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269 submissions
| # Sort descending | Operations | Status | Status | Title | Lastname | Firstname | Institution | Title of Presentatation | Theme Selection | Abstract | SID | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 63 | Accepted | Accepted | Mr. | Mtengwane | Gcina | MtengwaneG@ufs.ac.za | University of the free state | Oral | THEME 2: Social Work and the Achievement of Sustainable Development Goals (SDGs) | South Africa has various government-led youth initiatives and institutions, including the National Youth Development Agency and the Presidential Youth Employment Service. Though this is the case, South African youth face various social and economic challenges in achieving their desired transitions from childhood into adulthood. These challenges include high unemployment, lack of economic opportunities, inadequate skills and training, and lack of work experience, and social capital. Sustainable Development Goal (SDG) 17 emphasizes the role of collaborations between governmental and non-governmental entities in meeting the SDGs. Community-based organizations act as grassroots organizations that are a product community to address the challenges experienced by local communities. Through the lens of the African philosophy of Ubudlelane, which fosters a culture of empathy, compassion, collaboration, and community support, the study examined the role of community-based organizations in youth development in QwaQwa. Data was collected through focus group discussions and open-ended interviews. Narrative analysis was used to analyse the data. The study found that youth are despondent regarding government agencies, as a result, they rely on community-based organizations to achieve their aspirations for adult transition. The study underscores the role played by community-based organizations in youth development in the face of despondency and apathy regarding government youth-led agencies and institutions. The study contributes to knowledge on how community development and social work professions can strengthen governmental and non-governmental entities' collaborations towards rural youth development. Key words: Community-based organizations, Ubudlelane, youth transition aspirations, youth development, QwaQwa |
825 | |
| 64 | Pending Review | Pending Review | Mr. | Mtengwane | Gcina | MtengwaneG@ufs.ac.za | University of the free state | HUMANIZING THE HUMANITIES: ADAPTING THE AFRICAN PHILOSOPHIES OF UBUNTU, UJAMAA, and UBUDLELANE FOR FIRST-YEAR HUMANITIES STUDENT SUCCESS | THEME 4: Social Work Education, Transdisciplinarity and Curriculum Development | University spaces are described as alienating and foreign to black students in South Africa. This is especially true for first-year students entering higher education. To that effect, first-year students from a rural backgrounds often face despair and a sense of ‘otherness’ in university spaces where they are expected to thrive. As part of efforts to decolonise higher education, there have been calls to not only make universities accessible but also habitable to first-year students. While there is no paucity of literature on student alienation in university spaces, this paper adopts a decolonial perspective to contribute to the debate on why and how the African philosophies of Ubuntu, Ujamaa and Ubudlelane are an antidote to the alienation of black students in university environments. First, we unmask the colonial foundations of higher education in South Africa and demonstrate how university spaces preserve colonial legacies. Second, we reflect on a decade after the #FeesMustFall movement. Thirdly, examine the factors that affect student success in the humanities. Finally, we draw on the #FeesMustFall movement to demonstrate the relevance of the African philosophies of Ubuntu, Ujamaa and Ubudlelane in creating inclusive university spaces where black students can thrive. The paper adds to decolonial scholarship by reimagining higher education that embraces African indigenous philosophies to promote student success. Key words: Humanities, humanizing pedagogies Ubuntu, Ujamaa, Ubudlelane, rural university campus |
826 | |
| 65 | Accepted | Pending Review | Mr. | Mtengwane | Gcina | MtengwaneG@ufs.ac.za | University of the free state | COMMUNITY-BASED ORGANIZATIONS IN YOUTH DEVELOPMENT THROUGH THE LENSE OF THE AFRICAN PHILOSOPHY OF UBUDLELANE | THEME 2: Social Work and the Achievement of Sustainable Development Goals (SDGs) | South Africa has various government led youth initiatives and institutions including the National Youth Development Agency and the Presidential Youth Employment Service. Though this is the case, South African youth face various social and economic challenges in achieving their desired transitions from childhood into adulthood. These challenges include high unemployment, lack of economic opportunities, skills and training, work experience and social capital. Sustainable Development Goal (SDG) 17 puts emphasis in the role of collaborations between governmental and non-governmental entities in meeting the SDGs. Community-based organizations act as grassroots organizations that are a product community to address the challenges experienced by local communities. Through the lens of the African philosophy of Ubudlelane - which fosters a culture of empathy, compassion, collaboration and community support, the study examined the role of community-based organizations in youth development in QwaQwa. Data was collected through focus group discussions and open-ended interviews. Narrative analysis was used to analyse the data. The study found that youth are despondent regarding government agencies, as a result they rely on community-based organizations to achieve their youth to adult transition aspirations. The study underscores the role played by community-based organizations in youth development the face of despondency and apathy regarding government youth lead agencies and institutions. The study contributes to knowledge on how the professions of community development and social work can strengthen governmental and non-governmental entities can strengthen collaborations towards rural youth development. Key words: Community-based organizations, Ubudlelane, youth transition aspirations, youth development, QwaQwa |
827 | |
| 66 | Accepted | Accepted | Dr. | Xaba | Fikile | xabaf@unizulu.ac.za | University of zululand | Policy Gaps in Addressing Climate Change as a Mental Health Crisis: A Green Social Work Perspective | THEME 1: Green Social Work and Climate Resilience: Supporting Vulnerable Communities in the Face of Environmental Crises | Climate change presents an escalating global threat, not only in environmental and economic terms but also as a significant mental health concern. The psychological consequences, such as anxiety, depression, post-traumatic stress disorder (PTSD), and eco-grief, are especially pronounced among vulnerable and marginalised populations. Despite the mounting evidence linking climate-related events to mental health outcomes, policy frameworks at both national and international levels frequently neglect these psychosocial dimensions. The mental health impacts of environmental degradation, extreme weather, and displacement remain largely absent from climate adaptation strategies. This paper examines these critical policy gaps through a green social work lens, which emphasises ecological justice, community resilience, and the intersection of environmental and human well-being. A systematic search and thematic coding of documents were conducted using to identify themes related to mental health considerations in climate policy. Drawing on secondary literature review, the paper demonstrates how current policies fail to address the complex emotional and psychological needs of affected communities, particularly those facing systemic disadvantage. Findings also reveal that mental health services, trauma-informed care, and culturally responsive interventions are rarely integrated into climate change strategies. Even though some disaster-related institutions and systems acknowledge the social impacts of climate vulnerability, very few plans include targeted mental health components or collaborative frameworks involving health and social services. The paper concludes by stating that integrating mental health into climate adaptation is not optional, but essential. A green social work approach offers a way forward to ensure more inclusive, responsive, and sustainable climate policies. Keywords: Climate change, community resilience, eco-anxiety, environmental justice, green social work, mental health, policy gaps, social work advocacy, trauma-informed care. |
830 | |
| 67 | Accepted | Accepted | Prof. | Nadesan | Varoshini | vnadesan@uj.ac.za | University of johannesburg | Digital tensions of thought in using technology intervention in social work | THEME 6: Main-streaming Digital and Assessment Tools in Social Work Practice | For social workers, the acceptance of a technological "mindset" is more than a simple conversion. It is arguably a tension between humanitarian, practice and technical points of view. Social work is a profession clearly focused on human well-being, with a knowledge base that has been rationalised in technical terms. Countries such as Canada saw a strong rise in the relationship between social work practice and technology, as far back as the 1920s. Such countries have had time to consider and understand the epistemological and ethical implications of the technological perspective for the field of social work practice. The development of the modern social work profession was influenced by technological thought, where the nature of social work is influenced by its social context. The introduction of new technologies has changed the face of social work practice and education around the world. Social work interviews are known to be conducted either in person at the office, in the community or during home visits, and everything was documented in large, bulky files. It was unheard of to think of conducting an interview over the telephone. Professions focused upon human well-being are best defined by the term holistic technology. When the social work profession is organized as a holistic technology, the process is controlled by the social worker, who is involved with the process from beginning to end. Social work practice worldwide is integrated into welfare and government agencies, hospitals, correctional services, justice and education. This paper will cover human interaction in social work, Social work methods use human intervention, dynamic tensions of thought in using technology intervention and conclude with ethical dilemmas and considerations. | 832 | |
| 68 | Accepted | Pending Review | Ms. | Gongotha | Shumikazi | 2350790@students.wits.ac.za | University of the witwatersrand | Infrastructural Deficit and Limited Access to Education for People with Disabilities in the Eastern Cape: Systemic Violence and Social Death. | THEME 2: Social Work and the Achievement of Sustainable Development Goals (SDGs) | Violence is a multifaceted concept rooted in historical, social, political, and economic dynamics. In South Africa, the enduring legacies of colonial-apartheid continue to manifest as systemic violence within the education system, disproportionately affecting marginalized populations, particularly people with disabilities. Despite the formal end of colonial-apartheid and the establishment of progressive educational policies, learners with disabilities, particularly in under-resourced rural provinces such as the Eastern Cape remain structurally excluded from quality education. The education system, rather than serving as a mechanism for empowerment, often reinforces inherited inequalities, discrimination, and exclusion, contributing to the social death of the marginalised. This study critically examined the persistent systemic exclusion of people with disabilities in South Africa’s basic education system with a specific focus on under-resourced rural provinces such as the Eastern Cape, focusing on human rights violations, infrastructural deficits, and restricted access to inclusive education. Framed within Critical Theory, Manichean Theory, and Freire’s pedagogical approach, and employed a qualitative case study design, the research involved purposive and snowball sampling of participants, including representatives from the Eastern Cape Department of Education, parents/guardians of children with disabilities, and the South African Human Rights Commission. Data were collected through semi-structured interviews and analysed thematically, with rigorous attention to ethical standards and trustworthiness. The findings reveal that, while all learners are constitutionally entitled to equal access to education, significant structural barriers persist, particularly in rural and impoverished contexts, perpetuating cycles of exclusion and inequality. This research contributes to the discourse on educational justice by informing advocacy and policy reform strategies aimed at dismantling systemic barriers. In doing so, it aligns directly with Sustainable Development Goal 4, underscoring the imperative to ensure inclusive, equitable, and quality education for all, and highlighting the urgent need for redistributive policy interventions that prioritise accessibility, infrastructure, and meaningful participation for learners with disabilities. | 834 | |
| 69 | Accepted | Accepted | Dr. | Mokwele | Roslind | Roslind.Mokwele@nwu.ac.za | North-west university | Self-care and social support in relation to burnout among forensic social workers serving sexually abused children | THEME 2: Social Work and the Achievement of Sustainable Development Goals (SDGs) | Abstract A quantitative research study was done to evaluate the correlation between self-care, social support and burnout by forensic social workers working with sexually abused children within the South African context. The field of forensic social work in South Africa is relatively new, having gained recognition as a specialised field in social work. An online survey was used to obtain the data from n=50 different forensic social workers working with sexually abused children and sexual abuse cases. For the purpose of this study, two instruments were used to measure the following concepts: Mindful Self-Care Scale (MSCS) and Maslach Burnout Inventory – Health Services Scale (MBI-HSS). The Mindful Self-Care Scale (MSCS) focuses on the different dimensions of self-care, where social support is one of the dimensions of self-care. The scores in the social support section of the scale were compared with the scores from the other concepts. The scores from both the MSCS and the BMI-HSS scales were compared, and the results conclude whether there is a positive or negative influence between self-care and burnout in forensic social workers. The data collected from the scales was categorised according to the data type, for instance nominal or ordinal data. The data was analysed by means of IBM SPSS version 27 and consisted of non-parametric statistical analysis. The findings of this study indicated that self-care, social support and burnout are indeed interrelated and engaging in continuous self-care and social support practices lowers the likelihood of developing burnout in forensic social workers who work in an emotionally demanding field. Keywords: burnout, self-care, social support, social work, forensic social work, a child, child sexual abuse. |
835 | |
| 70 | Accepted | Accepted | Dr. | Mokwele | Roslind | Roslind.Mokwele@nwu.ac.za | North-west university | Practices of social workers regarding intervention with non-offending caregivers following child sexual abuse disclosure | THEME 2: Social Work and the Achievement of Sustainable Development Goals (SDGs) | In South Africa, there is a lack of intervention strategies specifically focusing on the non-offending caregivers (NOC) of children after child sexual abuse (CSA) disclosure. Caregivers experience feelings of shock, anger and confusion, following the disclosure. Intervention strategies mostly guide social workers to assist the victims of CSA, with little emphasis on guiding the NOC. The aim of the research was to explore current practices of social workers regarding intervention with NOC following CSA disclosure. The researcher employed a qualitative approach which was explorative in nature. Thirteen social workers participated in this study and data was collected through individual semi-structured interviews, followed by thematic analysis. The findings of this study revealed that intervention strategies focusing on NOC are important; on the other hand, there are aspects that hinder social workers from rendering services to the NOC. Findings of this study may add value to the social work field as support groups, educational and community programmes were proposed as strategies to be adopted in order to enhance services for the NOC. | 836 | |
| 71 | Accepted | Accepted | Ms. | Ntshinga | Khanya b. | Ntshingak@ufs.ac.za | University of the free state | Community-Based Tourism and Green Social Work: Transforming and Healing Lives through Traditional Stewardship in South Africa. | THEME 1: Green Social Work and Climate Resilience: Supporting Vulnerable Communities in the Face of Environmental Crises | Thirty-five years into democracy and there remains a need for social justice and redress of past injustices. This can be achieved through traditional stewardship and community-based tourism (CBT). These strategic initiatives help communities preserve their heritage and use indigenous knowledge to safeguard their ecology. CBT and Green Social Work (GSW) are aligned through their principles that promote ecological health, social equity, and sustainable community. GSW becomes a critical lens through which one can examine how indigenous communities take back ownership of their culture and land. The author argues that environmental health is better understood when power imbalances are considered, as they highlight the impact that land distribution, use, and ownership have had on South Africa. The forceful removal of black individuals from their land resulted in a silencing of traditional ecological knowledge, which negatively impacted land-based teachings and conservation. This created an absence which was filled by Eurocentric tourism industries, which romanticized, commodified, and exoticized black culture, land, and history without economic benefits for black people. The author used secondary data, academic journals, and published peer reviews to analyse, identify, and select patterns and themes that emerged from them. Indicating how indigenous communities reclaim their identity through heritage preservation and land-based practices. The paper suggests that CBT and GSW are critical resilience strategies that support sustainable development and are a resistance against systems of oppression. Through CBT, GSW offers a lens through which communities can heal and transform from the historical injustices that previously silenced their traditional land preservation techniques and cultural knowledge. | 837 | |
| 72 | Accepted | Pending Review | Prof. | Khosa | Priscalia | priscaliak@uj.ac.za | University of johannesburg | Rewriting the Script: Lessons from Redesigning Cultural Complexities Course in Social Work Education | THEME 4: Social Work Education, Transdisciplinarity and Curriculum Development | In an increasingly diverse and interconnected world, social work education must critically engage with how culture is understood and taught. This paper reflects on the redesign of the "Cultural Complexities" course in an undergraduate social work programme at a South African university, aiming to align it more closely with principles of decoloniality, intersectionality, and social justice. The redesigned course sought to equip students with theoretical knowledge, practical skills, and a positive attitude towards cultural competence and humility by emphasising lived experiences, power dynamics, and evolving cultural norms within the South African context. Using a mixed method research approach and educational design research, data was collected from 13 fourth-year social work students through an open-ended questionnaire, supplemented by the lecturer’s reflections of the redesign process. Thematic and descriptive data analysis were utilised to analyse data collected from the questionnaire and educator reflections. The findings revealed challenges such as balancing theoretical frameworks with students' real-world experiences, navigating the emotional labour of addressing privilege and bias in the classroom, and the urgent need for innovative pedagogies that foster critical consciousness. The findings also highlighted the value of co-learning spaces, where students and educators engage in mutual dialogue around complex cultural issues. By "rewriting the script," the course challenged dominant Western frameworks that have historically shaped cultural discourse in social work education and instead centered African philosophies and indigenous knowledge systems of culture. The paper argues that such curricular transformation is not only necessary but urgent in preparing social work graduates to work ethically and effectively in diverse and complex societies. Ultimately, the study adds to the wider conversation on decolonising social work education and provides practical guidance for educators aiming to integrate cultural humility, critical reflexivity, and transformative learning into their teaching, equipping social work graduates with cultural competence. |
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| 73 | Accepted | Accepted | Dr. | Kanes | Ivan | kanesivan87@gmail.com | Nwu | Developing an intelligent online counselling framework for an employee health and wellness programme | THEME 4: Social Work Education, Transdisciplinarity and Curriculum Development | This study addresses the imperative for social work practitioners and Employee Health and Wellness Programmes (EHWP) to adapt to the demands of the Fourth Industrial Revolution (4IR) by investigating the development of an AI-driven generative chatbot counselling system. Recognising the current paucity of AI-specific therapeutic platforms tailored for social work within the evolving digital landscape, this research proposes a novel conceptual framework designed to enhance multifaceted AI algorithms in support of social workers and EHWP users. A multi-phased, mixed-methods approach was employed, involving the analysis of six months of live chat transcripts (N = 90) between human counsellors and clients. Thematic analysis, sentiment analysis (across 6,478 coded instances), and textual analysis were conducted to identify session flow patterns, user challenges and psychological presentations, counsellor intervention styles, and notable linguistic trends. The findings contribute to the conference theme, Teaching and Research, and Practice for Social Change, through three primary avenues: (1) Teaching: By providing a foundational framework for the integration of AI into social work education, equipping future practitioners with the competencies to engage with digital mental health tools; (2) Research: By introducing a novel conceptual model and empirical insights that extend the nascent field of AI in social work and the broader domain of AI for Social Good (AI4SG), thereby establishing avenues for future inquiry into the ethical, clinical, and operational implications of AI technologies in mental healthcare delivery; and (3) Practice for Social Change: By proposing a scalable, accessible AI-driven solution aimed at democratising mental health support within EHWP settings, mitigating stigma associated with help-seeking behaviours, and enabling timely interventions, thus fostering improved individual and organisational wellbeing. The proposed framework seeks to supplement, rather than supplant, traditional social work practices, ensuring the profession’s relevance and efficacy in meeting the complex psychosocial needs emerging within the context of the 4IR. |
840 | |
| 74 | Accepted | Accepted | Ms. | Monare | Dithuso confidence | Dithuso.Monare@fssocdev.gov.za | Department of social development | Challenges in Access to Identification Documentation and Protection Services for Unaccompanied Minors and Undocumented Children | THEME 2: Social Work and the Achievement of Sustainable Development Goals (SDGs) | In South Africa, children's access to Identity Documents (IDs) is crucial for realization of their rights. However, unaccompanied minors and undocumented children face significant challenges in obtaining such documentation, resulting to the violation of their constitutional rights. Therefore, this study explored challenges that Unaccompanied Minors and Undocumented Children (UM&UC) faced in South Africa, regarding obtaining IDs and accessing Child Protection Services (CPS). To achieve the aim of this qualitative study, officials from Department of Social Development (DSD), Department of Education (DOE) and Department of Home Affairs (DHA) were key informants. In total, 47 participants from the three departments were interviewed. Triangulation of content and thematic analysis was done by combining various data sources for reliability, enhancing understanding of the subject. The findings of the study revealed that in DOE, there are strict admission policies, bureaucratic hurdles with the administrative systems, viz. South African School Administration Management System (SA SAMS) and Learner Unit Record Information and Tracking System (LURITZ); the DSD’s failure to provide Child Protection services (CPS) for children without essential documents; and the DHA’s failure to register undocumented children, compounded by DNA testing requirements that cause financial burdens for impoverished unmarried fathers. Recommendations from the study emphasized improvement of interdepartmental and intercountry collaboration to support UM&UC; that DSD frontline officials require training; strengthening of family tracing efforts; simplifying DHA’s intricate registration including compulsory DNA testing & issuing of temporary documents; improving communication in DOE on court orders requiring amendments of admission policies, and the administration systems. Furthermore, that the Department of Justice and Constitutional Development (DoJCD) and Department of Health (DOH) should also be included in streamlining CPS. | 841 | |
| 75 | Accepted | Accepted | Dr. | Bala | Samkelo | Samkelo.Bala@wits.ac.za | University of witwatersrand | The Paradigm Shift of Community Social Work Education Through Ubuntu: Epistemic Freedom. | THEME 4: Social Work Education, Transdisciplinarity and Curriculum Development | The epistemological locus of social work education and its meaning in Africa took place within the frame of Western Weltanschauungen. This has silenced African traditional systems of thought and created theoretical dependency on the interpretation of Africa’s social being. Western episteme has for long refused to release “reason” from its yoke and in this way, Africa’s inalienable right to thinking was violated. Nonetheless, these Western theories of interpretation have appeared to be philosophically flawed for Africa. In the same order, social work education cannot be exempted from the above liabilities, because since its arrival through the ships, it has continued to be dominated by its Western roots (theories and practices). It is important to note that the field of social work has evolved over time to become more inclusive and diverse. However, social work education in Africa still seeks international accreditation, which requires adherence to Western standards and curriculum models. The latter reinforces the dominance of Western theories in social work education. Similarly, the inclusion and diversity under the banner of globalization and knowledge transfer have led to the widespread dissemination of Western knowledge and practices. Additionally, since the inception and resurgence, decolonization has failed to restore African Weltanschauungen on social existence. The first point of departure for social work education on the discourse of Africa’s social being, would be the use of Ramose’s expression “To be meaningful, human rights discourse must restore material and practical recognition, protection and respect for the African's inalienable right to subsistence”. Therefore, this study should explore the complex questions on the episteme underpinning the interpretation of community work discourse in Africa and outline theoretical alternatives for social work education. Ubuntu philosophy will be the locus of the paradigm shift for the discourse in African social work education. In driving forward this shift, analogies will be used to explain the stance of social work in the discourse. | 842 | |
| 76 | Accepted | Accepted | Dr. | Klaas-makolomakwe | Gladys nkareng | N.Klaas-Makolomakwe@ump.ac.za | University of mpumalanga | An Afrocentric perspective on shelters for abused women: the implications to challenges experienced in African rural traditional communities | THEME 2: Social Work and the Achievement of Sustainable Development Goals (SDGs) | Solutions to the widespread and global scourge of abusing women have not yielded satisfactory results to put an end to it. What has been undeniably observed is the sustained rise in incidents of abuse against women. For African traditional communities that particularly reside in rural areas, the missing link is premised in solutions being far removed from culture and traditional practices and therefore failing to satisfy and resonate with people. This paper is interrogating the provision of shelters for abused women in rural areas through an Afrocentric lens. It looks into the implications to challenges experienced within African rural traditional communities when abuse of women is being addressed. Following a qualitative study that interviewed 21 purposely selected senior women traditional leaders (SWTL) in KwaZulu-Natal, the author argues that the idea of removing women to shelters is rather than benefiting abused women, influencing the entitlement of men perpetrators and sustains male hegemonic views and welfare approach in finding solutions. Thus, it contributes towards silence and repeated encounters of abuse and limits the application of African centered solutions that charges everyone with the responsibility of care and respect towards fellow human beings. Data for the study was collected through semi-structured interviews and thematic analysis was undertaken. The findings were that the abuse of women remain at a structural level, a private but public issue within rural African traditional communities. The paper draws attention to developmental social work to align and incorporate Afrocentricity to solutions meant to resolve the issue of women abuse so as to meaningfully impact and influence behaviour change within the society. | 843 | |
| 77 | Pending Review | Pending Review | Dr. | Chibaya | Nyasha hillary | nyasha827@gmail.com | Stellenbosch university | More than what meets the eye: an introspection of gender and sexuality in South African social work. | THEME 2: Social Work and the Achievement of Sustainable Development Goals (SDGs) | South African lesbian, gay, bisexual, transgender, queer, intersex and asexual (LGBTQIA+) populations continue to suffer extreme structural violence and systematic oppression. Colonialism and apartheid are arguably credited for instituting and maintaining a legacy of heteronormativity and patriarchy characterised by rigid gender norms together with violent forms of masculine expression. Other than being natural or immutable, typical norms regarding gender and sexuality are inextricably bound up with political, social, economic and cultural contexts. Despite having a progressive constitution that prohibits discrimination towards sexual and gender minorities, heteronormativity is institutionally and socially reinforced. Consequently, LGBTQIA+ populations regularly experience social stigma, discrimination, and extreme forms of violence, with oppressive experiences varying across class, ethnic, racial, and geographic lines. South African social work operates within this context, characterised by tensions between progressive pursuits of broadening and acknowledging varied lived experiences, and conservatism that foreground normativity and hegemonic expressions of powerful positionalities. At the risk of being remiss to its instrumentality in atrocities committed during Apartheid, current social work practices appear to maintain the status quo. Reports abound of gender and sexual minorities being pathologized by practitioners. Records of harmful research, divorced from the lived realities of respective populations have been often sited to deny them their constitutionally guaranteed human rights. Due to fear of controversy and conflict, educational institutions arguably make no attempt at critical conscientisation. Paradoxically, Freire identifies education as the central site for social transformation, wherein both the oppressor and the oppressed in societies need to embrace change. Thus, this presentation seeks to critically delineate gender and sexuality in a South African social work context. Ultimately, the authors argue for the application of anti-oppressive practice in social work as a critical framework to identify and challenge oppressive structures and systems that deny sexual and gender minorities social justice. | 848 | |
| 78 | Accepted | Accepted | Ms. | Phuluwa | Andisa goodhope | Phuluwaandisa4@gmail.com | Limpopo department of social development lephepane clinic generic social work services | Supporting vulnerable communities in the face of environmental crisis | THEME 1: Green Social Work and Climate Resilience: Supporting Vulnerable Communities in the Face of Environmental Crises | Green social work is an emerging interdisciplinary field that integrates core social work principles with environmental sustainability and social justice. This study employs a mixed-methods approach and observational data to explore the partial implementation of green social work practices in Limpopo Province, specifically the Mopani District. Current interventions in the region prioritize trauma-informed counselling and the provision of social relief in response to environmental crises. Rooted in Afrocentric theory, the research emphasizes the significance of indigenous knowledge and cultural practices in shaping environmental resilience. In Limpopo, communities face persistent threats from droughts and wildfires—challenges intensified by rising temperatures and neglected farmlands. Many farm-dwelling families live in overcrowded, makeshift homes made of wood or plastic, exposing them to heightened environmental vulnerability. These challenges are compounded by systemic issues such as environmental racism, classism, sexism, and homophobia. To advance green social work in this context, the study highlights the urgent need for community organizing, environmental education, and policy advocacy. It also stresses the importance of partnerships with environmental agencies and the incorporation of culturally grounded practices. By integrating community leadership, sustainable land management, and traditional ecological knowledge, green social work can offer holistic, innovative solutions to environmental degradation. This paper contributes to the growing discourse on climate-responsive social work and underscores the need for culturally inclusive and ecologically conscious interventions in vulnerable communities. |
854 | |
| 79 | Accepted | Accepted | Ms. | Tebeila | Answera | TebeilaAM@dsd.Limpopo.gov.za | Department of social development | TEENAGE PREGNANCY AND STATUTORY RAPE : UNDERSTANDING THE OVERLAP | THEME 2: Social Work and the Achievement of Sustainable Development Goals (SDGs) | TEENAGE PREGNANCY AND STATUTORY RAPE : UNDERSTANDING THE OVERLAP Authors:(Tebeila Answera Ramolwetsi) (Rampete Thato Eveline Thelma) INTRODUCTION This presentation explores the intersection between teenage pregnancy and statutory rape, highlighting how age, consent, power dynamics, and legal frameworks influence young people’s experiences. METHODS The case study from our case files. An orphaned and vulnerable child placed in foster care. Pregnant at 14 years of age, now with 2 children at the age of 17 No stable home First child born 2023 no legal documentation A child in conflict with law A Child neglect Case opened An Assault Grievous Bodily Harm was opened. A Statutory rape was opened against the father of her children. The children currently placed in Alternative Temporary Safe Care DISCUSSIONS/ RESULTS Home and school visits were conducted for information gathering purposes Interviews with both maternal and paternal family members, neighbours, teachers were conducted. A case of child neglect was opened against the participant for refusal to resume parental responsibilities and neglectful supervision A case of statutory rape was opened against the 24 years old perpetrator The participant was willing to attend all the parenting sessions, unpacking programs of Parenting Programs for Teenage Mothers. She managed to complete all given tasks during the sessions She is now proceeding with her Secondary education Attending sessions with the Probation Officer for Behaviour Modification Programs. Birth certificate was applied for the first child. Family Preservation services were rendered to the family CONCLUSION At its core when unpacking these overlapping issues, the paper will promote deeper understanding of the legal, emotional, and social dimensions involved and advocate for more effective prevention, intervention, and support strategies. Keywords: Consent, Social work, support strategies, advocate, case study, legal documentation, intervention, statutory rape. |
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| 80 | Accepted | Accepted | Dr. | September | Uwarren | useptember@uwc.ac.za | University of the western cape | Fieldwork practice experiences of final year student social workers at a Higher Education Institution in the Western Cape | THEME 4: Social Work Education, Transdisciplinarity and Curriculum Development | This project is part of a larger NRF project titled Social Work education Post COVID-19- Course Redesign/rediscovering new ways of learning and teaching in South Africa. Student evaluation of a redesigned course in fieldwork practice education using Authentic eLearning is complex and nuanced. Using real-world activities supports student identity and preparedness for the real world of work, requiring students to adopt a position about their professional identity. Social work requires praxis, which is achieved through fieldwork practice education, which is part of the BSW degree. Using a qualitative research approach through a questionnaire, the researcher explored how 52 final-year student social workers shared their experiences regarding fieldwork practice. The final year student social workers used student evaluations and experiences at a historically disadvantaged higher education institution to develop their identity. The use of the 10 elements of the Authentic eLearning framework offered a strong pedagogical framework to foreground work in this project. This research methodology used an educational research design to obtain the collective views and experiences of final-year student social workers from the University of the Western Cape. Students used the questionnaire to give an account of their experiences of being and becoming social workers and to reflect on their fieldwork practice journey. Ten themes emerged from the data and were grouped according to the elements of Authentic eLearning as the main themes of discussion. The findings of this research revealed the value of students' views and experiences, and they envisioned themselves as professionals. This research study also supports other educators in the redesign of a fieldwork practice course in a pedagogically sound manner. Ethics approval has been obtained from the University of the Western Cape (H23/05/27). | 859 | |
| 81 | Accepted | Accepted | Ms. | Mphuthi | Dimakatso hessie sylvia | mphuthimarxist@gmail.com | Department of social development | A STUDY OF BEREAVEMENT AND SERVICES PROVIDED TO ADOLESCENTS IN RESIDENTIAL CARE | THEME 2: Social Work and the Achievement of Sustainable Development Goals (SDGs) | A STUDY OF BEREAVEMENT AND SERVICES PROVIDED TO ADOLESCENTS IN RESIDNETIAL CARE The mourning experience of adolescents placed in residential care after the death of a parent is a complex problem with no easy answers. Adolescents react differently to this very individual matter. This study was conducted to find out about manifestations of grief in adolescents, the effects of grief, and the support services provided in residential care. Descriptive design was used in this study. Interview schedules with both quantitative and qualitative components were used to gather data about the mourning experience of adolescents. A total of 30 respondents were interviewed (that, is 20 bereaved adolescents and 10 child care workers working with bereaved adolescents). The study focused on adolescent 14018 years who had lost parent/s in the first 3-6 months of their admission. The literature study undertaken revealed that there are several factors that are affecting adolescents after the death of a parent. These are follows: Dynamics of family relationships before the death of parents, the developmental stage of the adolescents, the strength of personality, and the coping skills of the adolescent. Finally, the findings revealed that a large percentage of adolescents (60%) were able to accept the death of the parents positively, with the support of the child care workers, social workers and the teachers. The study revealed that adolescent’s experience of grief was normal. Their academic performance remained positive. The lack of intensive bereavement programme was also noted as a gap. Adolescents also experienced physical, emotional and psychological manifestations. Several recommendations were made regarding social work methods intervention programmes, areas of training and development. COMPILED: DIMAKATSO HESSIE SYLVIA MPHUTHI |
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| 82 | Accepted | Accepted | Ms. | Mbangeni | Nonhlanhla | sizakele.mbangeni@gmail.com | Department of social development | Bridging the Gap: Understanding the Role of Social Workers Through the Eyes of Sex Workers in Newcastle, KwaZulu-Natal | THEME 1: Green Social Work and Climate Resilience: Supporting Vulnerable Communities in the Face of Environmental Crises | Bridging the Gap: Understanding the Role of Social Workers Through the Eyes of Sex Workers in Newcastle, KwaZulu-Natal Authors: Mbangeni Nonhlanhla*, Ntini-Makununika Thobeka and Rautenbach John Department of Social Development 1, University of Zululand 2, University of Zululand 3 Corresponding Author: Nonhlanhla Sizakele Mbangeni Email: sizakele.mbangeni@gmail.com Phone: +27-73 060 9641 Presentation Format: Parallel session presentation Abstract: This paper explores the lived experiences of street-based female sex workers in Newcastle, KwaZulu-Natal, through the lens of feminist theory, focusing on their perceptions of the role of social workers within a criminalised and structurally vulnerable environment. Using a qualitative approach with snowball sampling, 15 participants engaged through semi-structured interviews and two focus group discussions. Thematic analysis of findings revealed intersecting challenges, including stigma, discrimination, violence, poverty, substance use, sexually transmitted infections, homelessness, and exclusion from public services, compounded by broader environmental insecurities such as unemployment, fatherlessness, and poor sanitation. Participants reflected on the limited presence of social workers and emphasised the need for greater advocacy, psychosocial support, and access to essential services. Grounded in feminist principles of agency, empowerment, and justice, the findings suggest that social workers can play a critical role in developing accessible, empowering, and rights-based interventions. Between sex workers, social workers, government and non-government institutions to address complex challenges faced by female sex workers. This study contributes to broader conversations about bridging the gap between policy, practice, and the lived realities of sex workers, ensuring that no community is left behind in the pursuit of justice and sustainable development. Key Words: Sex Work, Social Work, Criminalisation, Vulnerable Communities, Human Rights, Stigma and Discrimination |
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