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4.6 4.7 CHAPTERS SCHOOL SOCIAL WORK SYNTIIESIS (iv) SUMMARY AND RECOMMENDATIONS 5.1 5.1.1 5.1.2 5.1.3 5.1.4 5.1.5 SUMMARY Statement of the problem A psychopedagogical perspective Relevant research regarding the life-world of the abused child Accountable support for the abused child Aim of this study 5.2 RECOMMENDATIONS 5.2.1 5.22 5.2.3 5.2.4 5.3 Appointment of school social workers Training of teachers Educational programmes Further research FINAL REMARK PAGE 137 138 141 141 141 143 145 147 liST OF SOURCES 157 147 150 152 155 156
SUMMARY The aim of this study was : (v) to describe the life-world of the abused child from a psychopedagogical perspective; and • to determine, in the light of the findings obtained, certain guidelines according to which accountable support could be instituted in order to meet the needs of the abused child. The study initially outlines current thinking and research on child abuse, first identified as a clinical phenomenon in the 1960's. The early definition of child abuse included only physical abuse, known as ''baby battering", but the definition has been broadened to include neglect, emotional abuse, failure-to-thrive, sexual abuse and cultural abuse. Furthermore, the characteristics of abusing parents and those factors that appear to pre-dispose a child to become the object of abuse are discussed. From a psychopedagogical perspective the abused child finds himself in a situation of dysfunctional education mainly because he goes through the difficult road to adulthood without the assistance and guidance of a responsible parent or adult. This results in the psychic life of the abused child being under-actualised. The lack of responsible adult intervention and guidance, which is based on the pedagogical principles of understanding, trust and authority, results in the abused child forming relationships within his life-world which are inadequate for his emancipation. The abused child thus fails to constitute a meaningful life-world. It would seem that poverty together with cultural sanctions which condone violence, stressful living conditions such as overcrowding, insufficient personal, financial and social resources, discrimination and deprivation, all interactwith each other to produce fertile ground not only for abuse, but all forms of deviance. It was found that mothers were mainly responsible for abuse, particularly emotional abuse, neglect and
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: 3.3 (ill) TIIE CONCEPT EXPERIENCE P
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
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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
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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
Page 186 and 187:
[174] VAN DER STOEP, F. & LOUW, WJ.
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