TELCEL

1.12.1 Social work

Social work is a practice-based profession and an academic discipline that promotes social change and development, social cohesion, and the empowerment and liberation of people. Principles of social justice, human rights, collective responsibility and respect for diversities are central to social work. Underpinned by theories of social work, social sciences, humanities and indigenous knowledge, social work engages people and structures to address life challenges and enhance wellbeing (International Federation of Social Workers, 2014). This definition was proven by the researcher’s motivation to conduct a study that is practice-based as well as contributing to the academic body of the social work field.

1.12.2 Social worker

A social worker is a person registered under Section 17 of Social Service Professions Act (Act No. 110) of 1978. The Children’s Act (Act No. 38) of 2005 also

supports this definition by highlighting that a social worker is a person registered or deemed to be registered as a social worker in terms of the social service professions (Act 110 of 1978). The researcher as a social worker was guided by the ethical code of the social services professions in the processes involved, hence the academic ethics were easily integrated.

1.12.3 Collaboration

Collaboration is defined as individuals who differ in notable ways sharing information and working toward a particular purpose (Amabile et al., in Burkova, 2010:1) It is the coming together of diverse interests and people to achieve a common purpose via interactions, information sharing, and coordination of activities (Jassawalla &

Sashittal, in Burkova, 2010:1). Collaboration can therefore be defined as a shared relationship amongst different individuals with diverse ideas, who share information and coordinate activities to achieve a common goal.

Collaboration is also used in social work practice. According to Weinstein, Whittington and Leiba (2003:15) collaboration is the more active form of working together which entails the collection of knowledge, skills, values and motives applied by practitioners to translate the following into effective practice:

 Formal systematic joint working arrangements such as inter-disciplinary teams.

 Less formalised joint work between different professions arising in the core of assessing for, arranging, providing and evaluating services, also known as multi-professional networks.

 The goals of participation, empowerment and social inclusion of service users and carers.

Therefore it can be concluded that collaboration is an active process of partnership in action (Weinstein et al., 2003:15). Collaboration in context of this study was reviewed by how social workers and CYCWs work together to render effective services to OVC.

1.12.4 Child and Youth Care Work

Child and youth care work can be described as work with children and youth as whole persons, in order to promote their social competence and healthy development, by participating in their day-to-day environments and life experiences and through the development of therapeutic relationships, most importantly the relationship with the particular child or youth who is the focus of attention. The word

‘therapeutic’ is taken to mean having healing or curative powers; gradually or methodically ameliorative (Anglin, 2010:7).

The definition of child and youth care work by Mattingly (in Scott, 2009:6) was used as the working definition, and guided and shaped this research study:

…focuses on infants, children, and adolescents, including those with special needs, within the context of the family, the community, and the life span. The developmental ecological perspective emphasizes the interaction between persons and their physical and social environments, including cultural and political settings. Professional practitioners promote the optimal development of children, youth, and their families in a variety of settings, such as early care and education, community-based child and youth development programs, parent education and family support, school-based programs, community mental health, group homes, residential and treatment, psychiatric centres, rehabilitation programs, paediatric health care, and juvenile justice programs. Child and youth care practice includes assessing client and program needs, designing and implementing programs and planned environments, integrating developmental, preventive, and therapeutic requirements into the life space, contributing to the development of knowledge and practice, and participating in systems interventions through direct care, supervision, administration, teaching, research, consultation, and advocacy.

Child and youth care work is now recognised as part of the social service professions as described in terms of Section 28(1) (gD) of the Social Service Professions Act (Act No. 110) of 1978, as amended. There was a call to elect six members to the professional board for child and youth care, as written in notice 56 and 57 of 2012 of the Social Service Professions Act (Act No. 110) of 1978.

1.12.5 Child and Youth Care Worker

A member of the community in which a child and youth care project is being initiated, trained by different institutes to work with young people and their families (to fulfil the aims and objectives of the project) in accordance with the values and ethics of the child and youth care profession (NACCW, n.d). The CYCWs who participated in this study were trained by the NACCW and were residents of communities they render their services to.

1.12.6 Orphan

An orphan is a child under 15 years of age who has lost their mother (maternal orphan) or both parents (double orphan) to AIDS (UNAIDS, in Skinner, Tsheko, Mtero-Munyati, Segwabe, Chibatamoto, Mfecane, Nkomo, Tlou and Chitiyo, 2004:2).

It is also argued that some researchers increase the age to 18 years (UNAIDS, in Skinner et al., 2004:2). An orphan is also defined as a child who has lost one or both parents (UNICEF, n.d.). It is further suggested that an orphan is a child who has no surviving parent caring for him or her (Children’s Act, No. 38 of 2005). Therefore, one can conclude that an orphan is a child under the age of 18 who has lost one or both parents. According to the social workers and CYCWs that participated in this study, they viewed orphans as children who had lost a single or both biological parents hence their placement in foster care with relatives or other screened and trained adults.

1.12.7 Vulnerable children

Vulnerable children are those who live in a household in which one person or more is ill, dying or deceased; children who live in households that take care of orphans;

children whose caregivers are too ill to continue to look after them; and children living with very old and frail caregivers (World Vision, cited in Skinner et al., 2004:2).

Vulnerable children in the context of this study were those who had no visible means of support.

1.12.8 Isibindi model

The Isibindi model deploys trained community-based child and youth care workers in their own communities to provide developmental support to children and families who are vulnerable as a result of the HIV/AIDS pandemic (NACCW, n.d). NACCW is

a registered non-profit organisation working independently to promote optimal standards of care for orphaned, vulnerable and at risk children and youth. This unique professional association undertakes a range of activities aimed at improving the quality of life for children and families, particularly those affected by HIV/AIDS and poverty (NACCW, n.d.). The community CYCWs revealed their use of the developmental approach when rendering services to OVC, which is the core of the Isibindi model.