Abstract
M.A.
The purpose of this research study is to explore and identify a knowledge contents base needed for the development of a competency-based stress-coping program for traumatized adolescents. The aim of a competency-based stress-coping program is to address the inadequacy of the traumatized adolescent to cope with stress, and the need to channel their inability to cope with stress, thus enabling them to channel stress adequately. To accomplish this aim, an in-depth study is made into the competency-based approach, as well as the exploration of stress and traumatized adolescents. The research process of Mouton and Marais (1991) is followed and four data collection methods are utilized in the study. The research process is initiated by a literature study and is supplemented by (a) semi-structured interviews with experts in the field of Competency Based Training; (b) the use of a focusgroup with social workers in practice with traumatized adolescents and (c) group-administered questionnaires completed by traumatized adolescents receiving social work services. The study is not conducted and tested on a large scale due to the qualitative research undertaken. Data collected is analyzed by inductive reasoning and the processing of data through the utilization of the SPPC computer program which is used for the questionnaires completed in this study. Results show that a prerequisite for the utilization of the Competency-Based Approach entails the preliminary training of presenters of programs based upon this approach. Furthermore adolescents need to have certain intellectual and emotional abilities at their disposal which enables them to participate in a program based upon the Competency Based approach. Results show that traumatized adolescents who participated in this study have been exposed to a number of stress factors, mainly related to the relationships they are involved in, and indicate a need to participate in a stress-coping program. In a competency
based stress coping program for adolescents it is necessary to identify between the cognitive outcomes and the behaviour or social outcomes that are intended.