Social Work / Maatskaplike Werk (E-Journal)
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OBSTACLES AND FACILITATIVE OPPORTUNITIES WHILE STUDYING SOCIAL WORK WITHIN AN OPEN AND DISTANCE LEARNING CONTEXT
Get PDFThe current number of registered social workers in South Africa is insufficient to meet the demands of the national welfare system (Earle, 2008:150). Earle (2008:49-58) bases this statement on various factors and estimations. In 2005 the vacancy rates within the Department of Social Development were on average 37.9%. Because of the salary differential between the public and private welfare sector, it is likely that the vacancy rate within the NGO sector is even higher. Based on the estimated population growth between 2005 and 2015 and the annual requirements for social workers, calculated at the current ratio of 23.6 social workers per 100 000 of the population, an additional 468 social workers will be needed by 2015. Vacancies created by retirement, death, emigration, social workers taking employment opportunities outside of social work, and voluntary exit from the labour market because of family responsibilities also need to be taken into account. An estimated total of 3 970 new social workers will be needed by 2015 to fill these vacancies. Calculations also need to take into account the government’s norms and standards regarding social worker-to-population ratios – translated into numbers of social workers per 100 000 of the population; these norms are roughly 20 (urban), 22 (peri-urban) and 33 (rural). If these norms are implemented, the current shortfall of social workers employed in welfare is 7 631. More social workers will also be needed to implement governmental programmes or legislation. Barberton (in Earle, 2008:54) estimates that 67 507 social workers will be needed in 2010/2011 to fulfil the requirements of the Children’s Act (38 of 2005). Although these estimations are fragmented and incomplete and do not add up to a clear total, they do convey the point that the demand for social workers in South Africa is considerably higher than the current numbers available within the labour market (Earle, 2008:58)
“LIFE IS NOT PAP AND VLEIS”: POVERTY IN CHILD-HEADED HOUSEHOLDS IN GAUTENG1
Get PDFRichter (2004:9) suggests that child-headed households (CHHs) are much more vulnerable economically than adult-headed households. “Income in orphan households has been found to be 20-30% lower than in non-orphan households” (Richter, 2004:9). This is confirmed by Donald and Clacherty (2005). Children in child-headed households survive on about one-third of the resources (money as well as contributions in kind, such as gifts or food, etc.) available to adult-headed households. This is because these children lack the presence of parents, they have limited means of generating an income and they are unable to effectively sustain their households (Donald & Clacherty, 2005:24)
EMANCIPATORY PEDAGOGY AND COMMUNITY WORK: THE TEACHING-PRACTICE NEXUS
Get PDFTeaching and learning entail a relational process whether it begins with the educator, in interaction with individuals, small groups or larger groups in the classroom. This relational process is largely influenced by the worldviews of educators and the kinds of pedagogical strategies adopted. While students bring to the educational context their own histories and socialised experiences that serve as both barriers and facilitators to radical pedagogy, the educator shapes the culture, tone and ethos for teaching and learning. The following components constitute teaching excellence: enthusiasm; power to stimulate students’ thinking and imagination; love of knowledge and passion; linking theoretical knowledge to daily lived experiences; positive regard for students; courage to engage students in controversial debate and discussion; clarity of presentation; being prepared and organised; providing a sense of hope for the future (East & Chambers, 2007; Freire, 1970, 1073; Giroux 1983; Gramsci, 1971; Sewpaul, 2003; Sewpaul, 2004a; Sewpaul 2004b); being a good role model (Jirovec, Ramanathan & Alvarez Rosegrant, 1998); and being able to create a sense of solidarity in the classroom where teaching and learning become a process of cooperative enquiry (Reason, 1994). Parker Palmer’s (cited in East & Chambers, 2007:814) first principle is: “We teach who we are; good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.
RESILIENCE ASSESSMENTS IN SOCIAL WORK: THE CASE OF THE SA DEPARTMENT OF DEFENCE
Get PDFIn recent years there has been a growing interest in social work literature in the strengths (Saleebey, 2008) and assets (Kretzmann & McKnight, 1993) of people and systems. This interest has involved a shift away from the dominant preoccupation with pathology and deficits that has characterised much of the history of social work (Bendor, Davidson & Skolnik, 1997; Weick & Saleebey, 1995). Part of the appeal of the strengths perspective is its alignment with the social values of human dignity and respect for client self-determination (Healy, 2005). While the strengths and resilience perspectives have become well established in social work, there is relatively little literature on the processes of assessment from these perspectives. In many ways the resilience and strengths perspectives are just that – perspectives, ways of looking at the world, a political stance that we as practitioners take towards our client systems. This is appropriate as it points towards the value base of social work; but these perspectives must also be translated into clear practice guidelines
A UNIVERSITY-COMMUNITY OUTREACH INITIATIVE: AN INNOVATIVE APPROACH TO SOCIAL WORK PRACTICE EDUCATION
Get PDFPractice education has always been a core component of social work education and provides social work students with opportunities to “learn to practice social work by delivering social work services in agency and community settings” (Bogo, 2006). The purpose of practice education is broadly to enable students to learn to integrate theory and practice, and to develop the knowledge, skills and values necessary for professional practice. One of the issues in transferring such theory into practice is “how to overcome the assumed ‘abstract’ nature of theory in relation to the assumed ‘real’ nature of practice” (Evans, Guile, Harris & Allan, 2010:245), and it is therefore essential to provide students with opportunities to engage in social work processes in the real world. Historically social work agencies acted as the universities’ partners in the practice education of social work students – they provided placement sites and access to social work practice and their supervisors guided and mentored social work students
SPIRITUALITY IN PEDAGOGY: A QUALITATIVE STUDY WITH EDUCATORS
Get PDFThe global momentum surrounding spirituality has increased in the West. An empirical base has evolved over the past two decades which supports the inclusion of spirituality in education. Research with students, practitioners and educators reflects a historically dominant silence in the field, which catalysed arguments for its inclusion in America curricula. Despite these emerging pathways, spirituality has remained distant from social work in South Africa (Bhagwan, 2002)
THE IMPLICATIONS OF ADVERSE CHILDHOOD EXPERIENCES FOR THE PROFESSIONAL REQUIREMENTS OF SOCIAL WORK
Get PDFCoombes and Anderson (2000:281) assert that the “extent and incidence” of adverse childhood experiences (ACEs) in families of origin of social workers have increasingly become the focus of research. Their research focused on six social workers who are adult children of alcoholic families. Olson’s (2006) research confirmed a high incidence of sexual and emotional abuse reported by the social work participants. This particular finding resonated with an earlier study by Black, Jeffreys and Hartley (1993), which had found that social work students report a high incidence of childhood trauma. Similarly, Earle (2008) studied early life experiences of social work students at the Universities of Limpopo and Stellenbosch. Although Schenck’s (2009) research focused on the socio-economic circumstances of fourth-year social work students at the University of South Africa (Unisa) that impacted on their throughput rate, it also revealed traumatic childhood experiences. Tshiwulla (2007) found that students at the University of the Western Cape felt poor in a self-damaging way. In all three South African studies a high proportion of students reported early traumatic experiences. In addition, in Earle’s (2008) study social work educators revealed their concern regarding the ethical behaviour of social work students, which appears to be affected by ACE
THE COMPETENCY BASE OF SOCIAL WORKERS WITH REGARD TO ATTACHMENT THEORY IN FOSTER CARE SUPERVISION: A PILOT STUDY
Get PDFChildren entering the foster care system often experience attachment difficulties due to exposure to traumatic experiences while in the care of their parents or other caregivers (Harden, 2004:11; Howe, Brandon, Hinings & Schofield, 1999:62; May, 2005:81). Traumatised children tend to present behavioural difficulties, which could range from mild to severe, and could include oppositional defiant disorder, hyperactivity, depression and eating disorders (Harden, 2004:14; May, 2005:83; Sheperis, Blanchard, Doggett, Hoda, Renfro-Michel & Schlagheck, 2003:32). They tend to exhibit developmental delays and school-related problems, which make them more demanding on the resources of the foster parents (Doggett, Renfro-Michel & Sheperis, 2003:106; Sheperis et al., 2003:33). Many such placements eventually collapse because the underlying issues which lead these children to form ineffective attachment patterns are not addressed (Green, 2003:209; Harden, 2004:35)
PRIVATE LIVES, PUBLIC ISSUES: CHILDBEARING EXPERIENCES OF ADOLESCENT MOTHERS IN THE ERA OF HIV AND AIDS IN BHAMBAYI, KWAZULU-NATAL, SOUTH AFRICA
Get PDFIn poor communities, where early childbearing is common, adolescent girls are not only prone to HIV infection and economic exclusion, but are subjects of sexual exploitation by older adolescent and adult men. It is also widely acknowledged that sex at an early age and with an older partner has been linked with increased risks of unwanted pregnancies, childbearing and HIV risk (Fawole, Asuzu & Oduntan, 1999; Maharaj, 2006; Manlove, Teery-Humen & Ikramullah, 2006; Manzini, 2001; Rutenberg, Kaufman, MacIntyre, Brown & Karime, 2003). Moreover, in the provinces of Gauteng and KwaZulu-Natal, one in three young mothers are infected with HIV (Hanga, Kubai, Mwaura & Ayanga, 2008:107). A quantitative survey conducted by Manzini in 2001 on childbearing among adolescent girls revealed that of a sample of 796 almost half had already engaged in sex at age 16 and had confirmed unwanted pregnancy. Singh and Darroch (1999) argued that the high incidence of adolescent childbearing in the developing countries is inversely related to socio-economic development and not linked to behavioural and/or sexual choices. However, the complex social dynamics underpinning adolescent childbearing means that the situation is not simply a matter of improving public policy and access to reproductive counselling and health services, but that psycho-social and economic obstacles need to be taken into account (Singh & Darroch, 1999). Additionally, the World Health Organisation (2003) stipulates that gender inequalities, economic hardship and poverty are conditions that create the breeding ground for sexual violence against women and high rates of unwanted adolescent pregnancies. Bhana (2009) takes these arguments further and maintains that what adds to the complexity of this social problem in contemporary South Africa is large-scale social forces underwritten by the legacies of apartheid and colonialism, including persistent poverty, and racial and gender inequalities
COMMUNITY HOME-BASED CARE PROGRAMME: A MARGINALISED KEY COMMUNITY RESOURCE
Get PDFThe escalating pandemic of HIV and AIDS has challenged the operation of many social institutions globally, regionally and locally, with the health sector bearing the brunt of the scourge. AIDS-related illnesses have killed more than 25 million people globally since the disease was first recognised in 1981, making it the most destructive epidemic in recorded history. Despite recent improved access to antiretroviral treatment and care in many regions of the world, the AIDS epidemic claimed 3.1 million lives in 2005, of which 750 000 were children (UNAIDS, 2005:3). The HIV and AIDS pandemic has had a grave impact on Africa, with more than 70% of the people globally living with HIV and AIDS residing on this continent (UNAIDS, 2005:2)