Chapter 10: Development of multi-disciplinary model for OVC
5.3 CHALLENGES AND RISKS FACED BY OVC
5.3.1 Psychosocial experiences and challenges
conditions, and become fully functioning adults (Beasley et al., 2003; Van der Vegt, Essens, Wahlström, & George, 2015).
stress appear to be common among OVC. Pillay (2012) added that they have low self- esteem. They also have difficulty with social relationships and behaviour (Skinner et al., 2013). Some common psychosocial issues experienced by OVC are discussed below.
5.3.1.1 Stigma and discrimination
OVC are in many cases stigmatised by their peers. They may be stigmatised, because it is suspected that their parents died of HIV/AIDS or because they are so poor that they cannot buy or have access to the basic necessities of life (Seruwagi, 2012; Masuka &
Banda, 2012). Their books are not covered, because they lack simple items such as book covers. They lack proper uniforms, which leads to them being laughed at by their peers.
This leaves them with emotional scars that may be worsened when they decide to drop out of school. Magero (2012), Motsa and Morojele (2017) cite that OVC suffer emotionally and this will most likely also affect their academic performance.
5.3.1.2 Rejection
A study conducted by Boadu, Osei-Tutu, and Osafo (2020) states that OVC are faced with rejection and consequently, they experience feelings of loneliness. They experience rejection when their parents die and leave them behind with no-one to care for them. Alem (2020) supports the view and reiterates that OVC experience intense feelings of rejection and despair, and need social support, ranging from emotional to material support. When these children are left in the care of caregivers, they become negatively affected when they perceive the lack of caring or unfair treatment in comparison to the caregiver’s biological children (Alem, 2020).
These feelings are intensified when these children are forced to fend for themselves after the loss of their parents. Evidence shows that these feelings may proceed to develop into clinical depression, which may have long-term effects on these children’s health and development (Alem, 2020; Boadu et al., 2020).
5.3.1.3 Isolation
Vulnerability isolates children. They are isolated when their parents die, leaving them to care for themselves. They are isolated when they are forced to relocate from their original household to go and live with their extended family members who are strangers to them.
Alem (2020) asserts that in many cases, OVC have no-one to share their feelings with and this compounds their sense of loneliness and helplessness. If adaptation to their new circumstances is difficult, they may suffer with attachment issues, inadequate social skills and mental health difficulties later in life (Alem, 2020). This poses a serious challenge to the caregivers who must look after them, especially those who may not understand the psychosocial issues the OVC are dealing with.
5.3.1.4 Grief
OVC deal with a lot of constant grief which may sometimes be prolonged. Studies have shown that OVC are often misunderstood, as they are grieving (Magero, 2012; Boadu et al., 2020). The lack of support during the grieving process and inadequate support to adjust to the new circumstances of having to live without their parents, may lead them to be severely depressed (Sebola, 2019). It is this grieving process that results in psychosocial issues in their life.
To many children, their life is forced to continue as normal after the loss of their parents and they are not given time to grieve for the loss of their mother or father. They constantly remember the death of their parent, especially if it was their mother who died, and often feel as if it “happened yesterday” (Ntuli et al., 2020). They experience a difficulty forming a relationship with guardians, as they have this firm belief that things would have been different if their mothers were still alive (Ntuli et al., 2020). In a qualitative study by Ntuli et al. (2020), it was established that young orphans think things would be very different if their mothers were around to show them love, support, and to provide for them, care and encourage them.
5.3.1.5 Discipline
Attributed to the many challenges OVC often deal with in their formative years, most of them end up having problems with discipline, which are related to their early childhood and life experiences. Ndaita (2016) asserts that teachers are dealing with problems of indiscipline, insubordination and disruptive behaviour among the children. Studies conducted by (Masekoameng, 2018; Segalo & Rambuda, 2018) agree that teachers are dealing with issues of indiscipline on a daily basis. The larger part of the teachers’ time should be used to teach, instead it is spent disciplining learners. This is confirmed by Wolhuter (2020), who asserts that there are many maladjusted children in school.
South Africa is unique because of its historical past, and has a high prevalence of children not living in the same households as their biological parents. This is partially based on the historical migrant labour system, although most men tend to still migrate to the cities in the search of employment. Other reasons for children living without their parents are caused by poverty, and low marriage and cohabitation rates, among others (Hall &
Sambu, 2017). When children are not taught discipline in their childhood years, then they do not understand boundaries and basic rules of appropriate behaviour. This results in discipline issues facing the many learners, their teachers and later their employers, who will not tolerate indiscipline. In the latest statistics by Children Count, it was established that 43% of all children live only with their mothers, whereas 29% live with neither of their parents. In families that are classified as poor, only 30% live with both their parents (Children Count, 2019).
The absence of parents in the home has been found to contribute to social problems such as substance abuse, sexual abuse, and teenage pregnancy, among other problems, which contribute to the lack of discipline among children (Alem, 2020). Several studies have shown that cases of indiscipline start with the family background, where a child may undergo some psychological experiences that may affect their discipline behaviour, if not taken care of (Alem, 2020; Ngwokabuenui, 2015; Wolhuter, 2020).
South Africa has seen worst cases of indiscipline, where children become so violent that they attack and kill their own teachers and peers. In 2018, 2019 and 2020, there were cases that shocked the whole country, of learners killing their own teachers and fellow learners (Wolhuter, 2020). Some of these children bully their fellow learners. This leaves other children so traumatised that those who cannot go for a counselling process, are left with deep and permanent emotional scars. The worst-case scenario is when the traumatised children commit suicide or drop out of school.