Abstract
Ph.D. (Educational Psychology)
The aim of this study was to explore the psychosocial and educational experiences of sexually abused orphans and vulnerable children in Hammarsdale, KwaZulu-Natal. A sequential exploratory mixed methods study was conducted in three phases. The first phase focussed on the collection and analysis of qualitative data. The second phase involved the quantitative data collection and analysis. In the third phase both the qualitative and quantitative results were integrated to provide support interventions for sexually abused orphans and vulnerable children. Qualitative data was collected using individual interviews, focus group interviews, and collages. Quantitative data was collected to compile a mental health profile of each participant using the Child and Youth Resilience Measure-26 and the Strengths and Difficulties Questionnaire. Furthermore, individual interviews were conducted with one teacher from the secondary school that had nine girls participating in the study, one Learner Support Agent from the same school and the Social Worker that came once a week to the school to provide support to the sexually abused girls. In the qualitative phase, a multiple case study design was used to purposively select 15 adolescent girls from Hammarsdale, who were sexually abused. These girls were selected from the number of cases that were reported to the office of the researcher who coordinates psychosocial support for learners. The selection was also dependent on whether parents and caregivers gave consent for their children to participate in the study or not. In the quantitative phase, the participants completed two mental health questionnaires. Thematic analysis of the qualitative data identified negative psychological, social and educational experiences of the participants. In examining the psychological experiences, suicide ideation, suicide attempts, substance abuse, anger, negative self-esteem and self-identity, PTSD, and behavioural problems emerged. The negative social impact included poor relationships with parents and caregivers, friends and peers, teachers, and the community. Educationally, the experience of sexual abuse resulted in poor concentration, poor academic performance, and poor school attendance. From a theoretical perspective Bronfenbrenner’s bio-ecological systems theory was the main theoretical framework for this study. It was supported by Finkelhor and Browne’s traumagenic dynamic model theory as well as Nsamenang’s social ontogenesis theory that provided an African perspective. These theories highlighted how these girls responded to their trauma of sexual abuse, their inter-personal relationships, and their recovery process and assisted in linking the findings to the development of a support intervention programme that focussed on both the preventive and curative programmes...