Contributing factors to academic success of children in foster care in Mount Fletcher, Eastern Cape
- Dladlama, Phumeza Buyiswa Lungelwa
- Authors: Dladlama, Phumeza Buyiswa Lungelwa
- Date: 2017
- Subjects: Foster children--Education
- Language: English
- Type: Thesis , Masters , Social Work
- Identifier: http://hdl.handle.net/10353/15111 , vital:40184
- Description: The researcher explored the contributing factors which lead to academic success of children in foster care in Mount Fletcher, Eastern Cape. Children in foster care are highly to drop out of school compared to their peers, and there are children in foster care who are academic successful despite the obstacle of foster care placement. The research study focused on the positive outcomes of children in foster care placements and the support structures that contributed to their academic success. Family support, school support, community support, religious support, professional support systems, resilience and protective factors were measured as the most prominent contributing factors that lead to academic success of children in foster care. The importance of a strong educational background for children in foster care cannot be overstated as the experiences of success that a child has in school can positively affect their psychological functioning well into adulthood. It was revealed that, although there are challenges, environmental disadvantages and stress that can lead to behavioural and psychological problems amongst children in foster care, there are children who overcome the difficulties to become well-adjusted adults. The study made use of Person Centred Approach as theoretical framework. The Person Centred Approach was relevant to the study as it uses the basic core conditions and propositions for positive therapeutic change and that it enables the participants’ establishment of congruence with organismic experiences. Data was collected by means of semi-structured interviews and focus group discussions. The sample was made up of 12 persons who exited foster care system and matriculated. The findings of the study revealed that, among the above listed contributing factors, family support, school support, community support and religious support were the most significant factors which contributed to the academic success of the participants. No significant relationship was found between the participants’ academic success and professional support. The study further revealed that a large number of children in foster care were cared for by their relatives, especially maternal grandparents. Due to the mentioned findings, it was recommended that the child placed in foster care placement from the age of 12 years, must be involved in the placement as there could be relatives whom the child is attached to. The social services professionals should play their role in supporting the children in foster care placements through proper monitoring of foster care placement and not to monitor the placement only during extension of foster care placement. Each government department has a role in moulding the child’s life and rendering support services.
- Full Text:
- Date Issued: 2017
- Authors: Dladlama, Phumeza Buyiswa Lungelwa
- Date: 2017
- Subjects: Foster children--Education
- Language: English
- Type: Thesis , Masters , Social Work
- Identifier: http://hdl.handle.net/10353/15111 , vital:40184
- Description: The researcher explored the contributing factors which lead to academic success of children in foster care in Mount Fletcher, Eastern Cape. Children in foster care are highly to drop out of school compared to their peers, and there are children in foster care who are academic successful despite the obstacle of foster care placement. The research study focused on the positive outcomes of children in foster care placements and the support structures that contributed to their academic success. Family support, school support, community support, religious support, professional support systems, resilience and protective factors were measured as the most prominent contributing factors that lead to academic success of children in foster care. The importance of a strong educational background for children in foster care cannot be overstated as the experiences of success that a child has in school can positively affect their psychological functioning well into adulthood. It was revealed that, although there are challenges, environmental disadvantages and stress that can lead to behavioural and psychological problems amongst children in foster care, there are children who overcome the difficulties to become well-adjusted adults. The study made use of Person Centred Approach as theoretical framework. The Person Centred Approach was relevant to the study as it uses the basic core conditions and propositions for positive therapeutic change and that it enables the participants’ establishment of congruence with organismic experiences. Data was collected by means of semi-structured interviews and focus group discussions. The sample was made up of 12 persons who exited foster care system and matriculated. The findings of the study revealed that, among the above listed contributing factors, family support, school support, community support and religious support were the most significant factors which contributed to the academic success of the participants. No significant relationship was found between the participants’ academic success and professional support. The study further revealed that a large number of children in foster care were cared for by their relatives, especially maternal grandparents. Due to the mentioned findings, it was recommended that the child placed in foster care placement from the age of 12 years, must be involved in the placement as there could be relatives whom the child is attached to. The social services professionals should play their role in supporting the children in foster care placements through proper monitoring of foster care placement and not to monitor the placement only during extension of foster care placement. Each government department has a role in moulding the child’s life and rendering support services.
- Full Text:
- Date Issued: 2017
Exploring the effects of domestic violence in the psychosocial development of children : the case of Mlungisi Township in Queenstown
- Authors: Ntsumpa, SL
- Date: 2015
- Subjects: Family violence Abused children--South Africa Children and violence
- Language: English
- Type: Thesis , Masters , Social Work
- Identifier: http://hdl.handle.net/10353/17338 , vital:40957
- Description: The main aim of the study was to explore the effects of domestic violence in the psychosocial development of children at Mlungisi Township, Chris Hani District in Queenstown – Eastern Cape Province. The specific objectives of the study were: to investigate the effect domestic violence has on the psychosocial development of children; to assess the behavior of the children subjected to domestic violence; and to examine challenges that children are facing due to domestic violence; and to examine the support provided by professionals (Social works, community worker, educator, South African Police and Justice System) to children who are victims of domestic violence. The study adopted a qualitative research paradigm and non-probability sampling methodology in the form of purposive sampling technique. The study‟s sample size comprised of 20 participants, 7 male children between the ages of 9 and 16, and 8 female children between the ages of 9 and 16 on in-depth one-on-one interviews. Five children withdrew from the study because they became emotional and were reluctant to participate. The study also comprised of 5 participants in a focus group which composed of various professionals from government departments such as: Department of Social Development, Department of Education, South African Police Services, Lukhanji Municipality and Justice Official who are directly working with children. The research instrument used was an interview guide with open ended questions. The study findings include the following: effects of domestic violence on the psychosocial development of children; challenges faced by children due to domestic violence; behaviors of children subjected to domestic violence; support services; efficiency and effectiveness of services rendered to the children; and improvement of services rendered to the victims by government officials. The study recommendations were: more studies on domestic violence specifically on children as victims should be done; policy regarding domestic violence needs to be reviewed and in order to accommodate children; there should be policies that focus solemnly to children who happen to be victims of domestic violence not domestic violence in general; and government departments and other relevant stakeholder should be strengthened or even develop new intervention strategies to ensure effectiveness in curbing domestic violence.
- Full Text:
- Date Issued: 2015
- Authors: Ntsumpa, SL
- Date: 2015
- Subjects: Family violence Abused children--South Africa Children and violence
- Language: English
- Type: Thesis , Masters , Social Work
- Identifier: http://hdl.handle.net/10353/17338 , vital:40957
- Description: The main aim of the study was to explore the effects of domestic violence in the psychosocial development of children at Mlungisi Township, Chris Hani District in Queenstown – Eastern Cape Province. The specific objectives of the study were: to investigate the effect domestic violence has on the psychosocial development of children; to assess the behavior of the children subjected to domestic violence; and to examine challenges that children are facing due to domestic violence; and to examine the support provided by professionals (Social works, community worker, educator, South African Police and Justice System) to children who are victims of domestic violence. The study adopted a qualitative research paradigm and non-probability sampling methodology in the form of purposive sampling technique. The study‟s sample size comprised of 20 participants, 7 male children between the ages of 9 and 16, and 8 female children between the ages of 9 and 16 on in-depth one-on-one interviews. Five children withdrew from the study because they became emotional and were reluctant to participate. The study also comprised of 5 participants in a focus group which composed of various professionals from government departments such as: Department of Social Development, Department of Education, South African Police Services, Lukhanji Municipality and Justice Official who are directly working with children. The research instrument used was an interview guide with open ended questions. The study findings include the following: effects of domestic violence on the psychosocial development of children; challenges faced by children due to domestic violence; behaviors of children subjected to domestic violence; support services; efficiency and effectiveness of services rendered to the children; and improvement of services rendered to the victims by government officials. The study recommendations were: more studies on domestic violence specifically on children as victims should be done; policy regarding domestic violence needs to be reviewed and in order to accommodate children; there should be policies that focus solemnly to children who happen to be victims of domestic violence not domestic violence in general; and government departments and other relevant stakeholder should be strengthened or even develop new intervention strategies to ensure effectiveness in curbing domestic violence.
- Full Text:
- Date Issued: 2015
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