Thesis (PhD)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The purpose of this study is to establish a theoretical and practical framework for supervision
to social work students at training institutions that are based on the outcomes of
developmental social work in South Africa, as contained in the White Paper for Welfare
(1997). The motivation for this study is the contribution that it can make to the reality that the
paradigm shift of the developmental perspective on supervision to students contains.
This research was done based on an extensive literature study, which focused on the
conceptualisation of supervision to social work students from a social developmental
perspective. The systemic nature of supervision to students was examined, after which the
models for supervision to students were analysed. The functions of supervision by means of
the management, educational and support functions are also broadly defined.
The empirical investigation of the study dealt with the current state of supervision to social
work students at training institutions in South Africa. From the empirical investigation a
social developmental perspective was developed, which indicates that supervision to social
work students in South Africa can be defined as a process of education, support and
management so as to develop students' competencies according to the outcomes of the
training institution's field practice education programme, so that students can integrate the
theory and practice of social work. Supervision also involves interactive guidance, based on
educational needs, academic development and empowerment of students.
The abovementioned perspective was evaluated by supervisors of students at tratrung
institutions in South Africa, the majority of whom supported the perspective. From the social
developmental perspective that was formulated, conclusions and recommendations were made
that can serve as a framework for supervision of social work students. The framework for
situation-relevant supervision, which is accounted for eco-systemically, is based on a
competency model and is empowering in its nature. This is the contribution that this study
makes to field practice education to social work students. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om 'n teoretiese en praktiese raamwerk daar te stel vir supervisie
van maatskaplikewerkstudente by opleidingsinstansies wat op die uitkomste van
ontwikkelingsgerigte maatskaplike werk in Suid-Afrika, soos vervat in die Witskrif vir
Welsyn (1997), gebaseer is. Hierdie studie is gemotiveer deur die bydrae wat dit kan Iewer
tot die realiteit wat die paradigmaskuif van die ontwikkelingsgerigte perspektief in
maatskaplike werk vir supervisie van studente inhou.
Die ondersoek is gedoen aan die hand van 'n uitgebreide literatuurstudie, wat op die
konseptualisering van supervisie aan maatskaplikewerkstudente vanuit 'n maatskaplike
ontwikkelingsgerigte perspektief gefokus het. Die sistemiese aard van supervisie aan studente
is ondersoek, waarna die aard van die modelle vir supervisie aan studente ontleed is. Die
funksies van supervisie deur middel van die bestuurs-, onderrig- en ondersteuningsfunksie
word ook breedvoerig omskryf.
Die empiriese ondersoek van die studie het oor die huidige stand van supervisie aan
maatskaplikewerkstudente by opleidingsinstansies in Suid-Afrika gehandel. Vanuit die
empiriese ondersoek is 'n maatskaplike ontwikkelingsgerigte perspektief ontwerp wat daarop
dui dat supervisie aan maatskaplikewerkstudente in Suid-Afrika omskryf kan word as 'n
proses van onderrig, ondersteuning en bestuur om studente se bekwaamhede volgens die
uitkomste van die opleidingsinstansie se praktykonderrigprogram te ontwikkel, sodat studente
die teorie en praktyk van maatskaplike werk kan integreer. Supervisie behels ook
interaktiewe Ieiding, gebaseer op onderrigbehoeftes, akademiese ontwikkeling en
bemagtiging van studente.
Die bogenoemde perspektief is deur supervisors van studente by opleidingsinstansies in Suid-Afrika
oorwegend ondersteunend geevalueer. Vanuit die maatskaplike ontwikkelingsgerigte
perspektief wat geformuleer is, is gevolgtrekkings en aanbevelings gemaak, wat as raamwerk
vir supervisie van maatskaplikewerkstudente kan dien. Die raamwerk vir situasie-relevante
supervisie, wat ekosistemies verantwoord word, gegrond is op 'n kompetensiemodel en
bemagtigend van aard is, is dus die bydrae wat hierdie studie tot praktykonderrig aan
maatskaplikewerkstudente bied.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52959 |
| Date | January 2002 |
| Creators | Engelbrecht, Lambert K. |
| Contributors | Green, S., Stellenbosch University. Faculty of Arts and Social Sciences . Dept. of Social Work. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 290 p. : ill. |
| Rights | Stellenbosch University |
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