No abstract

The developmental social welfare approach has remained the operational paradigm of the Department of Welfare and its successor, the current Department of Social Development (DSD), since 1997. As recently as October 2012 the DSD officially confirmed its commitment to the principles and practices espoused by the White Paper in the draft White Paper on Families (DSD, 2012b:7-13). This, invariably, also still officially links it, in principle, to the RDP.

Problem-solving skills: These include the ability to think abstractly, reflectively, the ability to be flexible and the ability to seek alternative solutions for both cognitive and social problems.Autonomy: This refers to a strong sense of independence, an internal locus of control, a sense of power, and self-esteem and self-efficacy.A sense of purpose and future: This refers to healthy expectations, a positive goal and success orientation, the will to be successful, educational aspirations, persistence, optimism, hopefulness, hardiness, belief in a bright future, a sense of anticipation, a sense of a compelling future and a sense of coherence.

The article provides the background for judging the current and future roles and functions of school social workers in South Africa. It covers the history and nature of South African school social work and the policy dictates that govern local practice, as well as the challenges faced by learners and the roles, tasks and functions practitioners could, and should, perform to address these challenges. Moreover, the article attempts to indicate the basis for the further development of this speciality within the local profession, as well as promote research in this field

No abstract