Child Abuse Research in South Africa - Volume 10, Issue 1, 2009
Volume 10, Issue 1, 2009
Author Fransa H. WeeksSource: Child Abuse Research in South Africa 10, pp 1 –13 (2009)More Less
According to the South African Department of Education's White Paper 6 (Trisano Working Document 1996:11), teachers have a special responsibility "to ensure that all learners, with and without disabilities, pursue their learning potential to the fullest". This poses a very distinct challenge to teachers, who need to cope with the diverse demands that come their way, such as school violence, disciplinary problems and uncooperative parents. It indirectly raises the question as to how the requirements of the White Paper 6 will be realised in practice.
Bach and Torbet (1982:52-55), Schaps (2005:53), and Solomon, Battistich, Watson, Schaps and Lewis (in Osher and Fleischman 2005:84) provide a possible answer to the problem in stating that self-realization is only possible through caring for others, thereby implying that schools need to be transformed into "caring" schools in order to be better able to actualise learners' full potential.
Based on a qualitative research study undertaken at eight primary South African schools, this article documents learners and teachers perspectives as they relate to "caring" and "caring" schools. It is suggested that these perspectives can serve as source of reference and a guideline in the formulation of strategies directed to transforming schools into "caring" schools.
Author Andrew LewisSource: Child Abuse Research in South Africa 10, pp 14 –26 (2009)More Less
Child abuse is but one cause of trauma on the child. The effects of childhood trauma are not only situated within the child, but also influence those around him / her. This necessitates an assessment that goes beyond the individual in order to ensure meaningful intervention. The aim of this article is to explore, by means of a literature review, the assessment of childhood trauma from a holistic framework in an attempt to move away from focusing only on the individual and also to explore the wider influence of other systems on the individual and vice versa.
What services and supports are needed to enable trauma survivors to rebuild their lives? Implications of a systematic case study of cognitive therapy with a township adolescent girl with PTSD following rapeSource: Child Abuse Research in South Africa 10, pp 27 –40 (2009)More Less
This systematic clinical case study describes the psychological assessment and treatment with cognitive therapy of Zanele, a Xhosa-speaking adolescent rape survivor with major depressive disorder and posttraumatic stress disorder (PTSD). A case narrative was developed to document the main features of the therapy process and progress was monitored using scales measuring symptoms of depression and PTSD. The narrative documents the operation in a local context of factors that maintain PTSD that have been identified in the international literature and, with the self-report scales, provides evidence for Zanele's recovery from PTSD and the transportability to this context of an evidence-based psychological treatment. The narrative also documents the lack of safety for young women and girls in a South African township as well as significant limitations in the professional services available: in this case, Zanele was infected with HIV and other sexually transmitted diseases but medical management had not been followed through, and criminal charges against the rapist were dropped, and dropped again even after he had committed another rape on a six-year-old girl. This provides a basis for examining the complementary roles that can be played by psychologists and other professionals in empowering trauma survivors to regain a sense of dignity and control over their lives.