View/Open - University of Zululand Institutional Repository
View/Open - University of Zululand Institutional Repository
View/Open - University of Zululand Institutional Repository
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[102]<br />
<strong>of</strong> safety we refer to any temporal place suitable for the reception <strong>of</strong> a child into which<br />
the owner, occupier or person in charge there<strong>of</strong> is willing to receive a child (The Child<br />
Care Act No. 74 <strong>of</strong> 1983). This results in a vicious cycle <strong>of</strong> abscondments from places<br />
<strong>of</strong> safety. Swart (1987) explains that because <strong>of</strong> the abused children's past bad<br />
experiences with <strong>of</strong>ficialdom, Le. parents, social workers, teachers, police, etc. they<br />
tend to be very suspicious persons when confronted with formal questioning and<br />
actually display rebellion to involuntary removal to places <strong>of</strong> safety no matter how<br />
good the motive is.<br />
3.4.3 Relationship with things and ideas<br />
In constituting his life-world, the abused child is increasingly concerned with ideas.<br />
like objects, people or the attitudes <strong>of</strong> people towards himself, he becomes aware <strong>of</strong><br />
the significance <strong>of</strong>ideas for him and their implications for his own identity (Vrey 1984:<br />
177). The abused child constitutes an inadequate life-world and this will eventually<br />
influence his relations to ideas. The absence <strong>of</strong> a secure home environment and other<br />
essential factors for his becoming, inhibits the proper development <strong>of</strong> his cognitive<br />
powers. The life-world <strong>of</strong> the abused child will thus be inadequate because it focusses<br />
mainly on the essences <strong>of</strong>survival and the rejection <strong>of</strong> things and/or ideas that cannot<br />
be utilised for survival purposes.<br />
3.4.4 Relationship with moral and religious values<br />
According to Vrey (1984) one <strong>of</strong> the aims <strong>of</strong> education is to bring the child to a point<br />
where he supports the norms <strong>of</strong> his society from personal conviction. His culture<br />
contains moral, religious, social and other norms deriving from the corresponding<br />
values esteemed by the co=unity. The totality <strong>of</strong> these values is subsumed in the way<br />
<strong>of</strong> life maintained by that community. The child's relations with religious and moral<br />
values develop to a point where he will conform to such religious and moral norms <strong>of</strong><br />
his own free will In this regard according to Van Niekerk (1990 : 1) the abused child<br />
has no real source <strong>of</strong> emotional security.