Youths in gangs on the Cape Flats: If not gangs, then what?

Gangs are social groups within geographical territories that use symbols, verbal and non-verbal communication to express their belonging to the group, and resort to crime to exercise power and control over the territory in which they operate (De Wet, 2016; Cooper & Ward, 2012). They are formed to claim control over a specific market, such as illegal substances, in a specific territory. Activities are organised through leadership structures and an internal organisation of roles and responsibilities for gang members. Criteria for the functioning of gangs in general include a command structure, exerting power over a territory and its inhabitants and its resources, and use of armed violence. The above criteria are also applicable to youth gangs (Cooper & Ward, 2012)

A reflective view of the introduction of technologies in social work fieldwork modules within the South African context

The COVID-19 pandemic highlighted the need to prepare students for emergency online learning and teaching. The blended-learning approach that includes online learning and teaching options in social work theoretical modules has been described as valuable in providing students with a variety of modes of learning and teaching. However, its use in fieldwork modules requires further research. This article aims to explore the experiences and perceptions of undergraduate student social workers and their supervisors regarding the inclusion of technologies in the first-year fieldwork module, and how this affected their online experiences during the pandemic. The activity theory served as a theoretical framework. A qualitative approach was followed with an explorative-descriptive research design. Participants were selected through purposive non-probability sampling. Data was collected through written reflection sheets that were analysed through thematic content analysis. Ethics included voluntary participation, informed consent, privacy, confidentiality and anonymity. The findings indicate that all the components of the activity theory were present, while challenges experienced prior and during the pandemic were identified as a lack of previous exposure to the use of technology and of access to technological resources, socioeconomic challenges, the need to become skilled in becoming independent scholars, a need for direct interaction among students and between students and supervisors/lectures, and the importance of a variety of role-players to support learning. The findings provided a foundation to draw conclusions and make recommendations regarding what is needed to effectively use the activity theory’s components in fieldwork modules and to prepare students for technology-based learning and teaching in higher education settings

Family functioning and stroke: Family members’ perspectives

Stroke survivors often experience permanent or temporal physical and psychological stroke impairments. As a result, stroke survivors are often discharged to recover in their home environments and are cared for mostly by family members. Additionally, caregiving roles are often assumed without any formal training or preparation whatsoever. This can transform the family’s functional patterns due to adjustments that are made to accommodate the caregiving needs.To explore the experiences and influence of stroke on families and on family functioning

YOUTHS IN GANGS ON THE CAPE FLATS: IF NOT IN GANGS, THEN WHAT?

Youths in gangs on the Cape Flats have been reported to be a major and ongoing concern. It is therefore necessary to explore what prompts youths not to join gangs, or to exit gangs. This article is based on a secondary analysis of data that focused on the perceptions of youths in the Cape Flats of the reasons for youths joining gangs. The findings point to individual, family and environmental contributing influences. The discussion is concluded with some recommendations for interventions aimed at providing youths with alternatives to prevent them from joining gangs, or to assist them to exit gangs