Abstract
M.Ed. (Educational Psychology)
Self-worth develops optimally within a nurturing family context. The growing numbers of vulnerable children in care facilities are a concern both in South Africa and internationally. Children who are removed from their families often experience feelings of rejection and low self-worth. In an educational domain this can have a negative effect on learning and academic achievement. From a systemic perspective the mediating role of teachers in the self-worth development of children living in assisted-living spaces is extremely important.
The study focused on the experiences of a female, adolescent learner from an assistedliving space regarding classroom support. It also explored and described the strategies used by teachers to support a female, adolescent learner from an assisted-living space. Theories which informed the study include self-worth motivation theory and literature reviewed included research on the topic of self-worth in the academic domain as well as resilience in children living in care facilities.
The study is embedded within a qualitative approach as the core focus was to understand the notion of self-worth and the classroom support from the participants' perspective. An interpretive paradigm was chosen as the study attempted to understand and make meaning of the topic from the participant's viewpoint. A generic qualitative design was used as the study was not restricted by a particular methodological viewpoint ...