Archive for Sponsor A South African Child

The Khanyisela Scholarship: Where we are, and where we are going

Monday, October 11th, 2010

education

There are 110 children from ages 2 to 18 who live at St. Vincent Children’s Home in Mariannhill, South Africa.  Progenies of the vibrant Zulu tribe, raised in a loving environment by the missionary Sisters who run St. Vincent’s, and educated by committed teachers in the schools surrounding Mariannhill, the children grow to be loving, mature, and hopeful teens.  At St. Vincent’s, they form a community that promotes resiliency and the uniqueness of each individual, a community through which the full potential of each can be achieved.

Yet despite this enriching and supportive environment, the realities of the children’s lives cannot be underestimated.  Some are infected with HIV, leaving their strong spirits to dwell in an abode of physical frailty and frequent infection.  Others suffer internally from traumatic memories of physical or sexual abuse.  All are vulnerable or have been orphaned in some way.  In a country where nearly 40 percent of children who start grade one do not complete high school, the tragedies experienced by the students living at St. Vincent’s make obstacles to succeeding in education even more formidable.

The Khanyisela Scholarship, intended to promote access to and success with higher education for children living at St. Vincent’s, recognizes these obstacles as it carries out its mission.  This year, for example, there are no students living at the orphanage who are of the appropriate age or are emotionally or academically prepared to pursue further education.  As a result, we are exploring other ways besides sponsoring higher education to best meet the educational needs of children at St. Vincent’s.  These ways include:

  • Sponsoring a student who has finished grade 9, and may be able to complete graduation at a vocational school to learn a trade such as office administration, marketing, engineering, computer science, or hospitality.
  • Sponsoring a younger adolescent who demonstrates great academic potential and could benefit from a private or high quality secondary school.
  • Providing the scholarship to a student who used to reside at St. Vincent ’s, but is now struggling financially to find employment or continue his or her education.

Through collaboration with the staff of St. Vincent’s and our group of supporters in South Africa who helped to form the scholarship program, these options can be carried out to improve educational possibilities and outcomes.  And regardless of the option chosen, the guiding principles of the Khanyisela Scholarship Program remain the same: the transformative value of education, the promotion of basic human rights of equality and opportunity, and the affirmation of one’s fullest potential.

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South Africa – Development of Children in Orphanages

Wednesday, August 11th, 2010

The results of poverty are changing the social fabric of many countries all over the world, especially in third world countries such as South Africa. The family unit (immediate or extended) is no longer capable of supporting the immense number of orphaned and vulnerable children.  Many children and adolescents are being reared instead in institutional settings; mainly government or faith based orphanages.  The orphanage facility does not provide adequate avenues for developmental growth of the children or adolescents being reared; achieving average developmental milestones within these institutions is severely hampered.   There is a lack of development in the areas of social-emotional skills, communication, and cognitive ability.  The effects of living in an orphanage are far reaching and may limit the ability to adapt to a “normal” life once the children become of age to leave the institution.

Attachment is a fundamental and critical process in the social and emotional development of any infant, and affects the future ability of establishing positive relationships.  Attachment is described as the bonding experience between an infant and a parent or caregiver that is based on security, proximity, and safety.[i] This initial bonding experience impacts the infant as they proceed to grow and develop in their ability to create subsequent relationships and to develop coping skills and strategies to navigate the social world,[ii] mainly through the development of a primary trusting relationship.[iii] In the case of children being reared in institutions, secure attachments between child and care-giver is often times neglected for reasons of high child to care-giver ratios as well as limited education and implementation of strategies based on the healthy psychosocial development of the children in care.[iv]

Another factor which affects the social development of children raised in orphanages is the duration of time spent in the institution.  Based on the research the percentage of reoccurring social and emotional issues of children in a Romanian orphanage reveals that the duration of stay within an institution increases the likelihood of maladaptive social behaviours.[v] Likewise in Africa, the longer the child is reared in an institutional setting the ties between themselves and their community begin to weaken.

In Africa, the community is a kind of “extended-extended family.” The close links of families, clans, and communities in sub-Saharan Africa make for an enduring resource.  Compared with children raised in communities, those brought up in institutions are likely to have tenuous cultural, spiritual, and kinship ties with their families, clans, and communities. Kinship ties are especially important in Africa because they form the foundation for people’s sense of connectedness and continuity.  They are the basis upon which are built the social, cultural, “all round life” skills for navigating the complexity of life on the continent.[vi]

Therefore, micro level attachment between a child and a primary care-giver and also macro level attachment between the child and the larger community are all very important links that are necessary for well developed social and emotional skills.  These links for social development can best be explained by Bronfenbrenner’s bioecological systems theory which states that social ties to the immediate as well as the larger community steers a child’s development.[vii]


[i] Buchanan, T. G. (2004). The Impact of Attachment Theory on International Adoption.  Retrieved from http://www3.dbu.edu

[ii] Buchanan, T. G. (2004). The Impact of Attachment Theory on International Adoption.  Retrieved from http://www3.dbu.edu

[iii] Ateah, C.A., Kail, R.V., Cavanaugh, J.C. (2009). Human Development: A Life-Span View.  Toronto, ON: Nelson.

[iv] Groark, C.J., Muhamedrahimov, R.J., Palmov, O.I., Nikiforova, N.V., McCall, R.B. (2005). Improvements in Early Care in Russian Orphanages and their Relationship to Observed Behaviours.  Infant Mental Health Journal, 26 (2), 96-109.

[v] Kadlec, M.B., Cermak, S.A. (2002).  Activity Level, Organization, and Social-Emotional Behaviours in Post-Institutionalized Children.  Adoption Quarterly, 6 (2).  Retrieved from http://sws1.bu.edu/cermak/pdfs/activelevel.pdf

[vi] Foster, G., Levine, C., & Williamson, J. (Eds.).  (2005). A Generation at Risk. New York, NY: Cambridge University Press.

[vii] Paquette, D. & Ryan, J. (2001).  Bronfenbrenner’s Ecological Systems Theory. Retrieved March 16, 2010 from http://pt3.nl.edu/paquetteryanwebquest.pdf

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