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problem for specialised attention, preventive action could be taken timeously within
the school context. Social work training is geared towards assisting the client, (e.g.
child displaying deviant behaviour) to achieve his maximum potential within any given
circumstance.
Due to the fact that formal education structures concentrate their efforts mainly on
teaching or the transfer ofknowledge, very little time and opportunities remain for the
teacher to give special attention to pupils in need of care (Investigation 1981 : 58). In
the same manner principals of schools are usually buried under administrative
responsibilities and have neither the time nor opportunity for supplying guidance to
families where problems exist.
According to Van Wyk (1989 : 88) the "Subject Advisor: Guidance" is not
professionally qualified to handle welfare related problems in schools or compile
reports regarding them. This task could be fulfilled by a school social worker within
the schooL As highlighted by the De Lange Report on the Provision of Education in
the RSA (1981), the school social worker is registered according to Act No. 110 of
1978 and will be for family guidance, the socialization ofthe child and for dealing with
problems that may arise in the child's transition from mainstream to special education
or vice versa. The school social worker will have statutory support as well as the
training to perform these functions within the school environment. At present no
teacher, guidance teacher or principal has any statutory power, the required training
or experience to perform these functions adequately.
4.7 SYNTIIESIS
Accountable support for the abused child must be viewed from his dependence on
education. Every supporting service for a child accomplishes a specific task in the
interests of education (Van Schalkwyk 1988 : 132). Ruperti (1976 : 112) calls
supporting services the organised help provided so that the educational process can
run smoothly.