Exploring the asset-based approach with a learner affected by disability and HIV and AIDS
Date
2008-03
Authors
Ryan, Heather
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : University of Stellenbosch
Abstract
The purpose of this study was to explore the effects of the asset-based
approach through life skills facilitation with a learner with disability and
affected by HIV and AIDS. The conceptual framework of the study was the
HIV and AIDS pandemic, disability and the asset-based approach. I followed
a qualitative research approach guided by a transformative paradigm and I
used the action research design. I purposefully selected the case (a learner
with disability and affected HIV and AIDS) and other participants (mother and
community organisations) were identified in consultation with the learner and
as the research process developed. Data collection consisted of semistructured
interviews, observation, journals, capacity inventory and collage.
Data were transcribed verbatim and open-coding were used to identify
themes that emerged.
Findings that emerged were viz. mobilisation of existing assets enhances and
mobilises new assets; presence of positive emotions, agency and ownership
were reported. These assets led to incidences of school and community
engagement, with the participant as an asset in building, creating and
strengthening other people, resources and systems. Previous feelings of
dependency, powerlessness and hopelessness were replaced with increased
confidence, empowerment and competence.
I propose the incorporation of the asset-based approach within the life
orientation curriculum and the construct asset-awareness as a more userfriendly
term for use in the school context. Asset-awareness refers to the
raising and advancement of knowledge about abilities, gifts and assets and
the use or application thereof in practice.
Description
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2008.
Keywords
Assets, Life skills, Disability, Cerebral palsy, HIV, AIDS, Theses -- Educational psychology, Dissertations -- Educational psychology