Scielo RSS <![CDATA[Social Work ]]> http://www.scielo.org.za/rss.php?pid=0037-805420180001&lang=en vol. 54 num. 1 lang. en <![CDATA[SciELO Logo]]> http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za <![CDATA[<b>Editorial</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542018000100001&lng=en&nrm=iso&tlng=en <![CDATA[<b>A critical review of resilience theory and its relevance for social work</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542018000100002&lng=en&nrm=iso&tlng=en As resilience theory gains traction as a theoretical framework for research in social work, it is important to engage with it critically. This article provides a critical review of resilience theory, drawing on an array of key authors, dating back fifty years. The review addresses three aspects of resilience theory: its definition, the construction of adversity and outcomes, and the nature and scope of resilience processes. The relevance of resilience theory for social work in South Africa is evaluated according to three criteria: the research questions it generates, its contribution to indigenous knowledge and decolonisation, and its contribution to social development <![CDATA[<b>Housing needs: The quality and quantity of housing provided by the government for the poor in the Eastern Cape province in South Africa</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542018000100003&lng=en&nrm=iso&tlng=en The article is based on a study of the implementation of housing programmes in the Amathole District of the Eastern Cape province of South Africa. A sample of 250 residents took part in a survey and housing officials, representatives of political parties, municipal managers, councillors and social workers were interviewed. The findings revealed that most of the houses had been constructed from substandard materials and evinced poor workmanship, such as poorly fitting doors and windows, cracked walls and weak roofs and floors. The numbers of housing units and the number of rooms in them were inadequate in terms of both demand and construction targets. Although houses are being provided, their quality poses a threat to the health, safety and human dignity of the intended beneficiaries. <![CDATA[<b>The effects of family conflict on the psychological needs and externalising behaviour of preadolescents</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542018000100004&lng=en&nrm=iso&tlng=en Families play an important role in the development of individuals. The experiences that occur in the family can either promote or hinder the development of its members. This study aimed to determine the effects of family conflict on préadolescents' basic psychological needs and externalising behaviour using the Family Environment Scale (FES), Basic Psychological Needs Scale (BPNS), Youth Self-Report (YSR) and Buss Perry Aggression Questionnaire (BPAQ). A quantitative cross-sectional correlational design was employed. The sample consisted of 128 preadolescents (MeanAge = 11.15). The findings indicated a significant positive relationship between family conflict, psychological needs and the externalising behaviour of preadolescents. <![CDATA[<b>Promoting successful transitions beyond institutional care: A programme-based service delivery model linked to a case management system</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542018000100005&lng=en&nrm=iso&tlng=en This paper reports on findings from an evaluation study of two institutions providing transition programmes to adolescent girls transitioning from institutional care in Zimbabwe. The study sought to understand how institutions A (government-based) and B (NGO-based) were delivering services to prepare adolescents for life outside care and whether these services complied with Standard Six of the National Residential Child Care Standards in Zimbabwe. Findings show gaps between the actual services being delivered and the expected performance standards, and how this affects the achievement of sustainable livelihoods. These gaps can be overcome by the development of a programme-based transition model and case management system. <![CDATA[<b>Let's talk about divorce - men's experiences, challenges, coping resources and suggestions for social work support</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542018000100006&lng=en&nrm=iso&tlng=en There is a lacuna in the body of knowledge, from social work specifically, on the topic of men and divorce. This prompted the researchers to embark on a qualitative research journey with the aim of exploring men's experiences of divorce, the challenges they faced and their coping strategies, and to gather suggestions for social work support. This paper reports the findings and conclusions based on the interviews conducted with 12 divorced men. In addition, recommendations are put forward. <![CDATA[<b>Fathers' experience and perceptions of parent alienation in high-conflict divorce</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542018000100007&lng=en&nrm=iso&tlng=en This research focuses on providing social workers with a deeper insight into fathers' experience and perceptions of parent alienation in instances of high-conflict divorce. An exploratory and interpretative research design was used in this qualitative study. Data were collected by means of in-depth interviews with each participant individually as well as by field notes made by the researcher. It was clear from the research that fathers experience parent alienation as traumatic or negative at several levels of functioning. Parent alienation is a reality and the necessity for further research on this phenomenon was clearly evident. <![CDATA[<b>Inducting first-year social work students: Reflections on a discipline-specific approach to academic development</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542018000100008&lng=en&nrm=iso&tlng=en First-year students at tertiary education institutions face multiple problems including under-preparedness, financial problems and adjustment to university. In response, some universities have introduced generic academic development programmes. In contrast, three educators from the Department of Social Work at the University of the Witwatersrand (UWits) engage in a reflective analysis of a discipline-specific academic development programme. Thematic content analysis was used to analyse transcripts of two focus group interviews with students and reflective reports written by two educators on strategies used to design the programme. Findings suggest that this programme meets the unique needs and professional identity development of Social Work students. <![CDATA[<b>Implementing ABCD tools and processes in the context of social work student practice</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542018000100009&lng=en&nrm=iso&tlng=en Social workers tend to be apprehensive about macro-level work and community development, despite community development being a key strategy in developmental social welfare. All student social workers in South Africa are required to develop knowledge, skills and field practice experience in community development. This article explores the application of asset-based community-driven development (ABCD) in the context of field education. The learning diaries of second-year social work students were analysed in order to gain an understanding of students' views and experiences of ABCD. The findings reveal that students respond positively to ABCD and start to appreciate the value of community development. <![CDATA[<b>The Handbook of Social Work and Social Development in Africa</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542018000100010&lng=en&nrm=iso&tlng=en Social workers tend to be apprehensive about macro-level work and community development, despite community development being a key strategy in developmental social welfare. All student social workers in South Africa are required to develop knowledge, skills and field practice experience in community development. This article explores the application of asset-based community-driven development (ABCD) in the context of field education. The learning diaries of second-year social work students were analysed in order to gain an understanding of students' views and experiences of ABCD. The findings reveal that students respond positively to ABCD and start to appreciate the value of community development.