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Submission information
Submission Number: 64
Submission ID: 64
Submission UUID: 3a4889a6-bce7-4c72-b1a0-39974fda1cd9
Submission URI: /2023/abstracts
Created: Tue, 05/30/2023 - 09:54
Completed: Tue, 05/30/2023 - 11:20
Changed: Mon, 07/31/2023 - 16:40
Remote IP address: 146.141.14.49
Submitted by: Anonymous
Language: English
Is draft: No
Current page: Complete
Webform: Abstract
| Title | Mr. |
|---|---|
| Lastname | Khumalo |
| Firstname | Gift |
| [email protected] | |
| Mobile | 0817709447 |
| Institution | University of the Witwatersrand |
| Biosketch | Gift Khumalo is a clinical tutor and Clinic Manager in the Department of Speech Pathology and Audiology at the University of the Witwatersrand, South Africa. He teaches Counselling Skills, coordinates the Academic Service Learning module and provides psychosocial support to students on clinical practicals. He holds a Bachelor of Social Work, a Postgraduate Certificate in Education, and a Master of Arts in Social Work, all obtained from the University of the Witwatersrand. He is currently a PhD candidate in Social Work at the University of KwaZulu Natal and as an academic and researcher, his research interest lies in School Social Work, Counselling, Adolescents, Psychosocial Wellbeing, and Mentoring. |
| Is there a Second Presenter? | No |
| Title of Presentatation | Reflecting on collaboration practices between teachers and social workers in supporting learners’ psychosocial development: a qualitative pilot study |
| Theme Selection | THEME 1: Promoting stakeholder partnerships that protect, support and enhance resilience during adverse events and trauma |
| Subtheme ONE Selection | SUB 1.2 The protection of physical and psychological health and wellbeing of children, people with disabilities, and older people through fostering safe, sustainable, and inclusive living spaces |
| Select your Presentation Type | Oral Presentation |
| Abstract | Addressing learners' psychosocial developmental challenges effectively necessitates collaborative approaches involving teachers and social workers. This aligns with the Global Agenda for Social Work and Social Development, emphasizing interdependencies in field of humanities and the need for respectful cooperation in designing and implementing an inclusive education system. This qualitative exploratory pilot study, conducted with teachers and social workers (n=6) from a bigger research project in two Gauteng District 11 schools, articulates this collaborative practice and explores the experiences of teachers and social workers in providing psychosocial support to learners. Findings highlight diverse shared responsibilities, including provision of counselling, motivating learners, engaging parents, conducting assessments and home visits, and establishing psychosocial support programs. The participants identified challenges that they experienced during their process of supporting learners to include limited teacher and school participation, lack of parental involvement, reluctant and resistant learners, and inadequate social work resources. To support learners, the study recommends a collaborative structure that involves social workers, teachers, parents, community members, and organizations, which emphasizes the necessity of a multidisciplinary approach in schools. |
| Title | Prof |
| Firstname | Petro |
| Lastname | Botha |
| Does the Abstract fit the selected Theme? | Yes |
| What Area does this Abstract Focus on? | Empirical Research |
| Status | Accepted |
| Title | Dr |
| Firstname | Peggie |
| Lastname | Chiwara |
| Does the Abstract fit the selected Theme? | Yes |
| What Area does this Abstract Focus on? | Empirical Research |
| Status | Accepted |
