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dc.contributor.advisorBadenhorst, M. G.
dc.contributor.authorVan Zyl, Margaretha Tertia
dc.date.accessioned2017-02-07T08:46:01Z
dc.date.available2017-02-07T08:46:01Z
dc.date.issued2005-11
dc.identifier.urihttp://hdl.handle.net/11660/5551
dc.description.abstractEnglish: Article one: The purpose of this study was to investigate the general function of the child-care school in society, as well as the programmes offered at these schools, and to describe these in accordance with the existing relevant literature. Accordingly, a survey of the learners referred to child-care schools was conducted, and their clinical profile and background were discussed. From the literature studied, it became clear that all child-care school learners display a characteristic emotional uncertainty and immaturity which often lead to unsatisfactory interpersonal relationships. It also appeared that there is a close relationship between the clinical profile of the child-care school learners and their background. The environmental, socio-economic and family background of child- care school learners can be described as unsuitable, unbalanced and insufficient in nature. This may lead to various behavioural problems among the learners whose normal development and experience are found not to be on par with those of other learners of their age. The Child Care Act (1983), however, makes provision for referral and admission to, as well as re-education of these learners at the child-care school. In order to be able to re-integrate the admitted learners into the broader society as responsible, well-equipped and well-balanced persons, it is necessary that an all-inclusive therapeutic approach be followed at child-care schools. The main purpose of the child-care school is to create an educational world of living by means of the offering of therapeutic programmes, i.e. a world in which the pedagogically neglected learner will be able to catch up with that part of education that he or she had to do without before admission, and to correct the shortfall or deficiencies in the education of the learner concerned. In this literature study, specific reference is made to the Rosenhof Youth Care Centre which is the only child-care school in Bloemfontein. A survey regarding the origin and development of Rosenhof Youth Care Centre, as well as the therapeutic programmes offered there, was conducted and discussed in detail. There are four fundamental principle phases on which the therapeutic programmes are based, namely satisfying the need “to belong”, the creation of opportunities to experience success, the encouragement to become independent and the finding of virtuousness in the value of sharing. The functioning of the therapeutic programmes is holistic in nature, and therefore the interventions can be viewed as building blocks which eventually lead to the achievement of success in life skills by the child-care school learner. This study supports the notion that child-care schools give stability and direction to the disrupted lives of the said learners. The task at hand cannot be performed without using a therapeutic approach. It requires conscientious, dedicated and unselfish commitment from the multi-professional team to achieve success in the offering of the therapeutic programmes – a task which was performed successfully according to the findings of the study in hand, namely an investigation of the all-inclusive therapeutic approach followed at the Rosenhof Youth Care Centre. Article two: In the empirical study, the researcher determined the biographical background functioning of girls at Rosenhof Youth Care Centre. The behaviour of the group under investigation was observed before and after they had been exposed to the therapeutic programmes offered at Rosenhof Youth Care Centre. A tenth of the newly admitted learners at the school were used as research group. Their observable behaviour was evaluated on admission by members of the multi-professional team, consisting of the management team of the school, teachers, child-care staff, residence personnel and school psychologists, by means of a self-structured questionnaire. After six months, the research group was re-evaluated by the same members of the multi-professional team. By making use of statistical processing inclusive of paired t-testing and frequencies, the multi-professional team endeavoured to determine whether the observable behaviour of the research group had improved significantly after completing the therapeutic programmes offered at Rosenhof Youth Care Centre. A frequency analysis of the results obtained with regard to the biographical background of the research group showed that the average age of the research group was between fourteen and fifteen years. The learners were in Grade eight and in the adolescent stage of development. Most of the learners had already repeated at least one grade in their school career and as far as general knowledge was concerned, the majority seemed to be deprived. In most cases, the learners’ parents were divorced and they spent their holidays with the biological mother. It was interesting to note that most of the learners were not illegitimate at birth. The researcher came to the conclusion that the main reason for reference to the Rosenhof Youth Care Centre was the sexual misbehaviour of learners. With regard to the results of the observable behaviour of the research group, no significant differences were found between the pre- and post-test scores with regard to the all-inclusive programme bases. However, an analysis of separate behavioural aspects such as interpersonal relationships, communication skills, standards of neatness, self-assertion and independent decision-making of learners showed a significant improvement. The fact that no significant changes took place in some areas can be ascribed to the short period of time during which the learners were exposed to the therapeutic programmes. The vast improvement in the maintaining of interpersonal relationships achieved over a short period of time, revealed an effective, significant change in the behaviour and clinical profile of the child-care school learners concerned. The majority of learners admitted to Rosenhof Youth Care Centre came from a deficient, problematic biographical background which manifested itself in problematic and deviant behaviour. The therapeutic programmes offered at Rosenhof Youth Care Centre directly address negative behavioural patterns, and, in spite of a short period of exposure to these programmes, the learners’ interaction with others took a positive turn. It could thus be concluded that the therapeutic milieu at Rosenhof Youth Care Centre was effective in changing the behaviour of deprived learners significantly.en_ZA
dc.description.abstractAfrikaans: Artikel een: Die doel van hierdie ondersoek was om die algemene funksie van die kindersorgskool, sowel as die programme wat aangebied word, te ondersoek en te omskrywe aan die hand van bestaande literatuur. ‘n Oorsig van leerders wat verwys word na kindersorgskole is vervolgens op grond van hulle kliniese beeld en agtergrond bespreek. ‘n Studie van die literatuur het aan die lig gebring dat alle kindersorgskoolleerders kenmerkende emosionele onsekerheid en onvolwassenheid toon wat aanleiding gee tot gebrekkige interpersoonlike verhoudings. Dit was ook duidelik dat daar ‘n noue verband is tussen die kliniese beeld van die kindersorgskoolleerders en hulle agtergrond. Daar kan na die omgewings-, sosio-ekonomiese en gesinsagtergrond van kindersorgskoolleerders as onvanpas, versteurd en ontoereikend van aard verwys word. Gedragsprobleme manifesteer vervolgens dikwels in die optrede van die leerders as gevolg van hierdie agtergrondsfaktore, wat verdere afbreuk doen aan die normale ontwikkeling en ervarings van die betrokke leerders. Die Wet op Kindersorg (1983) maak egter voorsiening vir die verwysing na, en opname en heropvoeding van hierdie leerders aan die kindersorgskool. Ten einde die toegewese leerders as verantwoordelike, goed toegeruste en gebalanseerde persone in die breë samelewing terug te plaas, is dit noodsaaklik dat ‘n alles-omvattende terapeutiese benadering in kindersorgskole gevolg word. Die doel van die kindersorgskool is hoofsaaklik die skep van ‘n opvoedkundige leefwêreld met die aanbieding van terapeutiese programme, waarin die pedagogies verwaarloosde leerder die ontwikkeling wat voor toelating ontbeer is, kan inhaal, en waar die leerder se opvoeding wat skeefgeloop het, reggestel kan word. In hierdie literatuurstudie word spesifiek verwys na Rosenhof Jeugsorgsentrum wat die enigste kindersorgskool in Bloemfontein is. ‘n Oorsig van die ontstaan en ontwikkeling van Rosenhof Jeugsorgsentrum en die terapeutiese programme wat daar aangebied word, word deeglik bespreek. Die terapeutiese programme is gegrond op vier beginselfases wat aangespreek word, naamlik die bevrediging van die behoefte “om te behoort”, die skep van geleenthede om lewensvaardighede suksesvol te kan bemeester, sowel as die aanmoediging van onafhanklikheid en die vind van deugsaamheid in die waarde van mededeelsaamheid. Die funksie van hierdie terapeutiese programme is dus holisties van aard, en daarom kan hierdie ingrepe as boustene beskou word, wat lei tot die verwesenliking van sukses in lewensvaardighede deur die kindersorgskoolleerder. Hierdie studie ondersteun die opvatting dat kindersorgskole aan ontwrigte leerders stabiliteit en nuwe rigting gee. Hierdie taak kan geensins sonder ‘n terapeutiese aanslag uitgevoer word nie. Nougesette, toegewyde en onbaatsugtige werk word deurgaans van die multi-professionele personeel verwag ten einde sukses te behaal deur die aanbieding van terapeutiese programme – ‘n taak wat na aanleiding van die bevindings in die studie suksesvol uitgevoer word in die omvattende terapeutiese aanslag wat deur Rosenhof Jeugsorgsentrum gevolg word. Artikel twee: In die empiriese studie het die navorser die biografiese agtergrondsfunksionering van die dogters in Rosenhof Jeugsorgsentrum bepaal. Die ondersoekgroep se waarneembare gedrag is ook bepaal namate hulle die terapeutiese programme wat deur Rosenhof Jeugsorgsentrum aangebied word, deurloop het. ‘n Tiende van die skool se nuut toegelate leerdergetal is as ondersoekgroep gebruik. Hulle waarneembare gedragsoptredes is deur lede van die multi-professionele span, bestaande uit die bestuurspan van die skool, onderwysers, kinderversorgers, koshuismoeders en skoolsielkundiges, by toelating geëvalueer deur middel van ‘n selfgestruktureerde vraelys. Ná verloop van ses maande is die ondersoekgroep deur dieselfde lede van die multi-professionele span geëvalueer. Met behulp van statistiese verwerkings wat gepaarde t-toetsing en frekwensies ingesluit het, is vasgestel of die ondersoekgroep se waarneembare gedrag beduidend verbeter het namate die leerders die terapeutiese programme aangebied deur Rosenhof Jeugsorgsentrum deurloop het. Uit die resultate verkry ten opsigte van die ondersoekgroep se biografiese agtergrond, het ‘n frekwensie-ontleding getoon dat die gemiddelde ouderdom van die ondersoekgroep veertien tot vyftien jaar was. Hierdie leerders was besig om die Graad agt-kursus te deurloop en het hulself in die adolessente lewensfase bevind. Die meeste leerders het ook al ‘n graad herhaal, en wat algemene kennis betref, was die meerderheid gedepriveerd. Die meeste leerders se ouers was geskei en gevolglik het hulle vakansies saam met hulle biologiese moeders tuis deurgebring. Dit was interessant om te vind dat die meeste leerders nie buite die eg gebore is nie. Die navorser het ook tot die belangrike gevolgtrekking gekom dat die hoofrede vir verwysing na Rosenhof Jeugsorgsentrum die seksuele wangedrag van die leerders was. Wat betref die resultate van die waarneembare gedrag van die ondersoekgroep, is daar geen beduidende verskil tussen die voor- en natoetstelling in die omvattende programbasisse verkry nie. ‘n Ontleding van afsonderlike gedragsaspekte het egter aan die lig gebring dat die leerders se interpersoonlike verhoudings, kommunikasievaardighede, netheidstandaarde, selfhandhawing en onafhanklike besluitneming ‘n beduidende verbetering getoon het. Die feit dat geen of weinige beduidende verandering in sekere areas plaasgevind het nie, kan toegeskryf word aan die kort periode wat die ondersoekgroep aan die terapeutiese programme blootgestel is. Die verbetering in die handhawing van interpersoonlike verhoudings by die leerders kan egter beskou word as ‘n effektiewe, betekenisvolle verandering in die optrede en kliniese beeld van die betrokke kindersorgskoolleerders. Die meeste leerders wat verwys word na Rosenhof Jeugsorgsentrum kom uit ‘n swak, problematiese biografiese agtergrond wat direk verband hou met die manifestasie van problematiese en afwykende gedrag by die betrokke leerders. Rosenhof Jeugsorgsentrum se terapeutiese programme spreek egter hierdie negatiewe gedragsoptredes direk aan, en ten spyte van die kort tydperk van blootstelling aan hierdie programme, blyk daar ‘n positiewe wending ten opsigte van interaksie met andere in die leerders se optredes te gewees het. Die terapeutiese milieu wat by Rosenhof Jeugsorgsentrum heers, was dus in vele opsigte effektief om die gedrag van die betrokke leerders betekenisvol te verander.af
dc.language.isoafaf
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectDissertation (M.Ed. (Psychology of Education))--University of the Free State, 2005en_ZA
dc.subjectAdolescenten_ZA
dc.subjectAt-risk behaviouren_ZA
dc.subjectYouth care centreen_ZA
dc.subjectPedagogically depriveden_ZA
dc.subjectIn need of careen_ZA
dc.subjectUbuntuen_ZA
dc.subjectTherapeuticen_ZA
dc.subjectDepriveden_ZA
dc.subjectMutilationen_ZA
dc.subjectPsychosomaticen_ZA
dc.subjectOrthopedagogic climateen_ZA
dc.subjectTherapeutic milieuen_ZA
dc.subjectChildren|xInstitutional care -- South Africa -- Bloemfonteinen_ZA
dc.subjectChildren -- Institutional careen_ZA
dc.subjectChildren with social disabilitiesen_ZA
dc.titleEvaluering van die effektiwiteit van terapeutiese programme in kindersorgskole met spesifieke verwysing na Rosenhof Jeugsorgsentrumaf
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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