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JVB 210 textbook summary
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lOMoARcPSD|13321317JVB 210 Summaries Ch 3-5, 8-9,+12+16
Guidance and counselling 210 (University of Pretoria)
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Chapter 3: Socioeconomic barriers to learning in contemporary
society
3.2. Culture of poverty in South Africa
- Poverty manifest itself in adverse factors such as ill health, undernourishment,
deprivation of privileges, backlogs in education, unsupportive environments (informal
settlements and squatter camps), communication and language deficiencies, limited
social status and a negative view of the future – created by factors such as inadequate
education, low wages and unemployment.
- Visible signs of demoralising influences of deprivation: no reasonable standards of self-
respect, honesty, hygiene, home management, sexual morality, tidiness, cleanliness,
responsibility and companionship.
- The poor vulnerable, powerless, isolated and become part of poverty cycle - weak
education + poor parenting
Education in poor communities hampered by:
- Lack of order in communal structures
- Culture of vandalism
- Short-term orientation towards time
- Negative and powerful peer group influence
- Insecurity
- Language deficiencies
- Poor orientation towards school
- Clashes between the value of orientations of the family and the school.
o Results in: negative academic self-concept, low levels of drive = failure in school,
leaving school early and remaining jobless.
- Influx of illegal immigrants- necessary resources to provide housing, schooling and
employment fall short = Uncertainty about occupational future
3.2.2. Unplanned urbanisation and unemployment
- Lack of job opportunities = mass movement to cities = mushrooming of informal camps
and cities become unhealthy + dangerous = increased stress on health service +
education
- High density living= threatening the health, personal safety and future prospects of all
who live there also xenophobic attacks.
- Health care and education are put under strain as well as transport services, water and
electricity
- Desperately poor people and criminals are willing to destroy infrastructure in community
to get money.
- General standard of living decreases (Insecurity, hunger, fear, stress of high density
living, intensifying criminal activity and highly competitive lifestyle are causing increased
intrapersonal, ethnic and racial tensions leading to riots and killings).
- Culture of non- payment
- “Survivalist” activities such as sewing and gardening
- Unemployment accounts for a large degree of extent of impoverishments in South Africa:
another factor contributing to large unemployment is conflicting interests of trade unions
and employers.
Government attempting solve problem of poverty:
Water & electricity provisions
Child welfare
Quality of education for all
Adult literacy programmes
Improved health care
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Job creation and attempts to strengthen the economy
3.2.3. Moral confusion & uncertainty about values
- 21st century characterised by production-orientated materialism and accelerated
technological advance
- Boundaries between people & places fading = confronted by diversity of values =
become confused = moral fibre of society disintegrates = disharmonious relationships
- SA society characterised by distrust and selfishness, no interest in welfare of broader
community
- HIV and AIDS, high level of crime, racial tension and ethnic attacks, fear and sense of
insecurity have become a daily life in our country.
Measures to counteract the declining values:
Redesign curriculum: CAPS provides policy framework locating values centrally within all
education processes. Equip learners to identify and solve problems
The role of socioeducationists; role in motivating society to accept responsibility to
facilitate development of youth in a positive way.
Initiation for moral regeneration movement: re-establish positive values among South
Africans and establishing caring communities.
3.3. HIV/ Aids pandemic
- Caregivers die = community structures not sufficient to support = oldest sibling acts like
head of household and have to provide basic needs for family= falls into criminal activity
or sell themselves for sex in order to get income
- HIV/ Aids/ STD Strategic Plan: seeks to reduce HIV infection rates and address the
broad impact of HIV/AIDS on individuals, families and community
1. Prevention through promotion of safe sexual behaviour
2. Advocate male circumcision and advocate use of condoms
3. Provide treatment & support and care with emphasis on developing the provision of
care to children and orphans.
4. Support research for treatments
5. Protect human/ legal rights
3.4. Disintegration of family unit
- Family basis for positive value formation and stability in all communities
- Few societal support structures can fulfil social
adjustment + self-actualisation = lack of family
support structures = barrier to learning
- Disintegration of family life causes lack of love,
acceptance, care, interpersonal communication and
belongingness. Children are traumatised to such an
extent that their cognitive development and learning
abilities are negatively influenced but also their
physical, social and normative behaviour
- Maslow’s hierarchy used to measure needs in
educational environment
- Understand family dynamics = guide learner to cope
with learning processes
3.4.2. Child abuse
- Many communities deny child abuse or remain silent about it
- effects of abuse of children: Low self-esteem, Self-blame, Violent behaviour, negative view
on the future, suicide and death.
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Physical damage “Abuse”
- Non-sexual forms:
- Physical assault
- neglect
- Psychological abuse
Sexual offences/ crimes
- Sexual abuse
- Incest
- Rape
- sodomy
- Statutory rape
- Indecent exposure
Formal definition of sexual abuse:
- Involved in sexual activity don’t understand
- Cannot legally/ informed basis consent
- Act represents social taboo
- Unequal relationship of power between victim and perpetrator
- Cannot resist/ defend self
- Cannot cope with sexual stimulation
Causes:
3.4.2.1. Parental factors
- Live under difficult financial circumstances
- Inadequate societal support
- Conflict between available time & energy
- Believe child should satisfy their needs
- Personality deficiencies
3.4.2.2. Child factors
- Unwanted
- Chronically ill
- Emotionally demanding
- Not the gender wanted
3.4.2.3. Stress factors
- Job insecurity
- Large family
- Radical changes in life pattern
- Single parenthood
- Alcohol/ drug abuse
3.4.2.4. Warning signals:
- Sudden, inexplicable deterioration of school work
- Overdependence on trusted adults
- Withdrawal
- Depression
- Aggression
- Eating/ sleeping problems
- Sexually provocative
3.4.2.5. Preventative actions by school
-Use school as communal centre present short courses on parental guidance, marriage
counselling, family enrichment courses, family therapy, preventative strategies.
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