ASSESSING THE CONTRIBUTION OF THE THARI PROGRAMME IN PROTECTING CHILDREN AGAINST VIOLENCE AND ENHANCING SCHOOL SAFETY
Keywords:
Thari programme, psychosocial interventions, social service professionals, school safety, safe parks
Abstract
This study examines the Thari pilot programme, developed by the Adopt-a-School Foundation as a potential solution to address school violence and children’s psychosocial health in South Africa. Employing an exploratory sequential mixed methods research design (QUAL-quan), the study evaluates the effectiveness of the Thari programme in providing essential psychosocial support services to children. The primary objective of the programme is to foster safe and violence-free learning environments that are academically effective, gender-sensitive, inclusive, and conducive to the health and well-being of all education stakeholders. The paper explores the psychosocial interventions employed by the Thari programme and assesses their contributions in creating secure and violence-free learning environments. The study findings offer support for the utilisation of psychosocial interventions in schools, as evidence suggests that these interventions positively impact school safety.
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References
Adopt-a-School Foundation. (2017). Proposal on the “Programme for the Support of Women and Children” January 2017.
Adopt-a-School Foundation. (2018). Thari programme evaluation report May 2017-May 2018.
Adopt-a-School Foundation. (2021). Update on the Thari Programme: Supporting Women and Children. (Issue October, p. 6).
Artz, L., Burton, P., Ward, C. L., Leoschut, L., Phyfer, J., Lloyd, S., Kassanjee, R., & Le Mottee, C. (2016). Sexual victimisation of children in South Africa [Optimus Study South Africa: Technical report]. UBS Optimus Foundation. https://www.saferspaces.org.za/uploads/files/08_cjcp_report_2016_d.pdf
Association of South African Social Work Education Institutions. (2018). Draft scope of practice.
Babbie, E. R., & Mouton, J. (2001). The practice of social research (South African ed.). Oxford University Press.
Bethell, C. D., Carle, A., Hudziak, J., Gombojav, N., Powers, K., Wade, R., & Braveman, P. (2017). Methods to assess adverse childhood experiences of children and families: Toward approaches to promote child well-being in policy and practice. Academic Pediatrics, 17(7), S51–S69. https://doi.org/10.1016/j.acap.2017.04.161
Bohnenkamp, J. H., Hartley, S. N., Splett, J. W., Halliday, C., Collins, D., Hoover, S., & Weist, M. D. (2023). Promoting school safety through multi-tiered systems of support for student mental health. Preventing School Failure, 67(1), 9–17. doi:10.1080/1045988X.2022.2124221
Bradshaw, C., Atkinson, S., & Doody, O. (2017). Employing a qualitative description approach in health care research. Global Qualitative Nursing Research, 4. doi:10.1177/2333393617742282
Braun, V., & Clarke, V. (2013). Successful qualitative research. A practical guide for beginners. Sage.
Breen, A., Daniels, K., & Tomlinson, M. (2019). Adolescent’s views on youth gang involvement in a South African Township. Children and Youth Services Review, 98(March), 171–177. doi:10.1016/j.childyouth.2018.12.010
Burton, P., & Leoschut, L. (2013). School violence in South Africa. Results of the 2012 National School Violence Study. Centre for Justice and Crime Prevention.
Creswell, J. W. (2014). Research design. Qualitative, quantitative and mixed methods approaches. Sage.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative and mixed methods approaches (5th ed.). Thousand Oaks: Sage.
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14(4), 245–258. doi:10.1016/s0749-3797(98)00017-8
Galappatti, A. (2003). What is a psychosocial intervention? Mapping the field in Sri Lanka. Intervention: International Journal of Mental Health, Psychosocial Work & Counselling in Areas of Armed Conflict, 1(2), 3–17.
Gibbs, V. (2017). Self-regulation and mindfulness: Over 82 exercises & worksheets for sensory processing disorder, ADHD, & autism spectrum disorder. PESI Publishing & Media.
Hawkes, T. E. (2021). School safety starts in the classroom. International Journal of Applied Psychoanalytic Studies, 18(3), 285–293. doi:10.1002/aps.1721
International Federation of Red Cross and Red Crescent Societies Reference Centre for Psychosocial Support. (2008). Psychosocial interventions: A handbook. https://pscentre.org/?resource=psychosocial-interventions-a-handbook-english&selected=single-resource
Kanel, K. (2018). A guide to crisis intervention (6th ed.). Cengage.
Lenhardt, A. M. C., Graham, L. W., & Farrell, M. L. (2018). A framework for school safety and risk management: Results from a study of 18 targeted school shooters. Educational Forum, 82(1), 3–20. doi:10.1080/00131725.2018.1381792
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic enquiry. Sage.
Lynn-Whaley, J., & Sugarmann, J. (2017). The relationship between community violence and trauma: How violence affects learning, health, and behaviour. Violence Policy Center. http://www.vpc.org/studies/trauma17.pdf
Mabasa, M. A., & Muluvhu, K. (2019). Accountability for parents towards learners’ violence in high schools of the Malamulele Central circuit of South Africa. Gender & Behaviour, 17(4), 14392–14400.
Makota, G., & Leoschut, L. (2016). The National School Safety Framework: A framework for preventing violence in South African schools. African Safety Promotion, 14(2), 18–23. https://journals.co.za/doi/abs/10.10520/EJC-62a1851d6
Maree, K., & Pietersen, J. (2016). Sampling. In K. Maree (Ed.), First steps in research (2nd ed., pp. 191–202). Van Schaik.
Mathews, S., Jamieson, L., Lake, L., & Smith, C. (Eds.). (2014). South African Child Gauge 2014. Children’s Institute, University of Cape Town. https://ci.uct.ac.za/child-gauge/cg-2014-preventing-violence-against-children
Meyer, L., & Chetty, R. (2017). Violence in schools: A holistic approach to personal transformation of at-risk youth. Acta Criminologica: Southern African Journal of Criminology, 30(3), 121–134. https://journals.co.za/doi/10.10520/EJC-bbcd4fd66
Modiba, N. S. (2022). Managing the disabling environment in the South African secondary schooling to promote safety and security. Ikenga, 23(3), 1–25. doi:10.53836/ijia/2022/23/3/001
Makofane, M. D. M., & Shirindi, M. L. 2018. The importance of data collection for qualitative research in social work. In A. L. Shokane, J. C. Makhubele, & L. V. Blitz (Eds.), Issues around aligning theory, research and practice in social work education (pp. 27–50). AOSIS. doi:10.4102/aosis.2018.BK76.02
National Association of Child Care Workers. (2014). ISIBINDI: Creating circles of care. https://www.naccw.org.za/isibindi
National Association of Child Care Workers. (2018). Isibindi project close out report (Issue June).
National Center for Education Statistics. (2018). International comparisons: Reading literacy at grade 4 [Annual report]. https://nces.ed.gov/programs/coe/indicator/cns
Nelsen, J., Escobar, L., Ortolano, K., Duffy, R., & Owen-Sohocki, D. (2001). Positive discipline: A teacher’s A-Z guide [Kindle ed.]. Three Rivers Press.
Ngidi, N. D., & Moletsane, R. (2018). Bullying in school toilets: Experiences of secondary school learners in a South African township. South African Journal of Education, 38(October, Suppl.), Article 1588. doi:10.15700/saje.v38ns1a1588
Niewenhuis, J. (2016). Introducing qualitative research. In K. Maree (Ed.), First steps in research (2nd ed., pp. 49–70). Van Schaik.
Panlilio, C. C. (Ed.). (2019). Trauma-informed schools: Integrating child maltreatment prevention, detection, and intervention. Springer. doi:10.1007/978-3-030-12811-1
Petrus, T. (2021). Gangster school: The role of the school environment in gang recruitment strategies in Port Elizabeth, South Africa. South African Journal of Education, 41(December, Suppl. 2), Article 1665. doi:10.15700/saje.v41ns2a1665
Reyneke, R. (2020). Trauma-sensitive schools: Understanding troubled learners through the neuroscience lens. In M. Reyneke, R. Reyneke, & N. Alexander (Eds.), Restorative school discipline: The law and practice (pp. 206–240). Juta.
Rubin, A., & Babbie, E. R. (2011). Research methods for social work (3rd ed.). Sage.
Rubin, A., & Babbie, E. R. (2017). Research methods for social work (9th ed.). Cengage.
South African Police Service. (2023). Police recorded crime statistics 2021/22. https://www.saps.gov.za/services/downloads/Annual-Crime-2021_2022-web.pdf
Sprick, R. S. (2006). Discipline in the secondary classroom (2nd ed.). Jossey-Bass.
Tomlinson, M., Kleintjes, S., & Lake, L. (2022). Part 2. Child and adolescent mental health: Building the foundations. In M. Tomlinson, S. Kleintjes & L. Lake (Eds.), South African Child Gauge 2021/2022: Child and adolescent mental health (pp. 26–146. Children’s Institute, University of Cape Town. https://bettercarenetwork.org/sites/default/files/2022-06/child_gauge_2021_final_screen.pdf
Toseland, R. W., & Rivas, R. F. (2022). An introduction to group work practice (9th ed.). Pearson.
van Zyl, M. (2022, November 25). Crime state/stats reveal children are not safe at schools. Democratic Alliance Newsroom. https://www.da.org.za/2022/11/crime-state-stats-reveal-children-are-not-safe-at-schools
Venter, R., & Jeffries, V. (2020). Learners’ and educators’ perceptions of gang involvement in Western Cape. Africa Education Review, 17(1), 51–65. doi:10.1080/18146627.2018.1477511
West, S. D., Day, A. G., Somers, C. L., & Baroni, B. A. (2014). Student perspectives on how trauma experiences manifest in the classroom: Engaging court-involved youth in the development of a trauma-informed teaching curriculum. Children and Youth Services Review, 38, 58–65. doi:10.1016/j.childyouth.2014.01.013
Adopt-a-School Foundation. (2018). Thari programme evaluation report May 2017-May 2018.
Adopt-a-School Foundation. (2021). Update on the Thari Programme: Supporting Women and Children. (Issue October, p. 6).
Artz, L., Burton, P., Ward, C. L., Leoschut, L., Phyfer, J., Lloyd, S., Kassanjee, R., & Le Mottee, C. (2016). Sexual victimisation of children in South Africa [Optimus Study South Africa: Technical report]. UBS Optimus Foundation. https://www.saferspaces.org.za/uploads/files/08_cjcp_report_2016_d.pdf
Association of South African Social Work Education Institutions. (2018). Draft scope of practice.
Babbie, E. R., & Mouton, J. (2001). The practice of social research (South African ed.). Oxford University Press.
Bethell, C. D., Carle, A., Hudziak, J., Gombojav, N., Powers, K., Wade, R., & Braveman, P. (2017). Methods to assess adverse childhood experiences of children and families: Toward approaches to promote child well-being in policy and practice. Academic Pediatrics, 17(7), S51–S69. https://doi.org/10.1016/j.acap.2017.04.161
Bohnenkamp, J. H., Hartley, S. N., Splett, J. W., Halliday, C., Collins, D., Hoover, S., & Weist, M. D. (2023). Promoting school safety through multi-tiered systems of support for student mental health. Preventing School Failure, 67(1), 9–17. doi:10.1080/1045988X.2022.2124221
Bradshaw, C., Atkinson, S., & Doody, O. (2017). Employing a qualitative description approach in health care research. Global Qualitative Nursing Research, 4. doi:10.1177/2333393617742282
Braun, V., & Clarke, V. (2013). Successful qualitative research. A practical guide for beginners. Sage.
Breen, A., Daniels, K., & Tomlinson, M. (2019). Adolescent’s views on youth gang involvement in a South African Township. Children and Youth Services Review, 98(March), 171–177. doi:10.1016/j.childyouth.2018.12.010
Burton, P., & Leoschut, L. (2013). School violence in South Africa. Results of the 2012 National School Violence Study. Centre for Justice and Crime Prevention.
Creswell, J. W. (2014). Research design. Qualitative, quantitative and mixed methods approaches. Sage.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative and mixed methods approaches (5th ed.). Thousand Oaks: Sage.
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14(4), 245–258. doi:10.1016/s0749-3797(98)00017-8
Galappatti, A. (2003). What is a psychosocial intervention? Mapping the field in Sri Lanka. Intervention: International Journal of Mental Health, Psychosocial Work & Counselling in Areas of Armed Conflict, 1(2), 3–17.
Gibbs, V. (2017). Self-regulation and mindfulness: Over 82 exercises & worksheets for sensory processing disorder, ADHD, & autism spectrum disorder. PESI Publishing & Media.
Hawkes, T. E. (2021). School safety starts in the classroom. International Journal of Applied Psychoanalytic Studies, 18(3), 285–293. doi:10.1002/aps.1721
International Federation of Red Cross and Red Crescent Societies Reference Centre for Psychosocial Support. (2008). Psychosocial interventions: A handbook. https://pscentre.org/?resource=psychosocial-interventions-a-handbook-english&selected=single-resource
Kanel, K. (2018). A guide to crisis intervention (6th ed.). Cengage.
Lenhardt, A. M. C., Graham, L. W., & Farrell, M. L. (2018). A framework for school safety and risk management: Results from a study of 18 targeted school shooters. Educational Forum, 82(1), 3–20. doi:10.1080/00131725.2018.1381792
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic enquiry. Sage.
Lynn-Whaley, J., & Sugarmann, J. (2017). The relationship between community violence and trauma: How violence affects learning, health, and behaviour. Violence Policy Center. http://www.vpc.org/studies/trauma17.pdf
Mabasa, M. A., & Muluvhu, K. (2019). Accountability for parents towards learners’ violence in high schools of the Malamulele Central circuit of South Africa. Gender & Behaviour, 17(4), 14392–14400.
Makota, G., & Leoschut, L. (2016). The National School Safety Framework: A framework for preventing violence in South African schools. African Safety Promotion, 14(2), 18–23. https://journals.co.za/doi/abs/10.10520/EJC-62a1851d6
Maree, K., & Pietersen, J. (2016). Sampling. In K. Maree (Ed.), First steps in research (2nd ed., pp. 191–202). Van Schaik.
Mathews, S., Jamieson, L., Lake, L., & Smith, C. (Eds.). (2014). South African Child Gauge 2014. Children’s Institute, University of Cape Town. https://ci.uct.ac.za/child-gauge/cg-2014-preventing-violence-against-children
Meyer, L., & Chetty, R. (2017). Violence in schools: A holistic approach to personal transformation of at-risk youth. Acta Criminologica: Southern African Journal of Criminology, 30(3), 121–134. https://journals.co.za/doi/10.10520/EJC-bbcd4fd66
Modiba, N. S. (2022). Managing the disabling environment in the South African secondary schooling to promote safety and security. Ikenga, 23(3), 1–25. doi:10.53836/ijia/2022/23/3/001
Makofane, M. D. M., & Shirindi, M. L. 2018. The importance of data collection for qualitative research in social work. In A. L. Shokane, J. C. Makhubele, & L. V. Blitz (Eds.), Issues around aligning theory, research and practice in social work education (pp. 27–50). AOSIS. doi:10.4102/aosis.2018.BK76.02
National Association of Child Care Workers. (2014). ISIBINDI: Creating circles of care. https://www.naccw.org.za/isibindi
National Association of Child Care Workers. (2018). Isibindi project close out report (Issue June).
National Center for Education Statistics. (2018). International comparisons: Reading literacy at grade 4 [Annual report]. https://nces.ed.gov/programs/coe/indicator/cns
Nelsen, J., Escobar, L., Ortolano, K., Duffy, R., & Owen-Sohocki, D. (2001). Positive discipline: A teacher’s A-Z guide [Kindle ed.]. Three Rivers Press.
Ngidi, N. D., & Moletsane, R. (2018). Bullying in school toilets: Experiences of secondary school learners in a South African township. South African Journal of Education, 38(October, Suppl.), Article 1588. doi:10.15700/saje.v38ns1a1588
Niewenhuis, J. (2016). Introducing qualitative research. In K. Maree (Ed.), First steps in research (2nd ed., pp. 49–70). Van Schaik.
Panlilio, C. C. (Ed.). (2019). Trauma-informed schools: Integrating child maltreatment prevention, detection, and intervention. Springer. doi:10.1007/978-3-030-12811-1
Petrus, T. (2021). Gangster school: The role of the school environment in gang recruitment strategies in Port Elizabeth, South Africa. South African Journal of Education, 41(December, Suppl. 2), Article 1665. doi:10.15700/saje.v41ns2a1665
Reyneke, R. (2020). Trauma-sensitive schools: Understanding troubled learners through the neuroscience lens. In M. Reyneke, R. Reyneke, & N. Alexander (Eds.), Restorative school discipline: The law and practice (pp. 206–240). Juta.
Rubin, A., & Babbie, E. R. (2011). Research methods for social work (3rd ed.). Sage.
Rubin, A., & Babbie, E. R. (2017). Research methods for social work (9th ed.). Cengage.
South African Police Service. (2023). Police recorded crime statistics 2021/22. https://www.saps.gov.za/services/downloads/Annual-Crime-2021_2022-web.pdf
Sprick, R. S. (2006). Discipline in the secondary classroom (2nd ed.). Jossey-Bass.
Tomlinson, M., Kleintjes, S., & Lake, L. (2022). Part 2. Child and adolescent mental health: Building the foundations. In M. Tomlinson, S. Kleintjes & L. Lake (Eds.), South African Child Gauge 2021/2022: Child and adolescent mental health (pp. 26–146. Children’s Institute, University of Cape Town. https://bettercarenetwork.org/sites/default/files/2022-06/child_gauge_2021_final_screen.pdf
Toseland, R. W., & Rivas, R. F. (2022). An introduction to group work practice (9th ed.). Pearson.
van Zyl, M. (2022, November 25). Crime state/stats reveal children are not safe at schools. Democratic Alliance Newsroom. https://www.da.org.za/2022/11/crime-state-stats-reveal-children-are-not-safe-at-schools
Venter, R., & Jeffries, V. (2020). Learners’ and educators’ perceptions of gang involvement in Western Cape. Africa Education Review, 17(1), 51–65. doi:10.1080/18146627.2018.1477511
West, S. D., Day, A. G., Somers, C. L., & Baroni, B. A. (2014). Student perspectives on how trauma experiences manifest in the classroom: Engaging court-involved youth in the development of a trauma-informed teaching curriculum. Children and Youth Services Review, 38, 58–65. doi:10.1016/j.childyouth.2014.01.013
Published
2024-10-30
How to Cite
Reyneke, R. (2024). ASSESSING THE CONTRIBUTION OF THE THARI PROGRAMME IN PROTECTING CHILDREN AGAINST VIOLENCE AND ENHANCING SCHOOL SAFETY. International Journal of Child, Youth and Family Studies, 15(3), 1-28. https://doi.org/10.18357/ijcyfs153202422160
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