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GAINING ENTRY AND CO-OPERATION FROM SETTINGS
De Vos (2002: 399) notes that key informants can assist researchers to gain access to a particular setting. Initial contacts were made with primary and secondary schools, social workers and social welfare agencies explaining the purpose and process of the research. By working together with those who can facilitate access to the respondents the researcher gained the cooperation and support necessary to conduct the research.
These contacts enabled the researcher to identify possible respondents i.e. AIDS orphans.
The following activities were undertaken:
? A written letter of approval from the Department of Education in the North-West Province was obtained. (See Appendix 1). Accordingly two schools were supportive and accommodating to the study.
? A written letter of approval from the Department of Social Services, Arts, Sports and Culture was obtained (See Appendix 2). Accordingly social workers in various welfare offices were supportive and participated in the first part of the research. The social workers also helped in identifying caregivers who participated in the study.
INDENTIFYING CONCERNS OF THE POPULATION
According to De Vos (2002: 402) once they have access to the setting; applied researchers must attempt to understand the issues of importance to the population. To understand issues of importance in the first phase of the study (qualitative phase) ad hoc meetings were arranged with social workers and caregivers. Both the caregivers and social workers were satisfied with the format and contents of the semi-structured interviews with a schedule.
The researcher further held ad hoc meetings with school principals, caregivers and AIDS orphans who would participate in the qualitative and quantitative phase of the study. The purpose of these meetings was to brief the attendants about the research project and then provide them with the opportunity to refuse or agree to participate in the project. These meetings were held prior to the commencement of the project; hence both AIDS orphans who would be participants in the qualitative and quantitative phase were invited.
The main concerns which were raised during these ad hoc meetings were the language to be used in the study as well as the time slot that would be convenient for learners (respondents) since the study was accommodated at schools. It was agreed that for the first part of the study (qualitative phase), interviews with caregivers and AIDS orphans will be conducted in Setswana and for the second part of the study (quantitative phase) questionnaires will be translated in Setswana because the respondents’ language is Setswana. It was further agreed that the researcher meet learners (respondents) after school or during break times for the project.
ANALYSING CONCERNS AND PROBLEMS IDENTIFIED
This step involves analysing conditions that people label as community problems. De Vos (2002: 403) views the step as the critical aspect of this phase. It is a follow-up of what transpired in the previous step of identifying concerns of the population. Based on identified concerns during this stage, the researcher translated the interview schedule that would be used in the first phase of the study into Setswana (See Appendix 3) and then proceeded to translate the questionnaire in Setswana in preparation of the second phase of the study as agreed in the ad hoc meetings held with the role players (See Appendix 4).
CHAPTER 1
GENERAL INTRODUCTION
1.1 Introduction
1.2 Rationale for the study
1.3 Problem formulation
1.4 Goal and objectives of the study
1.5 Research questions and hypothesis
1.6 Research approach
1.7 Type of research
1.8 Research design
1.9 Research procedures
1.10 Pilot study
1.11 Description of the research universe, population, sample, delimitation /boundary of sample and sampling method
1.12 Ethical issues
1.13 Limitations of the study
1.14 Definitions of key concepts
1.15 Contents of research report
CHAPTER TWO
HIV/AIDS AS A SOCIAL PHENOMENON
2.1 Introduction
2.2 Definitions of HIV/AIDS and understanding of AIDS
2.3 The historical background of HIV/AIDS
2.4 AIDS: A global problem
2.5 AIDS in Africa
2.6 AIDS in South Africa
2.7 Modes of HIV transmission
2.8 Risk factors regarding HIV infection
2.9 The AIDS development process
2.10 Voluntary counseling and testing (VCT)
2.11Treatment
2.12 The impact of AIDS in South Africa
2.13 Prevention strategies
2.14Conclusion
CHAPTER 3
AIDS ORPHANHOOD AS A SOCIAL PROBLEM
3.1 Introduction
3.2 Definition of concepts orphan and AIDS orphan
3.3 Orphanhood: The African perspective
3.4 The extent of the problem of AIDS orphans
3.5 The socio-emotional implications of the rising statistics of AIDS orphans and difficulties faced by AIDS orphans
3.6 The rights of AIDS orphans
3.7 Impact of AIDS on skills development
3.8 Conclusion
CHAPTER 4
ADOLESENCE AS A LIFE PHASE WITH SPECIFIC EMPHASIS ON EARLY-ADOLESENCE
4.1 Introduction
4.2 Adolescence described
4.3 The adolescent stages
4.4 Early adolescence
4.5 Adolescence as a developmental stage
4.6 Adolescents risk-taking behaviors
4.7 Predisposing factors that expose adolescents to risky behaviors
4.8 Conclusion
CHAPTER 5
A REVIEW OF LIFE-SKILLS WITH SPECIFIC EMPHASIS ON EARLY-ADOLESCENTS
5.1 Introduction
5.2 The concept life skills
5.3 Historical development of life skills
5.4 Theoretical perspectives
5.5 Life skills theory
5.6 The importance of life skills to adolescents
5.7 Areas of knowledge in adolescents’ life skills development
5.8 Classification of life skills
5.9 Effective life skills
5.10 Life skills education
5.11 Life skills programmes
5.12 Requirements for learning life skills
5.13 The role of social workers in life skills education
5.14 Life skills in the context of a helping approach
5.15 Conclusion
CHAPTER 6
A LIFE SKILLS PROGRAMME FOR EARLY ADOLESCENT AIDS ORPHANS
6.1 Introduction
6.2 AIDS orphans life skills programme
6.3 The rationale for the development AIDS orphans life skills programme
6.4 Methods used in AIDS orphans life skills programme
6.5 Requirements for learning life skills in AIDS Orphans life skills programme
6.6 The content of AIDS orphans life skills programme
6.7 Planning for a life skill lesson
6.8 Minimum criteria for implementing AIDS orphans life skills programme
6.9 Conclusion
CHAPTER 7
EMPIRICAL RESEARCH FINDINGS
7.1 Introduction
7.2 Qualitative findings (First phase)
7.3 Quantitative findings (second phase)
7.4 Conclusion
CHAPTER 8
GENERAL SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
8.1 Introduction
8.2 Literature study
8.3 Empirical research findings
8.4 Aim and objectives of the study
8.5 Closing statement
BIBLIOGRAPHY
