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[148) degree in Social Work or B.Ed. degree. The aim is to enable a suitably qualified school social worker at a school to be promoted to a senior position within the structure of a school and/or education department. No teacher or principal at a present regular educational institution is suitably qualified or has statutory power to institute such actions. There is a dire need for such a person within the school environment. The social worker could play a vital role with regard to curbing child abuse. In the first place the school social worker will be suitably qualified to identify and work with the abused child and his parents. Secondly the school social worker will also have the statutory power to effect the canalising ofthe abused child to a clinic or special school. At the same time the school social worker will have the required knowledge and statutory backing to assist, and work with, the SAP, welfare organisations and voluntary support organisations. Thirdly, the school social worker will be an absolute necessity whenever an abused child is returned from a special school or institution back to mainstream education. (2) Recommendations The recommendations are : * * * that school social workers should be trained and made available to all schools, Le. the school social worker should form part of the staff structure of every school; the training of the school social workers should qualify them as teachers as well as social workers within the school environment, Le. registration with both the Teachers Council as well as the Council for Social Work; the following four-year degree course BA (Ed) (SSW) for the training of school social workers at universities within the RSA is recommended:
* [149] -BA(Ed) (SSW) First Year Social Work 1 Pedagogics 1 Psychology 1 Sociology 1 Second Year Social Work 11 School Social Work 1 Pedagogics 11 Psychology 11 Third Year Social Work 111 Pedagogics 111 School Social Work 11 Fourth Year Social Work IV School Social Work 111 Method Of School Guidance and Counselling the school social worker should be able to be promoted within the educational structure of an education department to any position for which he may qualify.
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CHILD ABUSE: A PSYCHOPEDAGOGICAL PE
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DEDICATED TO : Upasna, Yashveer and
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CHAPTER 1 ORIENTATION 1.1 1.2 13 IN
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3.3 (ill) TIIE CONCEPT EXPERIENCE P
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SUMMARY The aim of this study was :
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(viii) finansiele en sosiale bronne
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CHAPTER 1 ORIENTATION 1.1 INIRODUCI
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[5] political rights, so that he ma
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[7] Ter Horst (1973) has identified
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[10] According to Terminology (1984
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1.4.9 Life-world [12] According to
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CHAPTER 2 [14] A PSYCHOPEDAGOGIC PE
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[16] meaningfully connected as far
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[18] Against this background Sonnek
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* * (3) Memory [26] the physical pr
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* * [28] "Wonder" is a subjective e
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[32] child in finding his way throu
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[34] Whatever the educator and the
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[36] unsatisfactorily and that his
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[38] a significant world as home fo
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[40] into it's correct place within
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[44] (2) Love for the subject which
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[46] distantiating, objectivation a
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CHAP1ER3 [48] RELEVANTRESEARCH CONC
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[50] 32.1 Studies pertaining to fam
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[52] Theorists have recognised that
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[54] and that such isolation correl
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[56] well, eats well, is healthy an
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(v) Poorly surmressed aggression [5
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[63] Gil (1975 : 354) states that m
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[66] individuals are alike. A lot d
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.. (i) Societal abuse [68] Accordin
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[70] (a) Child abuse in the Coloure
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[72] harsh, defective parental care
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[74] system, every member had his e
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[76] the brain.These children prese
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[79] they do not fully comprehend,
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[80] toward himself and others and
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[82] obviating the need to remove s
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* * * * [84] Experience of the abus
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[86] demands or provide intrusions
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• • Compulsivity. Pseudo-mature
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[90] Van Niekerk (1990) virtually p
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[92] child is realising or actualis
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[94] not know". It may also lead to
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[96] Cemane (1990 : 9-11) identifie
Page 110 and 111: dysfunction of the pedagogic situat
Page 112 and 113: implications of his distress. (iv)
Page 114 and 115: [102] of safety we refer to any tem
Page 116 and 117: 3.5 SYNfHESIS [104] According to Vr
Page 119: [107] Accountable support for the a
Page 122 and 123: [110] At the children's court inqui
Page 124 and 125: (b) Children's Home [112] Any resid
Page 126 and 127: [114] all of these parallel structu
Page 128 and 129: [116] co=unities.Localco=unitydevel
Page 130 and 131: * * [118] He encourages the parents
Page 132 and 133: [120] circumstances from which he w
Page 134 and 135: [122] Cooper (1977 : 157-160) wrote
Page 136: [124] case the goal must be permane
Page 139 and 140: [127] The police need to be quickly
Page 141 and 142: [129] and is not confined to depriv
Page 143 and 144: (11) Place of Safety [131] In Natal
Page 145 and 146: [133] The cases of children placed
Page 147 and 148: [135] the school clinics and co-ope
Page 149 and 150: [137] should be subject to the disc
Page 151 and 152: [139] The abused child finds himsel
Page 153 and 154: CHAPTERS [141] SUMMARY AND RECOMMEN
Page 155 and 156: [143] child's psychic life is under
Page 157 and 158: [145] The life style of abused chil
Page 159: 5.1.5 Aim of this study The aim of
Page 163 and 164: * * * [151] that there should be th
Page 165 and 166: [153] Premature children, unwanted
Page 167 and 168: 52.4 * (1) Rationale [155] cycle of
Page 169 and 170: liST OF SOURCES [157] ALEXANDER, H.
Page 171 and 172: [159J COOK, J.V. & BOWLES, R.T. 198
Page 173 and 174: [161J GABINET, L 1983. Child abuse
Page 175: [163] HELFER, RE. 1980. Child abuse
Page 179 and 180: [167] MAHMOOD, T. 1977. Family viol
Page 181 and 182: [169] OSlBLOOM, N. & CRASE, S. 1980
Page 183 and 184: [171] ROKEACH, M. 1973. The nature
Page 186 and 187: [174] VAN DER STOEP, F. & LOUW, WJ.
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