; * social workers be trained as case managers of the investigation into child sexual abuse; * professional role-players involved be trained through workshops in respect of their own and others' obligations; * resources be recruited and obtained. / MSW, North-West University, Potchefstroom Campus, 2015

Sexual abuse of children is a complex problem that holds far-reaching consequences for the child and his / her family. It is a criminal act of power and control that has an impact on all people regardless of age, race, culture and economic status (Statistics, 2014). The handling of sexual abuse is a service field of social work in which social workers are designated by law to investigate cases of sexual abuse of children and the allegations thereof, according to the Children's Act No 32 of 2005 (SA, 2005). During investigations into child sexual abuse social workers experience intense, powerful feelings that have an emotional impact on the social worker and his / her role functioning (Cussons, 2011:2). It is important for social workers to possess the necessary knowledge, skills and resources to facilitate service delivery (Van Wyk, 2011:65). The objective of this research was to determine the psychosocial needs of social workers during investigations into child sexual abuse in order to establish the nature of social workers' needs, conscious experiences and observable behaviour. The researcher used the qualitative approach. The interpretive descriptive research design as a research strategy was used to determine the psychosocial needs of social workers during investigations into child sexual abuse. Eleven participants took part in the study and data was collected by means of semi-structured interviews with each participant individually. The qualitative data were transcribed into themes and sub-themes to be analysed by a coding system according to the proposed framework of Tesch (in Creswell, 2009:186). Eight themes were identified: (1) role requirements, (2) role expectations, (3) emotional needs, (4) physical needs, (5) social needs, (6) cultural needs, (7) spiritual needs and (8) development and growth. These themes were divided into sub-themes and categories, and appropriate narratives as discussed in the interviews. The information was checked with literature and some conclusions and recommendations were made. Investigations into child sexual abuse are high-intensity cases which require immediate action from social workers. It was found that social workers experienced a strong demand for debriefing and support during their involvement with these investigations. It seems that social workers dealing with these cases experience unique psychosocial needs. If these needs are not addressed, it can lead to negative role functioning, occupational stress and even burnout of these social workers. The following recommendations can be made, namely that: * support working groups be presented for debriefing opportunities; * organizations establish working groups that focus on stress; * child sexual abuse be seen as a speciality field; * social workers be trained as case managers of the investigation into child sexual abuse; * professional role-players involved be trained through workshops in respect of their own and others' obligations; * resources be recruited and obtained. / MSW, North-West University, Potchefstroom Campus, 2015

Because of the HIV– and Aids pandemic, a paradigm shift is currently noticed in the traditional role expectation of educators. Except for didactical education, they are also confronted with professional and personal demands on a daily basis. These changes in professional and personal roles are often traumatic and sufficient coping skills as well as support, seems to be limited. The REds–program (resilient educators) was developed for this reason - to empower educators to cope more resiliently with these demands. This study was conducted in order to determine if this program is effective in the empowerment of educators. Two articles follow, from which the first one examines and explores the content, nature and extent of the program. The evaluation of the REds–program follows in the second article. Findings suggest that there were participants that were empowered in the long run and direct feedback from participants confirm that they found the program to be valuable on professional and personal areas. / Thesis (M.A. (MW.))--North-West University, Potchefstroom Campus, 2011.

Because of the HIV– and Aids pandemic, a paradigm shift is currently noticed in the traditional role expectation of educators. Except for didactical education, they are also confronted with professional and personal demands on a daily basis. These changes in professional and personal roles are often traumatic and sufficient coping skills as well as support, seems to be limited. The REds–program (resilient educators) was developed for this reason - to empower educators to cope more resiliently with these demands. This study was conducted in order to determine if this program is effective in the empowerment of educators. Two articles follow, from which the first one examines and explores the content, nature and extent of the program. The evaluation of the REds–program follows in the second article. Findings suggest that there were participants that were empowered in the long run and direct feedback from participants confirm that they found the program to be valuable on professional and personal areas. / Thesis (M.A. (MW.))--North-West University, Potchefstroom Campus, 2011.

An estimated 30 to 36 million people worldwide are living with the Human Immunodeficiency Virus (HIV). In 2009 about 5.7 million of the 30 to 36 million people who are infected with HIV were living in South Africa, making South Africa the country with the largest number of people infected with HIV in the world (UNGASS, 2010). Van Dyk (2008) states that HIV infection and Acquired Immunodeficiency Syndrome (AIDS) are accompanied by symptoms of psycho–social distress, but relatively little is known of the direct effect of HIV and AIDS on psychological well–being. The psychological distress is mainly due to the difficulties HIV brings to daily life and the harsh reality of the prognosis of the illness (Van Dyk, 2008). It is not clear whether people infected with HIV who are unaware of their HIV status show more psychological symptoms than people in a group not infected with HIV. The research question for the current study was therefore whether people with and without HIV infection differ in their psycho–social symptoms and strengths before they know their HIV status. Accordingly, the aim of this study was to explore the psychosocial health profiles of people with and without HIV and AIDS before they knew their infection status. A cross–sectional survey design was used for gathering psychological data. This was part of a multi–disciplinary study where the participants’ HIV status was determined after obtaining their informed consent and giving pre– and post–test counselling. This study falls in the overlap of the South African leg of the Prospective Urban and Rural Epidemiology study (PURE–SA) that investigates the health transition and chronic diseases of lifestyle in urban and rural areas (Teo, Chow, Vaz, Rangarajan, & Ysusf, 2009), and the FORT2 and 3 projects (FORT2 = Understanding and promoting psychosocial health, resilience and strengths in an African context; Fort 3 = The prevalence of levels of psychosocial health: Dynamics and relationships with biomarkers of (ill) health in the South African contexts) (Wissing, 2005, 2008) on psychological well–being and its biological correlates. All the baseline data were collected during 2005. Of the 1 025 participants who completed all of the psychological health questionnaires, 153 (14.9%) were infected with HIV and 863 were not infected with HIV (since the HIV status of nine of the participants was not known, they were not included in the study). In the urban communities 435 participants completed the psychological health questionnaires, of whom 68 (15.6%) were infected with HIV and 367 were not infected with HIV. In the rural communities, 581 participants completed the psychological health questionnaires, of whom 85 (14.6%) were infected with HIV and 496 were not infected with HIV. The validated Setswana versions of the following seven psychological health questionnaires were used: Affectometer 2 (AFM), Satisfaction With Life Scale (SWLS), Community Collective Efficacy Scale (CCES), Mental Health Continuum Short Form (MHC–SF), New General Self–efficacy Scale (NGSE), Sense of Coherence Scale (SOC) and the General Health Questionnaire (GHQ). Descriptive statistics were determined for all measures for all the participants with, and without HIV. Significant differences in psychosocial profiles among individuals with and without HIV and AIDS and also between those in the rural and urban areas were determined by means of t–tests and by a multivariate analysis of variance (MANOVA). Practical significance was determined by the size of the effects. The results for the entire group showed statistically significant differences between the two groups of participants who were infected with HIV and those not infected with HIV regarding their sense of coherence and their perspective on the community’s capacity to succeed in joint activities, but these differences were of only small practical significance. The HIV–infected participants in the urban areas displayed statistically and practically a lower sense of coherence and viewed themselves as less capable of meeting task demands in community contexts, than did the participants not infected with HIV. Though the participants not infected with HIV in the rural group had, statistically and practically, a significantly greater capacity to succeed in joint community activities than the participants infected with HIV, an interesting finding was that the participants infected with HIV experienced more positive affect than the participants not infected with HIV. The research showed that people with and without HIV infection differ in some respects in their psycho–social symptoms and strengths even before they are conscious of their HIV status. It is striking that the differences found on the psychological measures for the participants reflected a personal sense of social coherence and perspective on their community’s capacity to succeed in joint activities, which was lower in the case of participants infected with HIV, and might therefore have led to high–risk social behaviours and consequent infections. It might be that the participants with a relatively lower sense of social coherence, integration, and co–operation towards collectively achieving meaningful goals were more inclined to manifest behaviours that would lead to detrimental consequences (in this case HIV infection) for themselves and others. The higher level of positive affect in the rural group of the participants infected with HIV is still unexplained and requires further research. / Thesis (M.Sc. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.

An estimated 30 to 36 million people worldwide are living with the Human Immunodeficiency Virus (HIV). In 2009 about 5.7 million of the 30 to 36 million people who are infected with HIV were living in South Africa, making South Africa the country with the largest number of people infected with HIV in the world (UNGASS, 2010). Van Dyk (2008) states that HIV infection and Acquired Immunodeficiency Syndrome (AIDS) are accompanied by symptoms of psycho–social distress, but relatively little is known of the direct effect of HIV and AIDS on psychological well–being. The psychological distress is mainly due to the difficulties HIV brings to daily life and the harsh reality of the prognosis of the illness (Van Dyk, 2008). It is not clear whether people infected with HIV who are unaware of their HIV status show more psychological symptoms than people in a group not infected with HIV. The research question for the current study was therefore whether people with and without HIV infection differ in their psycho–social symptoms and strengths before they know their HIV status. Accordingly, the aim of this study was to explore the psychosocial health profiles of people with and without HIV and AIDS before they knew their infection status. A cross–sectional survey design was used for gathering psychological data. This was part of a multi–disciplinary study where the participants’ HIV status was determined after obtaining their informed consent and giving pre– and post–test counselling. This study falls in the overlap of the South African leg of the Prospective Urban and Rural Epidemiology study (PURE–SA) that investigates the health transition and chronic diseases of lifestyle in urban and rural areas (Teo, Chow, Vaz, Rangarajan, & Ysusf, 2009), and the FORT2 and 3 projects (FORT2 = Understanding and promoting psychosocial health, resilience and strengths in an African context; Fort 3 = The prevalence of levels of psychosocial health: Dynamics and relationships with biomarkers of (ill) health in the South African contexts) (Wissing, 2005, 2008) on psychological well–being and its biological correlates. All the baseline data were collected during 2005. Of the 1 025 participants who completed all of the psychological health questionnaires, 153 (14.9%) were infected with HIV and 863 were not infected with HIV (since the HIV status of nine of the participants was not known, they were not included in the study). In the urban communities 435 participants completed the psychological health questionnaires, of whom 68 (15.6%) were infected with HIV and 367 were not infected with HIV. In the rural communities, 581 participants completed the psychological health questionnaires, of whom 85 (14.6%) were infected with HIV and 496 were not infected with HIV. The validated Setswana versions of the following seven psychological health questionnaires were used: Affectometer 2 (AFM), Satisfaction With Life Scale (SWLS), Community Collective Efficacy Scale (CCES), Mental Health Continuum Short Form (MHC–SF), New General Self–efficacy Scale (NGSE), Sense of Coherence Scale (SOC) and the General Health Questionnaire (GHQ). Descriptive statistics were determined for all measures for all the participants with, and without HIV. Significant differences in psychosocial profiles among individuals with and without HIV and AIDS and also between those in the rural and urban areas were determined by means of t–tests and by a multivariate analysis of variance (MANOVA). Practical significance was determined by the size of the effects. The results for the entire group showed statistically significant differences between the two groups of participants who were infected with HIV and those not infected with HIV regarding their sense of coherence and their perspective on the community’s capacity to succeed in joint activities, but these differences were of only small practical significance. The HIV–infected participants in the urban areas displayed statistically and practically a lower sense of coherence and viewed themselves as less capable of meeting task demands in community contexts, than did the participants not infected with HIV. Though the participants not infected with HIV in the rural group had, statistically and practically, a significantly greater capacity to succeed in joint community activities than the participants infected with HIV, an interesting finding was that the participants infected with HIV experienced more positive affect than the participants not infected with HIV. The research showed that people with and without HIV infection differ in some respects in their psycho–social symptoms and strengths even before they are conscious of their HIV status. It is striking that the differences found on the psychological measures for the participants reflected a personal sense of social coherence and perspective on their community’s capacity to succeed in joint activities, which was lower in the case of participants infected with HIV, and might therefore have led to high–risk social behaviours and consequent infections. It might be that the participants with a relatively lower sense of social coherence, integration, and co–operation towards collectively achieving meaningful goals were more inclined to manifest behaviours that would lead to detrimental consequences (in this case HIV infection) for themselves and others. The higher level of positive affect in the rural group of the participants infected with HIV is still unexplained and requires further research. / Thesis (M.Sc. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.

The purpose of this study was to investigate the effect of a new intervention method, Technology Assisted Therapy for Separation Anxiety (TTSA), on the psychosocial functioning and quality of life of persons with intellectual and visual disability who experience separation anxiety and exhibit challenging behaviour. A pre-experimental within group design was used with randomised multiple baselines and staggered intervention start points. The data was collected at an institution in the Netherlands that provides long-term care and residence for persons with intellectual disability and visual impairment. Six participants took part in this study. This research was informed by Bowlby‟s attachment theory, which conceptualises the tendency of human beings to forge strong emotional bonds with others and explains how the disturbance of this bond might lead to various forms of emotional distress and personality disturbances. The interplay of separation anxiety and challenging behaviour with respect to the formation of attachment relationships provides the specific theoretical context in which this study is grounded. The results indicate that both the separation anxiety experienced and the challenging behaviour exhibited by the participants decreased significantly after the implementation of TTSA. Their psychosocial functioning and quality of life also increased significantly. This study demonstrates the first successful application of TTSA to treat separation anxiety and challenging behaviour in persons with intellectual and visual disability. TTSA therefore has the potential to be a valid intervention to address these disorders. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2015

The purpose of this study was to investigate the effect of a new intervention method, Technology Assisted Therapy for Separation Anxiety (TTSA), on the psychosocial functioning and quality of life of persons with intellectual and visual disability who experience separation anxiety and exhibit challenging behaviour. A pre-experimental within group design was used with randomised multiple baselines and staggered intervention start points. The data was collected at an institution in the Netherlands that provides long-term care and residence for persons with intellectual disability and visual impairment. Six participants took part in this study. This research was informed by Bowlby‟s attachment theory, which conceptualises the tendency of human beings to forge strong emotional bonds with others and explains how the disturbance of this bond might lead to various forms of emotional distress and personality disturbances. The interplay of separation anxiety and challenging behaviour with respect to the formation of attachment relationships provides the specific theoretical context in which this study is grounded. The results indicate that both the separation anxiety experienced and the challenging behaviour exhibited by the participants decreased significantly after the implementation of TTSA. Their psychosocial functioning and quality of life also increased significantly. This study demonstrates the first successful application of TTSA to treat separation anxiety and challenging behaviour in persons with intellectual and visual disability. TTSA therefore has the potential to be a valid intervention to address these disorders. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2015

Most primary school learners experience everyday worries during their normal development. Children handle worries differently, and if they are not supported, their self-concept and psychosocial development could be influenced negatively. Parents and teachers are not always aware of what primary school learners worry about, or how they handle their worries. It is important that parents and teachers are made aware of this, so that children can be better supported in this regard. The aim of this study was to determine the everyday worries of primary school learners in a specific school in the Helderberg area, as well as how these worries are handled. This aim was addressed through a descriptive, qualitative research design. Thirty learners between the ages of ten and eleven in the specific school were involved through a simple random sample. Semi-structured one-on-one interviews were used to obtain a detailed picture of learners’ everyday worries and how they handle them. Interviews were held through the use of an interview schedule, which was compiled in accordance with a literature study, tested in a pilot study and adjusted where necessary. Interviews were transcribed and themes were identified according to Braun and Clarke’s method of thematic analysis. On intrapersonal level one worry was identified, namely about emotions that are experienced. On this level participants handled worries by preferring to be alone, trying not to think about worries, crying, writing or drawing in diary, through praying, eating or sleeping. On interpersonal level, worries about school, family, friends and loss were identified. On this level worries were handled through spending time with a family member, friends, the media, pets, or by asking for support from the school. Themes were divided into subthemes, supported with appropriate quotes from the interviews and controlled with literature. This study confirms existing literature in terms of the worries that primary school learners experience. With this study a contribution is being made to the identification of worries on inter- and intrapersonal level, as well as the handling of worries on these two levels. In the future this information can be used as a basis for the effective development of ways for parents and teachers to support children in this regard. Suggestions were made for parents and teachers to encourage children to talk about their worries, as well as to help them find effective ways in which to communicate and practice to handle these worries well. It is very important that parents and teachers are made aware of topics children are worried about and how they handle them, so that children can be better supported and assisted in this regard. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Most primary school learners experience everyday worries during their normal development. Children handle worries differently, and if they are not supported, their self-concept and psychosocial development could be influenced negatively. Parents and teachers are not always aware of what primary school learners worry about, or how they handle their worries. It is important that parents and teachers are made aware of this, so that children can be better supported in this regard. The aim of this study was to determine the everyday worries of primary school learners in a specific school in the Helderberg area, as well as how these worries are handled. This aim was addressed through a descriptive, qualitative research design. Thirty learners between the ages of ten and eleven in the specific school were involved through a simple random sample. Semi-structured one-on-one interviews were used to obtain a detailed picture of learners’ everyday worries and how they handle them. Interviews were held through the use of an interview schedule, which was compiled in accordance with a literature study, tested in a pilot study and adjusted where necessary. Interviews were transcribed and themes were identified according to Braun and Clarke’s method of thematic analysis. On intrapersonal level one worry was identified, namely about emotions that are experienced. On this level participants handled worries by preferring to be alone, trying not to think about worries, crying, writing or drawing in diary, through praying, eating or sleeping. On interpersonal level, worries about school, family, friends and loss were identified. On this level worries were handled through spending time with a family member, friends, the media, pets, or by asking for support from the school. Themes were divided into subthemes, supported with appropriate quotes from the interviews and controlled with literature. This study confirms existing literature in terms of the worries that primary school learners experience. With this study a contribution is being made to the identification of worries on inter- and intrapersonal level, as well as the handling of worries on these two levels. In the future this information can be used as a basis for the effective development of ways for parents and teachers to support children in this regard. Suggestions were made for parents and teachers to encourage children to talk about their worries, as well as to help them find effective ways in which to communicate and practice to handle these worries well. It is very important that parents and teachers are made aware of topics children are worried about and how they handle them, so that children can be better supported and assisted in this regard. / MA (Psychology), North-West University, Potchefstroom Campus, 2014