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"Ideclare that: 'CHILD ABUSE, A PSYCHOPEDAGOGIC PERSPECTIVE' is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means <strong>of</strong> complete references." V.ABHIlAK DURBAN JANUARY 1992 •
DEDICATED TO : Upasna, Yashveer and Vivek ; Ma, Sudhir and Ashveer ; Giovanni Urbani ; and All abused and neglected children.
Page 1: CHILD ABUSE: A PSYCHOPEDAGOGICAL PE
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 22 and 23: [10] According to Terminology (1984
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
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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
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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
Page 161 and 162:
* [149] -BA(Ed) (SSW) First Year So
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* * * [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
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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
Page 181 and 182:
[169] OSlBLOOM, N. & CRASE, S. 1980
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[171] ROKEACH, M. 1973. The nature
Page 186 and 187:
[174] VAN DER STOEP, F. & LOUW, WJ.
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