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[10] According to Terminology (1984 : 56) battered child syndrome refers to a clinical condition resulting from serious physical injury (such as fractures, haematoma and bruising), caused by gross ill-treatment of an infant. Kempe (1976 ; 175) defined the "battered child syndrome" as a clinical condition in young children who have received serious physical abuse, generally from a parent or foster parent." 1.43 Broken home This refers to a family that is fragmentary due to divorce or desertion of a parent (Terminology 1984 : 56). 1.4.4 Child abuse Kadushin & Martin (1981 : 75) define abuse as "any interaction or lack of interaction between a caregiver and child which results in non-accidental harm to the child's physical and/or developmental state." 1.45 Child neglect According to Terminology (1984 : 57) child neglect refers to the inadequate care of a child which may retard or adversely affect his growth or development. 1.4.6 Deprivation According to Terminology (1984 : 58) a deprived person is a person whose psychic, physical, emotional or social needs have remained unsatisfied for reasons beyond his control
1.4.7 D.ysfunctional education [11] If any of the pedagogic relationships of trust, understanding and authority is absent from the pedagogic situation, it will result in a dysfunction in the dynamics of the education situation, that is, dysfunctional education (Van Niekerk 1987: 9). Dysfunctional education is characterised by an attentuated or distorted appearance of the essences of education. Such education lacks both coherence in it's manifestation, e.g. not realising the aim of education. In terms of it's constituents, dysfunctional education points to a child who underaetualises his psychic life and an adult who provides inadequate guidance and an environment which impedes authentic education. 1.4.8 Family milieu Perquin (1%5 : 144-154) sees an education milieu as an environment that must: * * * * * * provide a safe living space from which the child can explore and experience life ; provide answers to his experiences which will guide him on his life discovering explorations ; provide the child with personal experiences of security, caring, love and trust ; equip the child with cultural and socially accepted virtues and behaviour; must be dynamic to acco=odate the changing world and circumstances; must be a permanent intimate circle of personal relationships in order to enable the child to discover his own potentials and capabilities and others around him.
Page 1 and 2: CHILD ABUSE: A PSYCHOPEDAGOGICAL PE
Page 3 and 4: DEDICATED TO : Upasna, Yashveer and
Page 5 and 6: CHAPTER 1 ORIENTATION 1.1 1.2 13 IN
Page 7 and 8: 3.3 (ill) TIIE CONCEPT EXPERIENCE P
Page 9 and 10: SUMMARY The aim of this study was :
Page 12 and 13: (viii) finansiele en sosiale bronne
Page 14: CHAPTER 1 ORIENTATION 1.1 INIRODUCI
Page 17 and 18: [5] political rights, so that he ma
Page 19 and 20: [7] Ter Horst (1973) has identified
Page 24 and 25: 1.4.9 Life-world [12] According to
Page 26 and 27: CHAPTER 2 [14] A PSYCHOPEDAGOGIC PE
Page 28 and 29: [16] meaningfully connected as far
Page 30: [18] Against this background Sonnek
Page 38 and 39: * * (3) Memory [26] the physical pr
Page 40: * * [28] "Wonder" is a subjective e
Page 44 and 45: [32] child in finding his way throu
Page 46 and 47: [34] Whatever the educator and the
Page 48 and 49: [36] unsatisfactorily and that his
Page 50 and 51: [38] a significant world as home fo
Page 52: [40] into it's correct place within
Page 56 and 57: [44] (2) Love for the subject which
Page 58 and 59: [46] distantiating, objectivation a
Page 60 and 61: CHAP1ER3 [48] RELEVANTRESEARCH CONC
Page 62 and 63: [50] 32.1 Studies pertaining to fam
Page 64 and 65: [52] Theorists have recognised that
Page 66 and 67: [54] and that such isolation correl
Page 68 and 69: [56] well, eats well, is healthy an
Page 70: (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
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dysfunction of the pedagogic situat
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implications of his distress. (iv)
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[102] of safety we refer to any tem
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3.5 SYNfHESIS [104] According to Vr
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[107] Accountable support for the a
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[110] At the children's court inqui
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(b) Children's Home [112] Any resid
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[114] all of these parallel structu
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[116] co=unities.Localco=unitydevel
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* * [118] He encourages the parents
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[120] circumstances from which he w
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[122] Cooper (1977 : 157-160) wrote
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[124] case the goal must be permane
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[127] The police need to be quickly
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[129] and is not confined to depriv
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(11) Place of Safety [131] In Natal
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[133] The cases of children placed
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[135] the school clinics and co-ope
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[137] should be subject to the disc
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[139] The abused child finds himsel
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CHAPTERS [141] SUMMARY AND RECOMMEN
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[143] child's psychic life is under
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[145] The life style of abused chil
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5.1.5 Aim of this study The aim of
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* [149] -BA(Ed) (SSW) First Year So
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* * * [151] that there should be th
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[153] Premature children, unwanted
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52.4 * (1) Rationale [155] cycle of
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liST OF SOURCES [157] ALEXANDER, H.
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[159J COOK, J.V. & BOWLES, R.T. 198
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[161J GABINET, L 1983. Child abuse
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[163] HELFER, RE. 1980. Child abuse
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[167] MAHMOOD, T. 1977. Family viol
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[169] OSlBLOOM, N. & CRASE, S. 1980
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[171] ROKEACH, M. 1973. The nature
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[174] VAN DER STOEP, F. & LOUW, WJ.
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