Abstract:The Millennials, or Generation Y, have been receiving increasing attention as these young people have entered tertiary institutions and the workplace over the past decade. Their behavior towards authority is coming under sharper scrutiny as they prepare to move into leadership positions. For example, their assertiveness received both positive and negative attention in the South African media during the "fees must fall" campaign. While parents, caregivers, teachers, and employers wonder about the best approach to Millennials, Generation Z are also entering post-secondary schools. Parenting approaches and the role of technology are being reevaluated. Within this context the article provides strategies that might be used to understand and guide these generations, thus helping avoid a generation gap that would threaten healthy relationships with our youth. After highlighting the differences between the attributes of these generations of young people and the generations who raised them, concepts such as character qualities, digital nativeness, and global civic engagement will receive attention. The convergence of such concepts will be used to recommend strategies for use in the parenting and teaching of Generations Y and Z.

Os esforços para reduzir o trauma num sistema forense contencioso são dificultados pela alegação de que o processo por abuso sexual não pode ser realizado sem que se observem os direitos do pretenso perpetrador. Inquirir uma criança-testemunha é uma tarefa muito especializada; os promotores e o advogado de defesa não estão treinados nestes métodos. Apesar disso, os serviços de intermediação para crianças-testemunhas num tribunal são importantes para reduzir o trauma experimentado pela criança. Este artigo objetiva destacar que os crimes contra crianças e os subseqüentes procedimentos criminais nos quais se exige que a criança participe como testemunha ocorrem com suficiente freqüência para que se garantam serviços de intermediação a todas as crianças-testemunhas. Ele destaca as implicações práticas a fim de melhorar o processo corrente de intermediação, em nível regional, provincial e nacional. Primeiramente, o artigo faz uma reflexão sobre os serviços de intermediação oferecidos a crianças-testemunhas em algumas áreas dos subúrbios da região oeste de Johannesburgo; em segundo lugar, discute experiências práticas e literatura de apoio, assim como a experiência da Bethany House com o projeto Child in Crisis Foundation (SA).

In South Africa, the integration of community engagement into research and teaching roles is mandated through policy guidelines, which created the need for transformation of Higher Education (HE) since the late 1990s. One approach that allows such integration is service-learning and this approach is the focus of a research study conducted with field supervisors to determine the level of reciprocal engagement experienced by them. Communication plays a strong role in authentic university-community partnerships (UCPs) and Monash South Africa is cognisant of the challenges encountered with regard to diversity during placements or internships, some of which were discovered through the study. The ultimate aim of the chapter is to offer some recommendations for having a student-engaged and community-focused curriculum with reflections on its internationality and inter-disciplinary impact.

The experiences from a case study are evaluated against the aspects such as emergency response to vulnerable populations and other sources from the literature to serve as guidelines for the management of an epidemic in a child and youth care centre (CYCC). To help understand the effects of the epidemic on the centre, this article describes experiences in terms of the meeting of needs. A discussion of the following are part of the article: • A reflection will be provided on the observed stages the children and child and youth care workers (CYCWs) went through during 177 days of a national lockdown; • Indications of caregiver burnout; • Experiences around the meeting of children’s needs through the lens of child and youth care (CYC) theory; and • Proposed areas needing attention in mitigating risks. Some lessons learnt from the daily routine established to manage the lockdown regulations, sometimes experienced as nonsensical, are shared. From these reflections, questions for research are provided from a practice-based evidence approach, mainly aimed at determining the readiness of a CYCC to manage a state of disaster, while needing to focus on meeting children’s needs.