Abstract
The changing structures of families and the increase in numbers of child-headed families are progressively becoming noticeable both nationally and internationally. Due to the number of families and parents being affected by HIV/Aids, a growing number of children in South Africa are left without parents who can provide them with basic needs and emotional care and support. As a result older siblings become caregivers to the younger siblings, as extended family are no longer, due to straining social-economic circumstances, able to take these orphans under their care. In order for the silent voices of adolescent learners from child-headed families in the Northern Free States to be heard, the inquiry aimed at determining what their lived experiences are. In doing so the information may enable educational psychologists to support Site Based Support Teams and schools to enhance their care and supportive strategies to the benefit of learners from child-headed families.
By means of an interpretivist qualitative inquiry, descriptions of these adolescent learners intentions, beliefs and meaning making were obtained. The data collection methods included questionnaires completed by twenty-seven learners from child-headed families, focus group discussions with two groups of learners from different township schools, as well as an interview with one group of teachers. By making use of collages a group of six learners visually portrayed their lives after which descriptions were provided. The data was then worked by means of content analysis in order to determine the common themes and sub-themes describing the learners’ lived experiences.
The findings suggested that these learners are governed by values and principles informing responsible and respectful ways of interacting with their environments. Although their physiological needs and physical surroundings are threatening to their well-being, their social support networks as well as personal attributes are protective structures, which strengthen their resilience and aspirations for the future. Some of the recommendations discussed included the development of community support centres in order to support learners from child-headed families with after-school care for their younger siblings, meals and recreational activities. Community forums would need to prioritise the safety of their neighbourhoods in order for all children to feel appreciated and safe in their environments. School Based Support Teams will need to be trained in counselling skills and especially in bereavement counselling. A well co-ordinated, multi-system support strategy will need to be developed and implemented by concerned Non-Governmental Organizations and relevant State Departments in order to enhance the care and support of learners form child-headed families within the South African context.
Prof. J. Pillay