Chapter 10: Development of multi-disciplinary model for OVC
3.2 CHILD PROTECTION AND SUPPORT SYSTEMS
Children are vulnerable by virtue of them being children, and as such, they always need to be protected (Reynecke, 2018). Functioning support systems such as the family and community are crucial in protecting children. Factors that are considered to offer protection to children include informal support such as a high number of caregivers, social and religious institutions, access to role models, as well as employment rates of adults (South African Development Community [SADC], 2011).
Child protection encompasses the protection of children from violence, exploitation, abuse and neglect (Mahmoudi & Mothapo, 2018). The UN Convection on the Rights of the Child Article 9 advocated for the protection of children in and out of the home (UNCRC, 1989). The ACRWC and the South African Constitution incremented the
convention and aims to mobilise all sectors of society to ensure that children are cared for and protected (African Union [AU], 1999; Constitution of South Africa Act 108 of 1996).
In the notion of the Charter and the Constitution, it is every citizen’s duty to play a role in protecting children and creating a safe and secure environment for them (AU, 1999;
Constitution of South Africa, 1996).
In schools; educators play a critical role in recognising when a child is being abused, how to manage the child, the procedures for reporting abuse, as well as how best to deal with disclosure of abuse (Strydom, Schiller, & Orme, 2020). In the ecosystem and strengths- based framework, there were various support systems in the child’s environment that could be used to care for and support OVC. They are as follows:
3.2.1 Family support system
A family is the basic unit of any society (DSD, 2001). An immediate family is the first system that the child gets exposed to. It is in this system, where the child receives love, care and support from close family members. The child’s outlook and perception of life is shaped in this system (Mahmoudi & Mothapo, 2018). Having a strong supportive family relationship is a strong protective factor against psychosocial distress and it helps to increase children’s mental well-being (Daniel, 2010; Dekeza, 2018; Van Breda, 2017).
A study conducted by Berglas, Brindis, and Cohen (2003) found that the level of vulnerability caused to children who have parents that are caring and supportive to their children, is low compared to those children, whose parents are less caring or supportive.
These findings are confirmed by Kheswa (2017), who asserts that children who have less support from parents are more likely to be abused. When family support systems are strong, and the child is well cared for, then the exposure of the child to vulnerability is minimised. However, South African family life has been compromised
by several societal factors, which include poverty and unemployment (Bezuidenhout, 2012). This may put family members in a position where they are unable to care for OVC, as they are even unable to care for their own children.
In light of this assertion, programmes targeting families should strengthen them to display these qualities to their children (Mahmoudi & Mothapo, 2018). These qualities include sharing appreciation, which is a great way to develop positive attributes, encouraging them to spend quality family time, where relationships will be formed and strengthened, and practise healthy communication (Vergottini, 2019). Parents should also promote individual accountability, where family members are accountable for their behaviour (Vergottini, 2019) and do not blame others or the community or the country/politics/the government.
It should be noted, however, that there may be unfortunate cases, where children’s lives will be destabilised by circumstances out of anybody’s control, such as the death of a parent or a divorce, where they will lose protection (Mutiso & Mutie, 2018; Mamotsheare, 2016).
3.2.2 Community support systems
Community support systems are community-based support systems that may be organised through systems that are in the child’s environment (Openshaw, 2014). There are systems such as extended family members, friends, neighbours, religious organisations, community programmes, cultural and ethnic organisations or other support groups or organisations. Literature has outlined the following community-based support systems in a child’s environment:
(a) Community networks
Community networks are associations that exist in the child’s environment. They may be community-based organisations [CBOs], faith-based organisations [FBOs], non- governmental organisations [NGOs], local businesses and various departments in the South African Government (Patel, 2015).
(b) Home visits
This is the common means that is simple and easily accessible, and allows people to identify and support OVC in communities (Masindano, Wasilwa, & Singletary, 2010).
However, this can be a challenge, as it depends on available resources such as volunteer staff and the amount of care that is required.
(c) Community-based organisations (CBOs)
In South Africa, there are several CBOs that have been instituted to care for OVC in the community. The goal set to establish these community networks is to render support to OVC by familiar adults and ensure that these children remain within their communities even after losing their parents (Masindano et al., 2010; Patel, 2015). These CBOs also strengthen the capacities of family and communities to care for children and empower caregivers through an opportunity to earn a livelihood (Masindano et al., 2010, Patel, 2015).
(d) Faith-based organisations [FBOs]
FBOs are among the most viable institutions in the care and support of OVC. A comprehensive study conducted by Foster (2011) on the responses of FBOs to the OVC crisis in six sub-Saharan countries, which included Zimbabwe, Malawi and Swaziland found that FBOs provide a broad range of services to OVC. They provide services such as material support, home visits and day-care centres, food support and counselling.
(e) Drop-in centres
Drop-in centre refers to a community-based service facility intended for the provision of basic services that are aimed at meeting the emotional, physical and social development needs of vulnerable children (Mahlase & Ntombela, 2011). These centres play a critical role in attending to material, pastoral and psychological needs of children who have no parents (Mahlase & Ntombela, 2011). They are well positioned to develop the capacity of local people to look after vulnerable children in environments that are familiar and child friendly (Mahlase & Ntombela, 2011).
(f) The role of schools
In schools, educators and other support staff are well positioned to play a critical role in the care, support and protection of OVC. They can identify and recognise any change of behaviour in the child. In the notion of ecosystem and SBTF, schools are a resource or an asset and well-positioned in the care and support of OVC in communities. There is strong evidence from both literature and research studies confirming that schools are crucial in the care of OVC (REPSSI, 2009; Boothby & Melvin, 2007; Ntinda, Maree, Mpofu, & Seeco, 2014). Literature has highlighted the critical nature of the role of schools:
Every community, no matter how poor or under resourced, has a school. Children spent most of their time at school among their peers and in the care of teachers (Openshaw, 2014).
Schools can easily identify learners with a change in behaviour, who are not coping and showing signs of distress (REPSSI, 2009).
Schools can be a caring environment, where all learners are encouraged to reach their full potential as human beings and where all barriers towards learning are removed (Department of Education [DE], 2001).
Many children can be reached unlike any other means (Boothby & Melvin, 2007).
Schools are a cost-effective way to reach children and sustainability can be maintained (Ntinda et al., 2014).
Schools can be a point of link to specialised services for children (Openshaw, 2014).
The school is the extension of the socialisation process of the child.
The schools offer the child the opportunity to interact with other children and therefore formulate friendships and associations.
In the school, the child will also formulate relationships with other adults outside the home, for example, the teachers.
The KwaZulu-Natal Department of Education [KZN DoE] (2015) provides guidelines to guide management and support for children experiencing psycho-social barriers in schools. These guidelines acknowledge that children experience many challenges in their education process and if these challenges are not managed, they will become psycho- social barriers that will hinder the children’s full participation and success in education (KZN DoE, 2015). It advocates for the full identification of barriers that learners are experiencing. These guidelines provide a support plan that will make a difference and ensure that the learners complete their academic process successfully.
3.3 LEGAL AND POLICY FRAMEWORKS GUIDING OVC CARE AND SUPPORT