Psychosocial support for orphans and vulnerable children in public primary schools: Challenges and intervention strategies

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dc.contributor.authorMwoma, Teresa
dc.contributor.authorPillay, Jace
dc.date.accessioned2016-04-11T12:47:01Z
dc.date.available2016-04-11T12:47:01Z
dc.date.issued2015
dc.descriptionDOI: 10.15700/saje.v35n3a1092en_US
dc.description.abstractMuch has been written about orphans and vulnerable children (OVC) with regard to their education and living. However, relatively few studies have documented the psychosocial support provided for OVC in public primary schools to enhance their psychosocial well-being. This study therefore contributes to the understanding of the challenges experienced by teachers in providing psychosocial support for OVC and the possible intervention strategies that could be adopted to mitigate these challenges. Seven public primary schools from Soweto participated in the study, comprising 42 educators and 65 OVC in Grade Seven. Findings that emerged provide supporting evidence that minimal psychosocial support is offered, and it is marred by numerous challenges in public primary schools, including lack of professionals to provide guidance and counselling services, few teachers trained in life orientation, and a lack of support from parents/guardians for OVC. Based on the findings, several intervention strategies are presenteden_US
dc.identifier.citationSouth African Journal of Education, Volume 35, Number 3, August 2015en_US
dc.identifier.issn0256-0100
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/14552
dc.language.isoenen_US
dc.publisherEducation Association of South Africaen_US
dc.subjectChallengesen_US
dc.subjectInterventionsen_US
dc.subjectLife orientation skillsen_US
dc.subjectOrphans and vulnerable childrenen_US
dc.subjectTrainingen_US
dc.titlePsychosocial support for orphans and vulnerable children in public primary schools: Challenges and intervention strategiesen_US
dc.typeArticleen_US
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