WOMEN’S UNIVERSITY IN AFRICA

FACULTY OF GENDER AND TRANSFORMATIVE SCIENCES

DEPARTMENT OF SOCIAL WORK

FIEL
DWORK REPORT
NAME OF STUDENT: SABELO NDLOVU

STUDENT NUMBER: W201423

COURSE AND YEAR: BSc. HONOURS DEGREE IN SOCIAL WORK

NAME OF AGENCY: DEPARTMENT OF SOCIAL DEVELOPMENT

AGENCY SUPERVISOR: MR. N. NDLOVU

SCHOOL SUPERVISOR: MR. A. NDLOVU

DURATION: FEBRUARY TO DECEMBER 2022

THIS FIELDWORK REPORT IS SUBMITTED TO THE WOMEN’S UNIVERSITY IN AFRICA

IN PARTIAL FULFILMENT OF THE REQUIREMENTS OF THE DEGREE IN SOCIAL WORK.

DECEMBER 2022

pg. 1
 DEDICATION

This report is a special dedication to my family.

pg. 2
ACKNOWLEDGEMENTS

For the success of the fieldwork placement, the student is indebted to a host of individuals. The
utmost appreciation goes to my Supervisor Mr. N. Ndlovu for his intellectual mentorship,
patience, and the time that made this fieldwork a success. Great appreciation to my family for
their absolute financial and emotional support, sacrifice and prayers. I am also thankful to the
Department of Social Development Fort Street District Office for providing me with the
opportunity to do my work-related learning.

My gratitude also goes to all members of the staff at the Department of Social Development at
Fort Street District for the help they rendered to me during the period of my attachment. Special
gratitude to my lecturers at Women’s University in Africa for equipping me with the expertise in
Social Work and providing knowledge to achieve my objectives during the work-related learning
period. Above all, I thank the Almighty God for being there for me and giving me the strength
and ability.

pg. 3
ABSTRACT

This is a final comprehensive report compiled by the student Social Worker after completing the
fieldwork practice at the Department of Social Development Fort Street District Office. The
fieldwork report includes an outline of the student’s fieldwork experience, academic and
professional growth during this period. Also attached are reports on weekly activities done
during the course of attachment. The Student learnt that the Department of Social Development's
work with children is hinged upon its collaboration with Civil Society Organisations such as
Childline, JF Kapnek Trust and Justice for Children Trust, to mention but a few, and is guided
primarily by statutory instruments such as the Children's Act (Chapter 5:06). Without this
collaboration, it is very difficult for the Department to fully achieve its mandate for children in
Zimbabwe. The Civil Society Organisations act as 'buddies' to the Department and where there is
need to follow-up on new child abuse cases, joint follow-ups are conducted. This improves
promptness of response to child protection cases and also strengthens accountability. The student
also learnt that the care of children in Zimbabwe is systematized through the National Case
Management System which is one of the programmatic pillars of the National Action Plan for
Orphans and other Vulnerable Children (Phase III). The Department plays the lead role in
delivering child protection services in Zimbabwe although its operations are sometimes affected
by lack of adequate resources. In light of that, agreed tasks of the student at the Department of
Social Development included: probation work where the student is expected to assess all child
welfare cases and produce reports as and when necessary, assessment of adult welfare cases,
family casework in need of social protection assistance, supervision of Children’s Homes,
development of care plans for children in institutions and represent the Department in meetings,
workshops and social functions.

pg. 4
 TABLE OF CONTENTS

TITLE PAGE 1
DEDICATION 2
ACKNOWLEDGEMENTS 3
ABSTRACT 4
ABBREVIATIONS/ACRONYMS 7

1. INTRODUCTION 8
1.1 Nature Of The Organisation 8
1.2 Historical Background 9
1.3 Agency Organogram 11
1.4 Section Where The Student Is Attached 12
1.5 Roles And Responsibilities Of The Dept. Of Social Development 12
1.6 Functions Of The Agency 13

2. VISION 14

3. MISSION 14

4. VALUES 15

5. DSD SERVICES 15
5.1 Child Protection 16
5.2 Family And Social Unity 19
5.3 Disability And Rehabilitation Services 21

6. CLIENTS SERVED BY THE DEPARTMENT OF SOCIAL DEVELOPMENT 21

7. KEY STAKEHOLDERS 23

8. TECHNICAL SECTION 24
8.1 Objectives Of The Placement 24
8.2 List Of Assignments Between Student And Supervisor 24
8.3 Demonstration Of Ways In Which Placement Was Beneficial To Student 29
8.3.1 Benefits Of Fieldwork Placement 29

pg. 5
 8.4 Supervision 32
8.5 Achievements of intended goals 32
8.6 Strengths Of The Student 34
8.7 Weaknesses 35
8.8 Challenges 35

9. CASE STUDY 36

10. RECOMMENDATIONS 43

11. CONCLUSION 44

12. STUDENT’S WEEKLY REPORTS 45

DECLARATION BY AGENCY SUPERVISOR 80

REFERENCES 81

LIST OF FIGURES

Figure 1: MoPSLSW organizational structure……………………………………………….11

Figure 2: Dichotomy of Sections and Subsections in the Dept. of Social

Development………………………………………………………………………………….....15

Figure 3: The model National Case Management cycle ……………………………………. 24

pg. 6
ABBREVIATIONS /ACRONYMS.

AMTO- Assisted Medical Treatment Order

PA- Public Assistance

DVT- Disability Vocational Training

CW- Child Welfare

DSD- Department of Social Development

SDO-Social Development Officer

DSDO- District Social Development Officer

JD- Juvenile Delinquency

PVO- Private Voluntary Organisation

NGO- Non Governmental Organisation

CCW- Community Childcare worker

CPC- Child Protection Committee

HCW-Health Care Worker

CPS- Child Protection Society

MIS- Management of Information System

HSCTs –Harmonized Social Cash Transfers

FST- Fort Street

BEAM- Basic Education Assisted Module

GBV- Gender Based Violence

VFU- Victim Friendly Unit

ZRP- Zimbabwe Republic Police

pg. 7
 1. INTRODUCTION

Name of Organization: Ministry of Public Service, Labour and Social Welfare.

Place of attachment: Department of Social Development, Fort Street District Office, Bulawayo.

The report provides a detailed description of the activities that the student undertook for the
duration of the internship whilst also outlining successes, lessons learnt, bottlenecks and
suggestions for way forward. Nonetheless, it begins with a brief but articulate description of the
history and structure of the Organization. The report goes on to provide a detailed description of
the functions of the Department which are defined by its three sub-departments. The fieldwork
placement went a long way in assisting the student to contextualize child rights issues and
standards in statutory child protection practice. Moreover, the fieldwork placement provided the
student with an opportunity to come face to face with how the Government of Zimbabwe and its
partners are implementing child protection interventions. Most importantly, it was an opportunity
to ask the questions: 'to what extent is the Government of Zimbabwe pursuing a rights-based
approach to child protection service delivery?’ The student will also highlight the implication of
the supervision and discuss the extent to which the student achieved the stated goals and
objectives of the internship. The report will further present the challenges faced by the student
and the most interesting case done during the internship. The report will then conclude by
providing the recommendations and weekly reports.

1.1 NATURE OF THE ORGANISATION WHERE THE STUDENT IS ATTACHED.

The student is attached at the Department of Social Development Fort Street District in
Bulawayo. The Fort Street District office has the District Social Development Officer on top
followed by the Probation Officer also known as the Social Development Officer who is
responsible for the supervision of student interns. The Fort Street District has one Case
Management Officer who specializes in child protection, one accounting assistant and two Office
Orderlies who are responsible for the registry where all the Department’s files are kept.

pg. 8
1.2 HISTORICAL BACKGROUND OF THE DEPARTMENT OF SOCIAL
DEVELOPMENT

The Department of Social Development is a government arm that has a broad spectrum of
statutory responsibilities for the protection and care of children under the Children’s Act and
other enactments, and it is also responsible for the administration of a variety of public assistance
programmes. It has the responsibility on behalf of the Government of Zimbabwe for coordinating
the implementation, both through its own activities and those of other Ministries and non-
governmental organisations. It is also well known as the Department of Social Welfare. The
historical background of the Department of Social Welfare dates back to the colonial era. The
sequel to the colonization of the country by whites was industrialization and urbanization which
attracted a wide array of socio-economic problems. The Department of Social Welfare in the
1930’s was developed as a direct response to the problems created by the process of
industrialization and urbanization. Kaseke (1998) notes that the first move to provide probation
services in Zimbabwe, then Southern Rhodesia, was in 1936 when the Probation and School
Attendance Compliance Officer program was introduced. A recommendation to establish
probation services was made after agents from the discipline of education, justice and police
combined efforts to look into issues related to school attendance, bunking off, skiving and
children in conflict with the law. Probation programs for the ‘superior race’ were set in motion
and education was made compulsory for white children. This service was only initiated in 1936
after F. S Caley from Britain was employed as the first probation officer by the government to
deal with Juvenile delinquency amongst white children. It must be noted that in its infancy the
welfare system’s thrust and port of call was the welfare of the white minority. As for the black
African, the welfare system enacted a Vagrants Act which was meant to regulate the flow of
blacks into towns.

The Department of Social Welfare was established in 1948 and its main focus at the time was
JUVENILE DELIQUENCY. Relief for destitution was performed by the Department of
Native Affairs, which had been established in 1944. This duty was taken over by the Department
of Social Welfare in 1968. Assistance by then was in the form of rations and rent allowances of
$3 and sometimes the payment of remission tuition fees for those whose children attended

pg. 9
government schools. The Department of Social Welfare at that time was administered on racial
lines. The Fort Street branch started off in the townships and it catered for Blacks while
Tredgold catered for Whites.

At Independence, the services of the two branches were combined. The Fort Street branch
moved into its present location (Fort Street) in 1987. The Department of Social Welfare started
to run a Public Assistance program for the provision of financial assistance to the sick, aged,
death of the breadwinner, unemployed, and the disabled. Racial discrimination was abolished
and the Fort Street branch catered for Bulawayo South while the Tredgold branch catered for
Bulawayo North. In 2014, the Department of Social Service was split into two departments
namely Department of Child Welfare and Probation Services (DCWPS) and the Department of
Social Services (DSS). Under the new framework all child welfare and protection cases were
under DCWPS served by registered Probation Officers in terms of the Social Workers Act
(Chapter 27:21). The Department of Social welfare employed one Child Welfare officer in rural
districts and two in urban areas. Its core mandate was to help orphans and vulnerable children.

The two Departments were later merged in the year 2017 to create the new DSW after the
Department of Social Services was merged with the Department of Child Welfare and Protection
Services to become one. The bringing in of Social Services and Child Welfare and Protection
Services under one roof was a government move to reduce government expenditure on the civil
service as well as to improve provision of services to individuals under the Department of Social
Welfare (DSW). However, the department of renamed again to Department of Social
Development (DSD). The parent ministry of DSW is still the Ministry of Public Service, Labour
and Social Welfare (MPSLSW).

pg. 10
 1.3 AGENCY ORGANOGRAM

Fig. 1: MoPSLSW organisational structure

MINISTER OF PUBLIC SERVICE, LABOUR &SOCIAL WELFARE

DEPUTY MINISTER OF PUBLIC SERVICE, LABOUR &SOCIAL WELFARE

PERMANENT SECRETARY

CHIEF DIRECTOR

DIRECTOR-DISABILITY AFFAIRS DIRECTOR-SOCIAL DEVELOPMENT

DEPUTY DIRECTOR CHIEF DEPUTY DIRECTOR DEPUTY DEPUTY DIRECTOR

DISABILITY AFFAIRS ACCOUNTANT SOCIAL DIRECTOR HUMAN
PROTECTION CHILD RESOURCES
PROTECTION

PROVINCIAL SOCIAL DEVELOPMENT OFFICER

DISTRICT SOCIAL DEVELOPMENT

OFFICER

SOCIAL DEVELOPMENT OFFICER

RECORDINGS & ADMINISTRATION STAFF ACCOUNTING EXECUTIVE

INFORMATION ASSISTANTS ASSISTANTS
1.4 SECTION WHERE THE STUDENT IS ATTACHED

pg. 11
At the Department of Social Development the student works under the supervision of the Social
Development Officer who also plays the role of a Probation Officer. The student handles cases
pertaining to Child Protection and Social Service. At the beginning of the placement the student
was first oriented at the Registry and Finance section. The student carried out duties in all the
sections respectively, but predominantly in the Child Protection and Social services sections.
Child Protection Section has the statutory capacity and a duty bearer in the Protection,
Prevention and Welfare of the children. It should be noted that services are rendered in line with
the National Case Management System which is a policy framework that facilitates child
protection services through coordination with various stakeholders. On the other hand, the Social
Services Section is predominantly focused on the administration of public assistance to
vulnerable peoples as well as registration and regulation of Private Voluntary Organizations.
These two sections are vital in providing social safety nets to the vulnerable members of the
society and the practitioners have the statutory power in terms of the Social Workers Act
(Chapter 27:21), Children’s Act (Chapter 5:06) amongst other key statutory instruments.

1.5 ROLES AND RESPONSIBILITIES OF THE DEPARTMENT OF SOCIAL

DEVELOPMENT

The Department of Social Development as a government arm that falls under the Ministry of
Public Service, Labour and Social Welfare has the responsibility of safeguarding and promoting
the welfare of vulnerable members of society through the coordination and implementation of
social security measures, programmes and policies. Most importantly, the department has the
lead statutory responsibility for the protection and safeguarding of children in terms of the
Children’s Act [Chapter 5:06]. This entails investigating and intervening in cases of alleged child
abuse as well as other child protection concerns. Some of the roles and responsibilities include:

 removal of children deemed to be in need of care from harmful environments to places of

safety;

 providing direct services to children and families in complex or high-risk cases that
cannot be adequately handled at the community level;

pg. 12
  assisting the courts through the provision of case reports in responding to child protection
issues;

 offer pre-trial and post-trial support services to child offenders which may include
psychosocial support, rehabilitation services and referrals to other service providers for
legal aid and other specialised services;

 providing social protection programs such as the Harmonized Social Cash Transfers
(HSCT) which is aimed at cushioning the vulnerable people of the society against
economic shocks and the targeted population includes the elderly, orphans and other
vulnerable children, the chronically ill, persons with disabilities and those with high
dependency ratios;

 to avail adequate and nutritious food to the food insecure, labour constrained households
(older person headed households, child headed households, chronically ill, Persons with
Disabilities (PWDs) and female headed households with high dependency through the
Food Deficit Mitigation Strategy (FDMS);

 promotes and provides rights based social protection services for persons with
disabilities;

 provision of Psycho-Social Support services to survivors of drug and substance abuse in

order to reduce stigma and discrimination as well as to restore human worth and dignity.

1.6 FUNCTIONS OF THE AGENCY

The Department of Social Development has three broad sub-elements that define the functions of
the agency and these include:

 Child welfare and Protection Services

 Family and Social Protection
 Disabled Persons Affairs

These purposes and functions of the agency are to necessitate:

pg. 13
  Provision of welfare services to children, specifically children in need of care and those
in conflict with the law;
 Public assistance which is meant to be a social protection through monetary assistance
and medical assistance to the elderly and vulnerable;
 Registration of Private Voluntary Organizations (PVO) to compliment the services
offered by the Department of Social Services, since it has been overwhelmed time and
again;
 Networking and making referrals to clients that come requiring services that are not
offered by the Department of Social Development for instance referring a client to
Christian Legal Society or Legal Resources Foundation, Justice for Children, if in need of
legal services;
 Engaging the Police to initiate awareness campaigns about critical issues like sexual
abuse and important programs like pre-trial diversion program.

2. VISION

To assist and support the vulnerable through the development and implementation of efficient
policies and legal instruments of professional, social, and training to promote self-reliance and
social security.

3. MISSION

To provide quality service of:

 Child welfare
 Public assistance
 Child welfare
 Family Casework
 Registration of Private Voluntary Organizations (PVOs).
 Counselling services
 Promoting self-reliance
 Social security

pg. 14
  Reducing structural poverty of vulnerable groups.

4. VALUES

The values of the organization are pronounced as PEACE meaning:

 Professionalism- upholding high moral and ethical standards

 Excellence- continuous outstanding performance
 Accountability- Taking ownership and responsibility for one’s action
 Commitment- dedication to duty
 Empathy – feeling for others and providing needed support.

5. DSD SERVICES

The Department of Social Development has three broad sub-elements that define the functions of
the agency, and these include:

• Child Protection Services

• Disabled Persons Affairs

• Family and Social protection

pg. 15
Fig 2: Dichotomy of Sections and Subsections found within the Department of Social
Development.

CHILD
SOCIAL SERVICES PROTECTION
SERVICES

DISABILITY AND CHILD

REHABILITATION PROTECTION

FAMILY AND
SOCIAL
PROTECTION

5.1 CHILD PROTECTION

Child protection refers to a set of mechanism put in place to respond and to prevent abuse,
exploitation and violence that threaten the welfare of children. Child welfare is the most vital
function of the Department of Social Development. It should be noted that Social workers
function as Probation Officers who deal with foster care placements, adoption, juvenile
delinquency and custody cases as provided for in the Children's Act (Chapter 5:06) and other
legislative instruments. Additionally, those who are found ill-treating or neglecting children and
young persons are prosecuted under Section 7 of the Children’s Act (Chapter 5:06).

Another area that the department deals with under Child Welfare includes supervision of
children's Institutions including special needs institutions both government and private. Still
under institutions, the agency also looks at registration and monitoring of crèches. Child Welfare
also includes care and protection of children working and/or living on the streets. Moreover, the
National Action Plan for Orphans and Vulnerable Children (NAP for OVC) has been very
instrumental in addressing some of the major child protection concerns. The following services
also fall under child protection:

pg. 16
a) Coordinate National Case Management System For The Care And Protection Of
Children.

National Case Management System aims to provide a link between the functions of the key
stakeholders; detail the roles and responsibilities of each sector; show how the sectors interact
within the system to safeguard children; and promote standard terminology, eligibility criteria,
standards and processes used by different agencies so as to encourage inter-agency collaboration.
The system is comprehensive in the provision of services needed for the vulnerable children. It
aims to facilitate the attainment of Child protection projects, programes and policy goals.

b) Assessing Foster Parents And Placing Children In Foster Care

The Department of Social Welfare has the mandate to identify foster parents in the communities
through the help of its secondary stakeholders and register them as formal foster parents. The
Probation officer has the responsibility to assess the eligibility of a foster parent to be registered
and the process involves home visit assessment, police clearance and assessing the motive of the
client to become foster parent. As provided in terms of Section 20 (1) (a) (ii) the Children’s Act
(Chapter 5:06) the Probation Officer has the power to place the child under foster care.

c) Assessing Adoptive Parents Through Compilation Of Guardian Ad Litem Reports

The Department of Social Welfare also assesses the eligibility of families that wish to adopt a
child. The Probation Officer is appointed as guardian ad litem of the child to safeguard the
interest of the child in loco parent is before the children’s court as provided in terms of Section
57 (2) of the Children’s Act. The assessments for adoption includes recommendations from
different referees, police clearance, home assessments to mention; a few and all these remnants
informs the Probation Officer to write a Guardian Ad litem report to the Children’s Court
recommending the adoption of the child. The Probation Officer also rights a ministerial consent
report to the minister of Public Service, Labour and Social Welfare seeking permission for the
adoption of the child.

pg. 17
d) Investigating Cases Of Children At Risk Such As Children Living On The Streets And
Unaccompanied Migrant Children, Neglected And Abused Children.

Probation Officer has the responsibility to defend the rights of the children through prevention of
child abuse. In his or her diligence capacity the officer has the mandate to investigate cases of
abuse against children at risk. It is of paramount importance to the officer to complete risk and
needs assessment, assignment of supervision, placing the child under appropriate treatment,
designing a care plan, implementation, monitoring and review of a care plan by updating and
modifying as necessary. The sociological investigation recalls the Social Welfare Officer to
invoke different statutory provisions such as Children’s Act (Chapter 5:06), Guardianship and
Minors Act (Chapter 5:08), Criminal Procedure and Evident Act (Chapter 9:23).

e) Removing And Placing Children At Risk Into Places Of Safety.

The Social Development Officer has the statutory power to remove the child from a risk
environment to a place of safety such as a Children’s Home, Training institute or alternative care
within the extended family as provided in terms of Section 14 of the Children’s Act.

f) Presenting Cases To Court Within Prescribed Legal Period Through Compilation Of

Probation Officer’s Reports.

The Department of Social Welfare has the sole responsibility to present the cases of children in
need of care to the Courts in order to seek a court order. A section 21 authority, inquiry, review,
juvenile delinquency reports seeking an order to place, review an order and safeguarding the
child in conflict with the law by provision of recommendations to the Children’s Court.

g) Promoting Rights Of Vulnerable Children By Conducting Awareness Campaigns

The Social Welfare Officer who is a Probation Officer has the mandate to promote the rights of
the children through educating the community by means of public awareness campaigns, family
conferences and use Child Community Care Workers (CCW)and authorizing secondary
stakeholders to conduct their projects and programmes with children in institution and their
communities. The Officer’s mandate is in tandem with the Child protection policies such as

pg. 18
Orphan Care Policy and National Action Plan for Orphans and Vulnerable Children (OVC)
which are informed by the four core Child Rights Principles as provided by Regional and
International statutory instruments.

Provides specialist services to orphan and vulnerable children

• Child Protection services

Provides specialist services to orphan and vulnerable children

• Family casework

Support, guidance and counselling for children and their families.

• Post Adoption Services

Processing of Ministerial Consent documents for people in need of adoption information and
unabridged birth certificates.

5.2 FAMILY AND SOCIAL PROTECTION UNITY

a) Investigating And Assessing Cases Of Public Assistance

Individuals or families in distress and/or who are financially constrained are assisted through
monthly allowances. In addition, the department also facilitates pauper burials whereby
individuals who do not have traceable relatives or whose relatives are not able to fork out burial
expenses are buried at the expense of the state. Public Assistance also includes bus warrants
which assist destitute individuals who want to travel either by road or rail. Under the Public
Assistance programme, vulnerable groups such as the elderly, squatters and vagrants are mainly
targeted.

It should be noted that means testing is administered to ascertain whether an individual qualifies
for a certain service which is premised on the residual model where the extended family are
regarded as the first port of call for help before assistance can be rendered.

pg. 19
b) Assisted Medical Treatment Order

The Department of Social Development assists clients who are not able to pay for their
medication through Assisted Medical Treatment Order (AMTO). It is offered after means test is
administered.

c) Administer Basic Education Assistance Module (BEAM)

BEAM is also another scheme that helps clients especially children whose parents or guardians
are not able to pay school fees. Payment of levies and tuition fees for primary and secondary
school going children. However, this is only accepted in government schools, and this is a clear
indication that education is an unjust system as according to Marxist perspectives because
BEAM is not accepted in private schools were the upper-class attend. With these views this
shows that the children from the upper class already have an advantage over the children from
the lower class.

d) Paying fees and grants to institutions

The Department has the responsibility to register children in need of educational assistance under
BEAM programme and the social worker together with CCW and School authorities has the role
to assess the eligibility of inclusion in the programme. The section also pays monthly Per Capita
grants for every child under the care of the institution upon the submission of request to the
Department.

e) Registration And Monitoring Of Private Voluntary Organizations

A PVO is a registered Welfare Organization which complements Government efforts in the

provision of Social Safety nets so as to cushion the vulnerable groups from the social ills of life.
It is non-profit making and offers voluntary charitable or developmental assistance to
communities. In Zimbabwe, PVOs are registered in terms of Section 9 of the Private Voluntary

pg. 20
Organisation`s Act. [Chapter 17:05]. The following comprises the PVO registration application
and entails the checklist:

 Social Development officer`s Report

 Application Form PVO 1, Form PVO 2
 Proof of advertisement (this is done in any press except H or B Metro)
 Copies of the organisation's constitution
 Curriculum vitae of the members of the executive committee
 Minutes of the meeting that motivated the members to come up with an organisation
 Proof of notification to local authorities of intent to register
 Police criminal clearance certificates

5.3 DISABILITY AND REHABILITATION SERVICES

 Formulating and developing measures and policies designed to improve the welfare and
rehabilitation of persons with disabilities such as inaccessible buildings;
 Support with Vocational Training for Persons with Disabilities through payment of
tuition fees;
 Disability Revolving Loan Facility provides funds to clients wishing to pursue viable
income generating projects;
 Support with assistive devices for persons with disabilities;

6. CLIENTS SERVED BY THE DEPARTMENT OF SOCIAL DEVELOPMENT.

The Department of Social Development serves all members of the community within the
jurisdiction of the District Office. All members of the society regardless of their sex, race, status
or background can access services offered by the Department of Social Development. Perlman
(1957) defines a client as a generic term that refers to the individuals, group and communities

pg. 21
that are recipients of social work interventions. The DSD client groups involve all vulnerable
people in the society. The Department, however, largely deals with the following:

 The poor and the vulnerable: The agency serve people who cannot afford to provide for
their basic needs. They are helped through the public assistance programme.
 Persons with disabilities: are assisted to access the disability fund through loans so that
they venture into projects that will help them to sustain themselves. They are also assisted
to have access to vocational training so that they get prepared for the challenges faced in
the working environment. To prepare a new line of jobs to those who are unable to go
back to their old jobs.
 The sick: the agency also serves those who are sick and are unable to pay for their
medical bills. These clients are given a medical assisted treatment order (AMTO) which
enable them to be treated for free in government hospital.
 Private voluntary organisation (PVO): the agency help these organisations to register
their companies under the agency’s given requirements
 Juvenile Delinquency: children who deviates or are in conflict with the law are also
clients of the agency. When they are convicted they are put in correctional homes where
they are taught how to behave and live according to societal norms. They are also
prepared to be re- integrated to the society and their families.
 Abandoned, neglected, and abused children: the agency is also concerned with child
welfare. Children who are abandoned abused or neglected are taken to places of safety
such as Children’s homes where they are taken care of.
 Custody, Adoption and Foster Care clients: the agency also serves clients who are
battling for the custody of their children and clients who need to adopt children. Those
who want to be foster parents are also clients of the agency.

N.B The agency implement the children's Act and various legislation and policies in dealing with
a variety of clients who ranges from children to the elderly.

 The agency conducts home visits and interview, assess the home environment of both
families and make recommendations on their findings whether the home environment is
conducive to the welfare of the child in question.

pg. 22
  Service users in need of counselling are also supported with family Counselling services
 Institutions: crèches- offer registration, supervision and monitoring of their services,
children`s Home and Old People Homes.
 The Elderly (65 years and above)
 Physically and mentally challenged
 Destitute and chronically ill patients
o Other stakeholders

7. KEY STAKEHOLDERS.

The Department of Social Development acts as a point of reference, adopting a ‘multi-sectorial

approach’ to fight poverty, enhance self-reliance through the provision of social protection
services to vulnerable and disadvantaged groups. Although it has the statutory mandate for child
protection and social protection programs, it also works with various government line ministries
and departments as well as Civil Society Organisations. Some of the stakeholders or partners
include Zimbabwe Republic Police, The Civil Registry Department, Ministry of Primary and
Secondary Education, Ministry of Health and Child Care, Plan International, Musasa Project,
World Vision and Childline, to mention a few. It is imperative to highlight that civil society
organizations play a critical role in complimenting government efforts through provision of
specialist child protection services such as counselling, psycho-social support, resource
mobilization, disability services, legal assistance and so forth.

pg. 23
8. THE TECHNICAL SECTION

8.1 OBJECTIVES OF THE PLACEMENT

 To gain the ability to address clients problems and needs thus effective service delivery.
 To link social work principles with practice.
 To understand the applicability of social work methods such as case work, group work,
community and social research in dealing with socio economic problems.
 To learn how to solve different social problems.
 To understand the roles of a social worker in a practical setting.
 To put theory into practice and appreciate the normal working environment.
 To enhance the student’s problem-solving capacities in dealing with vulnerable and
disadvantaged groups.

8.2 LIST OF ASSIGNMENTS ARRANGED BETWEEN THE STUDENT AND THE

AGENCY SUPERVISOR.

The National Case Management model can be used to demonstrate the work roles, tasks and
responsibilities of the student.

Fig 3: The model National Case Management cycle

pg. 24
 INITIAL CASE
INTAKE

ASSESSMENT CASE PLANNING

MONITORING
IMPLEMENTATION
AND REVIEW

CASE CLOSURE
OR TRANSFER

The process of handling a new client that is known as a walk in starts withintake whereby the
student conducts interviews and profiling of the client’s details.

Initial assessment is the second step of NCMS where the student would assess the client’s
situation with the assistance of information gathered on the assessment tools such record of
information and initial case record. This student would then use the theories and skills (such as
assessment skill) of social work to understand the cause of problem and find a target system.

Followed by case planning which involves an intervention that is necessary to help the client.
Here the student with the guidance of her Agency Supervisor design an action plan between a
caseworker and the child or parents/relatives of the child.

Implementation is another stage on the NCMS whereby the student puts into place the planned
intervention together with other sectors in the referral pathways. For example, the student would
then refer a child to Childline for psychosocial and to the Hospital for health assessment.

Monitoring and Review is the other segment of the programme where the student would review
the case by conducting follow ups on the clients who have been in contact with the Department
of Social Development. For example institutionalized children and children in foster care. This
helps the student to establish whether the intervention was success in addressing the needs of the
client.

pg. 25
When the review has been done and an establishment that the child is safe and is now able cope
up with their life tasks this would instigate the closure of the case by reunifying the child or
adoption. The student would then record the information on case contact, case review and case
evaluation forms and or write process notes.

Below are the lists of assignments conducted by the student:

a). Case Filing

The student was tasked with assessing clients and opening of case files as day to day duties of
the student. Case files are only opened for child protection for case management. The student
upholds the principle of confidentiality during case filing as she had learnt in the module of
Research methods and statistics. The case management tools that are used in a case file include,
initial case record, record of information, referrals, resolution form, case contacts, post resolution
and case notes. The record of information captured information such as developmental
milestones of the child, and family background. Issues of milestones relates to the module of
Introduction to Social Psychology 1 and issues of family background relates to the module of
Introduction to Sociology 1. This helps the student to understand the impacts of delayed
milestones to child development as most of the children with delayed milestones may face
challenges in life.

b). Home Visits.

The student was actively involved in case follow ups through conducting home visits. For
example, to help in tracing family relatives for reunification processes. The home visits help to
gather the much-needed information for making informed decisions on child protection issues.
Family tracing plays a pivotal role towards its vision of every child growing in a loving home.

c). Stakeholder Meetings

The student was tasked to attend meetings and workshops with various stakeholders to discuss
various issues that affect children such as Drug and Substance Abuse, Sexual Reproductive
Health Rights under different organisations such as Plan international, JF Kapnek, and so forth.

pg. 26
The student was exposed to various organisations that deal with children and adult issues through
the attendance of these meetings.

d). Data Capturing Through Enumeration

The student was tasked with attending enumeration for data capturing whereby information was
collected to be processed and used later to fulfil certain purposes. Associated data would be
combined and converted to useful information that can be utilized to monitor projects. Therefore,
the student collected data through enumeration method at Cowdray Park, Mzilikazi and
Mpopoma by taking statistics of vulnerable families and assessment for the reports. The student
was also chosen to attend enumeration done by Non-governmental organisations for their
projects.

e). Data Management Through (MIS) Management Information System

Data management is the administration process that includes acquiring, validating, storing,
protecting, and processing required information to ensure accessibility, reliability, and timeliness
of the data for its users. The intern was to make sure all the data and information is captured and
updated on MIS for child protection. The student was responsible for capturing information on
MIS folders to safely keep the information according to their MIS and file number entry. Each
step of data collection and management was acquiring the right data and analyzing it to get the
actionable intelligence necessary for making truly data-driven decisions and for results-based
fund use.

f). Child Protection Officer

The student is highly involved in child welfare issues such as children in conflict with law cases,
sexual abuse, children living and/or working on the streets, medical assistance, and education
assistance such as BEAM and the Disability Fund.

pg. 27
g). Weekly Statistics
Every Monday the student compiles the Child Welfare weekly statistics and then send them to
the Provincial office.

h). Representing The Department At Certain Meetings

The student is also given the opportunity of representing the Department at some meetings and
workshops. The student would take notes of important issues and then report back to the to the
office.

i). Assessment Of Public Assistance

It is also the student’s duty to do assessment of all adult welfare, family casework and those in
need of Social Protection. The student had to dispense AMTOs and to clients who unable to pay
their bills. This can only be done after a rigorous interview.

j) Participating In Departmental Programmes

The student participated in programmes such as the Child Protection in Emergencies training
which are meant to help the disadvantaged groups in the society. Malnutrition program which
assists children who are under weight.

k) Probation Work
The student had to compile the probation officer’s reports on behalf of the supervisor. For
example, Probation officer’s reports for registering PVO’s, committal documents and reviews,
custody reports and juvenile delinquency reports which were then screened by the
supervisor/probation officer. The student also had to attend court cases being handled by the
Probation Officer.

l). Supervision Of Children’s Homes

The student was tasked with doing care plans of children’s in care institutions and also
calculating grants and assessing Children’s homes.

pg. 28
m). Administrative Work

The student was tasked with responding to calls, emails and updating Organisational reports.

n). Case Management

The student was also tasked with conducting case identification and case categorization, making
case plans, implementation, case follow ups and case referrals as well as case termination.

8.3 DEMONSTRATION OF WAYS IN WHICH PLACEMENT WAS BENEFICIAL TO

THE STUDENT.

8.3.1 Benefits Of Fieldwork Placement.

a) Professional Development

The student was able to use theoretical skills of social work in enhancing her professional
practice. To put the above fact into perspective the student used interviewing skills such as
listening skills, responding skills, non-verbal skills into real situations in order to develop
professionally. The student also gained an appreciation of different clients served by Department
of Social Services by getting into contact with real service users who constantly presented their
different cases. The student had to grasp the concept that not all clients as portrayed in a
classroom setup are cooperative; in reality some are hostile and hence requires a lot of skills. The
student also learnt that serving different clients with different cases was significant as it helps the
student to sample all social work methods so as to provide the client with sound services.

pg. 29
The student also learnt to appreciate each and every client despite race, colour, economic
background or creed. In addition, the student learnt to appreciate differences and to respect every
client despite their pending psycho-social dysfunctions or deplorable situations.

(b) Understanding Of Clients Served By The Agency

The student understood that the Department of Social Services’ clients are the vulnerable, which
is: children in need of care, people with disabilities, juvenile offenders and many more
particularly the poor. In an effort to ensure that all the services were properly executed, the
student was able to apply Biestek’s 7 social work principles which she learnt at school. These
include acceptance, non-judgmental attitude, and confidentiality, to mention but a few. The
student also mastered interviewing skills in order to properly assess the severity of clients’
problems and the actual problem which needed to be solved since some of the issues that are
brought by clients to the Agency are symptoms of real problems. The student also put into
perspective the holistic approach that is taking into account the client’s social, psychological and
economic situation as a way of understanding the client’s problems. The student also used the
Department of Social Services’ manual to understand how to undertake critical issues or cases
like adoption and foster care since the client’s interest reigns supreme in social work profession.
The manual also helped the student to define different types of adoption that include de-facto and
non-de-facto adoption. The student also understood that means testing should be done effectively
on clients since there have been cases where the actual client in need of care is not helped whilst
an able person is preferred. The student understood the definitions of clients or children in need
of care by using the Children’s Act (5:06) which clearly explain what it means to be a child in
need of care. Understanding clients served by the agency means understanding their needs, their
language and their problems, henceforth the student tried by all means to listen to clients and
simplify any difficulties in communication with the intention of diagnosing the client’s problems
with a best treatment method.

(c) Relations With Work Colleagues

The student worked amicably with her work colleagues. In fact, from the Office Orderlies to the
District Social Development Officer, the staff played a critical role in ensuring that the student
achieved her placement goals. The staff at the agency helped the student to grasp each and every

pg. 30
new case which was done since all of them were experienced. The student also gained
experience on professional conduct from the work colleagues as she handled different cases.

The social worker’s act shows that professionalism involves engaging other work mates in
whatever is done to ensure a sound way of delivering services to clients. The student also sought
help from her work colleagues whenever faced with pending difficulty cases. All in all, it is
beyond reasonable doubt that the student’s relations with her workmates were significant and the
student respected her colleagues in order to gain professional insight, experience and
professional growth. She became a good team player.

(d) Understanding Of Social Work

The student had to strike a balance between theories in social work and the professional side in
order to understand social work as a profession not as an academic subject. Social Work as a
profession empowers the individual to define his/her own situation. It gives power and authority
to the client to help herself/himself to overcome his/her social dysfunctions. On the contrary
there are clients like children who are not capable of defining their own situations hence as social
workers there is a need to find a solution which will be in the best interest of the child. The
student also used the social work definition of clients in dire need of services. The Department of
Social Services primarily focuses on cases that affect children. For instance, taking into
consideration juvenile offenders, the student interviewed the children to determine the causes for
such kind of behaviour. In each and every case there were recommendations which a student was
supposed to give as a professional social worker. For example, the student proposed counseling
to clients and as well as children that were habitual truant were recommended to be committed to
institutions for rehabilitation purposes. The student also understood that since social work aims
at helping clients to help themselves, probation officers in the department of social services also
should thrive to help the client to achieve self-reliant and self-sufficient. Thus, the student tried
to operate within the prescribed professional boundaries that the profession of social work offers.

(e) Skills In Recording

Recording, not only in the department is important by it is critical in all social work agencies.
The student learnt that recording as Reamer (2005) postulates is significant for accountability,
handover takeover processes, supervision and for future reference. The student learnt that in each

pg. 31
and every case that is done there need to be recorded, if it is in the department of child welfare
and probation services there is need to record the initial case record and the record of
information. These documents are then used to write a report basing on the information provided
by the client. The student also consolidated what she learnt at school that recording should not be
excessively done, on the other side all significant information should be included. The student
learnt that in each case there is a file which is supposed to be opened in the registry office to
ensure that these records are accessed in the future. The student also learnt that once a case is
over there is need to record cases for instance if the case is about child welfare it is recorded in
the child welfare log book to ensure that whoever comes forwards seeking the file, its retrieval
won’t be difficulty. The student learnt most importantly recording skills when writing reports
and recording in general. In all reports the student was required to demonstrate skills of knowing
what to include and what to exclude when writing a report. The student also learnt that reports
should be based on facts not suppositions. Reports are also critical in the department of child
welfare services especially when dealing with court cases since the magistrate uses them to reach
a judgment, it is then critical to note that mastering skills in report writing helped the student to
understand that recording is a critical component of social work and records should be kept for
progress check and other vital reasons.

8.4 SUPERVISION

The supervision was good:

 The Agency supervisor assisted the student to achieve the set of objectives for the
fieldwork placement. He gave guidelines on how the Department operates and
instructions on tasks were given in details, making it easy for the student to follow and
understand. The supervisor was ever willing to educate the student on areas
misunderstood.
 The supervisor also stressed the importance of applying social work knowledge into
practice.

8.5 ACHIEVEMENT OF INTENDED GOALS

a) The student was able to understand the applicability of the principles of social work by
the end of the period attachment.

pg. 32
During the period of attachment, the student endeavored to see if the principles of Social work as
propounded by Biestek are applicable in actual practice. According to Biestek (1957), there are
seven principles of Social work, which are non-judgmental attitude, acceptance, self-
determination of clients, and purposeful expression of feelings, controlled emotional
involvement, individualization and confidentiality. Confidentiality was one of the key principles
the student applied. The student would assure clients that whatever they reveal during interviews
and or home assessments would be kept confidential. This would cumulatively help the clients to
open up and share information that would assist the intervention. The intern would also go an
extra stride in ensuring that documents, electronic or hard copy, that have the client’s
information are secured and kept far from any public eye.

The student also sought to apply the non-judgmental attitude to clients. This wholly meant
accepting clients as they are and not judging them. The District at which the student was attached
attracts a number of clients from diverse ethnic and cultural backgrounds. It was highly critical
that the student avoids arriving at any pre-conceived conclusions prior to assisting the client. A
notable example is of how the student in handling children from the streets had to avoid thinking
of them as deviants but rather as clients to whom service was owed.

Individualization was applicable in most cases that the student encountered. It is noteworthy that
the problems clients would bring to the department were almost identical in nature such as cases
of physical abuse, sexual abuse, custody and in such instances, it would be easy to generalize the
response or intervention. However, the student came to appreciate that the causes for client’s
problems are diverse and as such, interventions should be tailor made to the client being served
to achieve optimal results.

Controlled emotional involvement was crucial as it ensured that the student would remain
empathetic and not to develop sympathy. Moreover, making use of controlled emotional
involvement during interviews ensured that the relationships of the student would remain
professional. The use of social work principle meant that the student was empathetic and not
sympathetic to the clients.

Giving the clients the opportunity to purposefully express their feelings was effective as the
student could get to the root cause of their problems. When clients expressed their fears, some
problems would emanate from that disclosure. For example, there was a case of a child who had
behavioral problems and without making thorough investigations others would think that he was
behaving this way as a sign of rebellion of not wanting to go to stay at home with his mother, but
through offering him the chance to express his negative experiences the student realized that the
causal factor was the separation of his parents in 2014 and the remarriage of his mother.

Acceptance was applicable during the internship. The student could deal with the client as he
was. When clients felt that they were being accepted and respected for who they were they
would disclose more information about themselves.

pg. 33
The student utilized the principle of self-determination during the attachment. This principle is
based on the belief that clients have the inherent capacity to make their own decisions, and thus
the social worker is not there to dictate decisions but to drive them towards socially acceptable
decisions. Self-determination did not prohibit the student from offering opinions to clients. For
instance, the student said, “Have you ever thought of getting tested for HIV?” to a 14-year-old
child who was indulging in multiple sexual relationships.

All the above was made possible through participation in home visits (community work and
casework/ family case work), the student grew professionally.

b) The student understood the practicability of the systems and social learning and
Psychodynamic theories when dealing with children of abuse, neglect and those with
behavioral problems by the end of the period of internship.

The student also observed that some of the children who lived with their extended family
members due to the death of their parents or during the time when their parents work out of the
country would exhibit uncontrollable behaviour. During the period of attachment, the student
observed that most of the children who exhibited abnormal behaviors had conflicts with their
family members. Unresolved conflicts at an early stage of a child’s development play a pivotal
role in shaping the child’s behaviour. This would bring into context parenting practices and how
they might need to be twitched so as to rehabilitate the child. Lahey (2013) explains that a
fixation at any one of the stages of psychoanalysis can lead to deviant behaviour later in life and
the student findings support this theory. The environment also contributed to most physical and
sexual abuse cases. Because of the economic situation affecting most families, most parents are
failing to monitor and provide for their children and some children are left in the care of
extended families which leave them exposed and unprotected, resulting in high cases of abuse.

c) Better understanding of the casework method of social work and other methods of social
work

The student was able to contextualize the applicability of casework since it is mainly offered in
the Department of Social Development. This was an easy task since the student used each and
every case which she dealt with as a case study of the relationship between theory and the
practical side of the profession.

d) Understanding of the roles of a Social Worker

Some of the roles of a Social Worker in any setting are applicable even at the department of
social welfare and are those of being a resource mobiliser, mediator, facilitator, educator,
advocacy and counsellor.

pg. 34
The roles were made clearer to the student as she observed and had a chance to participate, trace
and communicate with relatives of discharged or institutionalized clients through participation in
home visits (community work and casework/ family case work), the student grew professionally.

8.6 STRENGTHS OF THE STUDENT

 Emotional regulation- the student managed to control her emotions so that they do not
affect her judgment and the way one responds to the client. For example, the student
came across clients who were angry, shouting but she remained calm and her facial
expressions did not change as she had mastered the skill of emotional regulation.
 Interviewing- the student managed to effectively gather information from clients. This
helped her to correctly and efficiently fill in the record of information, initial case record
forms. The student mastered the skill of assessment by applying active listening and good
recording skills.
 Report writing- as a result of good assessment and interviewing skills the student was
able to compile excellent and information packed reports.

8.7 WEAKNESSES

The student had a challenge in communicating with sign language. Some clients used sign
language which the student could not understand or communicate. It was so difficult and time
consuming for her to reach an understanding with a client who could not speak or hear. Most of
the time the student ended up writing questions on pieces of paper and gave the client and wait
for the client to reply in the same manner. For those who could not read or write, the student ran
around the department in an effort to find a person who could act as an interpreter. In the event
that there was no interpreter, then the student failed to help the client.

8.8 CHALLENGES

a) Ethical Dilemma

The successful implementation of the principles of social work was undermined by ethical
dilemmas that the student faced. The student faced an ethical dilemma called self-determination,

pg. 35
social workers believe that every person is entitled to make decisions about their own lives, but
when dealing with children a conflict arises of what step to take when it comes to protecting
children. The student was usually faced with a dilemma of whether to respect the wishes of the
child or to decide what was in their best interest. The best interest of the child are of paramount
importance and as such, all decisions should promote the social, mental and physical well-being
of the child.

b) Transport

Shortage of transport limited the student’s chances of conducting home visits and to visit other
institutions. As a result, some client follow-ups we done through telephonic contact which
sometimes does not yield positive results since one has to rely on the client to provide the
information required.

c). Language Barrier

The student was unable to communicate in sign language and it becomes a challenge as some of
the clients were deaf and dumb. She resolved this by communicating with a few who could read
and write through writing what they wanted on pieces of paper but some were illiterate and the
student was forced to find an interpreter who also find it difficult to understand since the clients
were not using professional sign language but their own sign language from the streets. This was
the student’s major weakness which she found difficult to resolve during her fieldwork. The
student learnt that knowledge of sign language is very important.

e). Inaccessibility Of The Building To People Living With Disabilities.

Persons with disabilities and the elderly find it difficult to climb the steps since there is only a
rail and there is no ramp. Those on wheelchairs and those who could not climb the steps could
wait downstairs until they were assisted. This was a challenge to the student as she spent hours
walking up and down the steps serving clients who could not go up the steps, which was very
exhaustive.

9. CASE STUDY

pg. 36
Please note that all the names used in this case study are pseudonyms.

Name : Nokwazi Ntuli

Sex : Female
Date of Birth : 12 December 1979
Marital Status: Divorced
Next of Kin : Mpumelelo Ntuli
Relationship : Brother
Religion : Christian
Address : 3rd Street, Makokoba, Bulawayo

Client’s History

Nokwazi Ntuli is a divorcee who has two children. The older one is a girl aged 4 and the
youngest is a boy aged 2 years old. The oldest child was staying with Nokwazi’s friend who was
a neighbour. The child was attached to this woman to the point that she went with the child when
she relocated to another location. Nokwazi is mentally challenged and as a result, she was
divorced by her husband as they could not get along. Before her illness she used to stay with her
brother and mother in a family house, but unfortunately, Nokwazi’s mother fell sick and later
passed away.

According to neighbours, Nokwazi was mentally stable before her mother died. Her mental
illness started soon after her mother’s death. Some neighbour believes that she is being haunted
by her mother’s dead spirit because she ill-treated her during her illness. Nokwazi still occupies
the family house but has shared a room each with her brother and because of her illness,
Nokwazi and her brother do not get along. Her other sisters have stopped coming to the house
because Nokwazi’s mental illness was severe and she was violent. The fact that she was the care
giver of two small children was of great concern to the community members and neighbours who
were observing the situation. Nokwazi was becoming a danger to the children as she sometimes
become violent and ill-treated them. She used to carry a knife whenever she went to fetch water
at the community borehole, threatening everyone. For the sake of the safety of the children and

pg. 37
other community members, the matter was reported to the Department of Social Development by
Child Care Workers.

Home Visit

The student and her supervisor were accompanied by the police when they did their home visit
for the first time because they were warned that the client was unpredictable. On their visit, the
student discovered that Nokwazi condition had worsened, but she knew everything about her
children. The student interviewed the neighbours about Nokwazi’s situation and gathered that
she doesn’t sleep at night as she spent the night digging a big hole in front of her yard and she
was being promiscuous and at the same time taking drugs. The neighbours disclosed that the
child will spend the whole day crying and Nokwazi did nothing to calm the child but would
threaten and encourage him to keep on crying. The information of what was happening was
given by neighbours as we could not get any sensible information from Nokwazi. Neighbours
thought that Nokwazi was being haunted by her mother’s spirit since she ill-treated her during
her illness and that she had a very difficult childhood. It was decided that for the best interest of
the children, a place of safety was the only solution since the relatives were unwilling to help.
Also, Nokwazi was to be referred to Ingutsheni Psychiatric hospital for psychiatric evaluation.
She was also referred to Mpilo Central Hospital since she had defaulted on her ARV medication.

STUDENT SOCIAL WORKER’S INTERVENTION IN SOLVING PROBLEM

i) Service Delivery.

 Removing the children to a place of safety- The student found a place at Isaiah’s Umuzi
Wothando children’s home. The youngest child was removed from that toxic
environment as soon as the home confirmed that it will receive the children. The student
later on made a follow up on the other child who was in the care of Nokwazi’s friend and
the child was also placed at Isaiah’s. The child was now attached to her mother’s friend
so the friend was advised to apply for foster care, which she did.

pg. 38
  The student and her supervisor helped Nokwazi to go and collect her medication and was
taken to Ingutsheni hospital for examinations and treatment.

ii) Family Case Work

 The student highlighted to Nokwazi’s relatives the importance of adhering to medication

and the dangers of defaulting from treatment.
 The student tried to explain to the family that they should try to accommodate Nokwazi
and give her support and encouragement to stay on medication so that she recovers and
be able to take care of her children.
 She explained to them the dangers and effects of drug abuse to Nokwazi.

THE ROLES PLAYED BY THE STUDENT

i) Facilitator

The student facilitated a family case conferencing to hear their views on the matter. The student
also raised the concern that Nokwazi was mentally challenged and she needs their support for her
to get better. She allowed the family members to air their views in a calm manner and made them
to understand that all the things done and said by Nokwazi was not intentional but was due to her
mental instability. Most importantly, the family conferencing meeting’s main purpose was to
establish if the extended family members were willing to take in the child. This was done guided
by the six-tier safety system of the Zimbabwe National Care Policy for Orphans and Vulnerable
Children. This policy states that the child should be raised by the immediate family. However, in
this case the children were found to be in need of Care in terms of Section 2 (j) and (d) of
Children’s Act in that the child is being maintained in circumstances that are detrimental to the
welfare of the child and in that the mother suffers from mental illness and whose biological
mother is unfit to exercise control over the child. Moreover, the immediate family and the
community were not willing to take care of the children as their mother is violent.
Therefore, foster care was an option and the friend keeping one of the children had to bring back
the child and foster her legally. Therefore, the children had to be placed at a temporary place of
safety in an institution.

pg. 39
ii) The Role Of A Probation Officer

It must be noted that no placement would happen in any institution both private and public
without passing through the probation officer. The student had to identify a home suitable for the
children without separating them. The student found a home to place the two siblings as she did
not want to break the family fibre by separating them. The student as a Probation Officer made a
consultation with the administrator or matron of Isaiah’s Umuzi Wothando children’s home and
secured a place of safety for Nokwazi’s children and she then developed care plans for the
children. The care plan is drawn on the basis of each child’s needs, life situation, origin and
social environment. The plan is developed in consultation with the child and the family,
probation officer and care giver and will include the arrangements that are made for the child’s
day to day care, health, and education, physical, emotional as well as the child’s religious and
linguistic needs. The care plan will also address the child’s long-term care needs and aim for an
eventual family placement.

iii) Conducted Regular Follow-Ups

The student made follow ups on the children especially on issues that would have been identified
during placement. The student as the Probation officer delegated these responsibilities to the
head of the residential care facility, for example the younger child was on medication and needed
monitoring and the elder one needed to start her ECD.

iv) Enabled the client to obtain her child’s Birth Certificate.

The student compiled committal documents for both the children so that they obtain a court order
that will legalise their stay at the institution and help the mother to obtain a birth certificate for
her son.

v) The Use Of Social Work Values And Principles

The student was able to put the value of service above self whereby she set aside all her personal
interest and concentrated on providing the best services required at that particular time by the

pg. 40
client regardless of the fact that it was very late after the normal working hours. She also put into
practice the value of the importance of human relationships whereby she tried to build and
maintain the relationship between Nokwazi and her family as a whole. The student also put into
practice the value of acceptance and Ubuntu/ unhu by accepting the clients with their weakness
and gave them respect. The principle of non- judgemental attitude was used. In this case the
student did not put the blame on anyone or being judgmental when giving advice to the clients.
The student also used the principle of client’s self- determination. She did not make choices for
the clients but only made them aware of the seriousness of the situation and possible solutions
that were available and allowed them to make their own final choices.

vi) Broker

The student linked Nokwazi to resource systems. Firstly, she referred Nokwazi to Ingutsheni
Hospital so that she resumes her treatment and secondly, she was also referred to a support group
for survivors of drug and substance abuse.

THEORIES AND MODELS USED

Theories such as the Psycho-social, System theory and social learning theories applies to this
case study and model of maladaptive behaviour such as the Psychodynamic Model and the
medical model apply to this case study.

Psychosocial theory says that individual and his environment are intertwined. Changes in
one system create changes in other systems. In other words, individual's behaviour is the
product of psychological forces and societal factors. Nokwazi’s problems were triggered not
only due to psychological forces or social factors but by the combination of both. Nokwazi
was affected by childhood issues that were not resolved and the environment also affected
her. Makokoba suburb is a hot spot area, meaning a higher number of cases are reported from
this area than other areas. Therefore, the intervention strategy must address both the factors.

Systems theory was also used which enables us to understand the components and dynamics
of client systems in order to interpret problems and develop balanced intervention strategies,
with the goal of enhancing the "goodness of fit" between individuals and their environments.

pg. 41
 (Anderson 1999) Nokwazi’s problems came from the family and her environment (the
community). The student addressed the family and advocated for awareness campaigns on
drug abuse and other issues that affect the community so as to reduce the high rate of cases
being reported from the area.

Social Learning theory: This theory is based on the idea that we learn from our interactions
with others in our social context, by observing the behaviours of others (Bandura, 1977). In
Nokwazi’s case, she learned and imitated antisocial behaviours such as substance abuse.
Every learned behaviour can be unlearnt therefore the client was helped to un learn anti-
social behaviours through behavioural and cognitive approaches which helps in modifying
and altering of behaviour.

Agency theory

It is defined as the behaviours and actions of individuals within the social structure, whether
the individual act independently and is able to make his own choices within the social
structure. The structure is the ways in which the society is organised and the individual who
is limited by the structure due to cultural barriers and inequalities within the structure. Those
with power and influence decide the norm of the day. Their decisions are carried out at the
end of the day and those without power just follow and comply.

In Nokwazi’s case, due to poverty in her family, she failed to go school hence she cannot get
any employment. She was forced by circumstances to sell dangerous substances in order to
earn a living and in the end, she was abusing the substances herself which contributed to her
current problems.

The student’s agency and other care and protection agencies located and understood human
action as individuals interacting with their environment and intervened to change social
institution and systems to enhance the wellbeing and social functioning and material
circumstances of the affected and excluded people in society. Hence the student was able to
advocate through donors and identify barriers and empower Nokwazi and others like her so
that their livelihood make a meaning through services such as AMTO, Public assistance and
Assistive devices.

pg. 42
 Psychodynamic theory

The basic assumptions of theory are that our behaviour and feelings are powerfully affected
by unconscious motives which are inaccessible to the consciousness but influence judgement,
feelings or behaviours. According to Freud, the unconscious mind is the source of human
behaviour. Our feelings and motives are actually powerfully influenced by our past
experiences and are stored in the unconscious. The psychodynamic theory states that events
in our childhood have a great influence on our adult lives shaping our personality. Events in
our childhood can remain in the unconscious and cause problems in adult life. Personality is
shaped as the drives are modified by different conflicts at different times in childhood
(during Psychosocial Development)

In Nokwazi’s case, it is possible that she had unresolved childhood conflicts which needed to
be addressed hence the student referred her to a psychiatric counsellor so as to address the
unresolved childhood conflicts. It might be that Nokwazi did not achieve well some of the
psychosocial stages of development like the oral stage since she had turned into drinking and
smoking and abusing other drugs.

DIAGNOSIS

Nokwazi’s family understood that Nokwazi was ill and needed help and support. They
promised to support her in every programme that is meant for her healing so that she will be
able to take care of her children. Nokwazi also agreed to be taken to hospital and join a
support group. The children should continue to stay at Isaiah’s Umuzi Wothando where they
are safe and fine. The elder child has since started going to school (ECD A)

TERMINATION.

Termination is not yet done since follow ups are still being done on the mother until she has
fully recovered and the children are reunited to her.

pg. 43
10. RECOMMENDATIONS
 To improve the service delivery of the agency, the student recommends that the
government welfare agencies and donors and other stakeholders should participate in
more awareness outreach programmes that aims at teaching the community of where to
go and what to do when faced with different problems because the student discovered
that most people had serious problems that can be solved but they are ignorant of the
services available and most of their situations end up being critical and most of them
even end up dying therefore programmes that link them to resource systems are very
important.
 Social workers should be involved at social policy making levels so that adequate
resources can be channelled to the agency for services so that they will be able to respond
effectively to the problems of those in need.
 Social workers should learn sign language so as to be able to communicate with the deaf
and dumb clients that come to the agency for assistance.
 The agency should provide technicians who would constantly check and maintain
machinery to avoid constant break down which slows the progress of work.
 The agency should also have transport that is meant for the agency to use on fieldwork so
that all cases are solved immediately.

11. CONCLUSION

In conclusion, the student appreciated the placement opportunity by capitalizing every

opportunity awarded to her to acquire as much experience as she can from fieldwork. The work-
related learning experience was very crucial to the student as it equipped the student with
practical insight, complex and diverse nature of the concepts of Social work and what the field
really entails. The student also gained relevant experience in handling challenges, exploiting
opportunities, facilitating workshops, analyzing, and observing. The student developed key
personal skills as a result of work-related learning at the Department of Social Development.
Furthermore, putting theories learnt into practice has been the greatest prospect availed by the
industrial work placement as it has presented a platform for one to address real life challenges

pg. 44
with formulated responsive mechanisms in the field. However, the student encountered
challenges which have been highlighted in this report and it has been these challenges that also
allowed the student to develop strategies and methods of solving the problems. In summation,
the whole work-related learning period has been very important and an eye-opening time for the
student as it has equipped one with practical skills development and competence. Most
importantly, the placement was a good training ground for the student to put into practice social
work methods, theories, principles and values into practice.

WEEKLY REPORTS

Week 1 and Week 2: 17Feb – 04 March 2022

The student began attached on the 17 th of February 2022. On this day the student reported up
work. She signed the Assumption of duty and the Declaration of Secrecy.

The month February placement activities were orientation/ induction whereby the student was
made to familiarize herself with the mission statement, purpose and function of the department
of social development and the core staff at the District Office (Fort Street Branch).

pg. 45
During the same month the student was stationed at the reception, doing reception work that is,
receiving, screening, recording information and referring clients. As a result the student had to be
familiar with all relevant offices and all the services offered at the Department of Social
Development in order to refer clients accordingly.

The registry office is a place where all the records of the agency are kept. The student was taught
how to locate and retrievee files using the manual filing system. The student was also taught how
to open files. The files at the Registry included: Child Welfare, Private Voluntary Organisations,
Children Home files, Juvenile Delinquency files, Public Assistance files, Disability Vocational
Training files, Assistive Devices files and Assisted Medical Treatment Order files.

LESSONS LEARNT

The student learnt to apply communication skills learnt at school, such active listening skills.

 The student had to apply means testing with the aid of the SS1 assessment form to ensure
that the clients who access the service were the most deserving. For example, a client in
need of Assisted Medical Treatment Order has to provide proof of illness in the form of a
hospital card that stamped and detailing their illness in order to get AMTO.
 Furthermore, the student learnt that apart from proof of illness one has to conduct
financial assessment when administering Assisted Medical Treatment Order by assessing
proof of income.
 Assisted Medical Treatment Order is issued out to clients who are in need of medical
attention but are unable to cater for their medical expenses due to financial constraints.
 People suffering from chronic illnesses such as Cancer and heart conditions are
considered for AMTO.
 The student learnt that AMTO is a form of Social protection issued in the form of a
receipt that one has to take to the hospital. It is only used in government hospitals. The
document is valid for only one year and one can only renew it at the beginning of the year
if they provide evidence that there are still unwell.
 The Student learnt that AMTO is a form of a Social protection safety net as defined in
terms of Section 5 of the Social Welfare Assistance Act (Chapter 17:06).

pg. 46
  The student noted that interpersonal communication is important at the work place, as she
interacted with the supervisor, the clients and other stakeholders.
 Professional dressing is a prerequisite in maintaining professionalism at the agency.
 Keeping records is important; particularly, recording of every visit which could be used
as reference when the need arises.
 Recording of information and efficient file management is necessary and crucial when it
comes to case management as some files and cases are revisited and sensitive information
is kept. For example, a Child Welfare file for Child X states that the child was removed
from their home to a place of safety because X was abandoned at birth at a local hospital.
This then equips the Social Development Officer to come up with a suitable care plan for
example fostering and adoption as the child has no traceable relatives.
 The principle of confidentiality is essential at the agency since the recorded files are kept
in the registry office and only staff members have access to the files. Hence, the student
also learnt that one is not allowed to show clients files or carry the files to their house.
 Moreover, the student learnt that the Social Development Officers at the Department of
Social Development at Fort Street had different roles such as being Case Management
Officers and Probation Officers. The agency works firmly under the supervision of the
District Social Development Officer and who in turn reports to the Provincial Social
Development Officer.

CHALLENGES

 Language barrier: as the student could not communicate in sign language hence she had
to convey the information in writing form. This was a huge challenge if the client was
illiterate.

Week 3: 7 - 11 March 2022

pg. 47
On the first the student was allocated a Supervisor, she had to work under the Supervision of a
Social Development Officer. During this week, the student had to familiarize herself with Office
work and as a result the Supervisor briefed her on their respective clients.
The student was assigned to telephonically contact the Provincial Social Development Office to
find out if there was a vehicle available for conducting home visits. The student got a positive
response and proceeded to complete the Vehicle Requisition form with the aid of the Supervisor.
The student managed to conduct five (5) home visits in Nkulumane 5, one case in Entumbane
and one in Makokoba these were all custody cases. The Supervisor interviewed the clients while
the student took notes.The student was awarded a chance to introduce herself. and was also given
a chance to interview the clients in relation to the custody case. The student was tasked to
compile a probation officer’s report based on the findings from the assessment conducted. The
Probation officers report was titled: A probation officer’s report in respect of a custody case
between AC and AZ. It then outlined the applicant and the correspondent’s details such as name
age, occupation. The children’s names and ages were also included. Then there is background
information for both parties and most importantly the recommendation which states who should
have custody.

During the course of the week the student learnt to compile committal documents. This includes
the record of information for child welfare which details the name, address, and contact details,
parents of the child's details, reason for removal, case type, child’s own story, background
information and plan of treatment. There is also a police report. The student compiled A
Probation Officer’s Report to the Children’s Court Bulawayo to open an inquiry in terms of
Section 19 (1) (a) of the Children’s Act (Chapter 5:06) in respect of a black female child Z born
on 20 February 2009. The inquiry has the following sub sections: REASON OF INQUIRY
which states that child Z is alleged to be a child in need of care in terms of Section 2 (b) (e) of
the Children's Act (Chapter 5:05) in that: she is in the custody of a person who has been
convicted of committing physical abuse and in connection with the sexual abuse committed to
the child,

RECOMMENDATION which states that it is respectfully recommended that AB be found to

be child in need of care as alleged and that an order be made placing her at John Smale

pg. 48
Children’s Home, Bulawayo in terms of Section 20 (1) (a) (iv) of the Children’s Act (Chapter
5:06),

FAMILY COMPOSITION which states the father, mother and other relatives,
BACKGROUND INFORMATION which states that child AB was referred to the Department
of Social Development by PCC police station for a place of safety after she was physically
assaulted. The child also disclosed that she was sexually abused. PRESENT
CIRCUMSTANCES which states that child AB is currently at a place of safety at John Smale
Children’s Home. She is 13 years old. She relates well with other children at the institution
caregivers. She is not birth registered. The child is safe and is adjusting well to the environment
and as such, it is in their best interest that they should remain at the aforementioned institution
until such a time that their parents are located and assessments are done to ensure that the
environment is safe and conducive for the child. DIAGNOTIC EVALUATION which states
that

It is in the best interest of child ABCD to be placed under the custody of John Smale Children’s
Home as efforts to locate her parents are not yet successful at the moment and lastly
CONTRIBUTION ORDER which states that none is being applied for since there are no
traceable relatives.. This inquiry leads to the granting of a court order which authorizes a child to
stay legally in an institution.

LESSONS LEARNT

 The student learnt that a child can only be placed into an institution under a court order
according to the children’s Act chapter 5:06.
 The student also learnt that a number of legislations and policies are used by the
Department of Social Development as a guide to how cases are resolved. These are
Children’s act, Criminal law and Codification Act, the Constitution of Zimbabwe, Work
Men’s compensation Act, Disabled Persons Act, Guardianship of Minors Act and the
Social Welfare Assistance Act.
 The student learnt that Communication skills are pivotal when one is interviewing clients
during a home visit. In addition to active listening skills one also has to apply
observations skills and verbal presentation.

pg. 49
  Moreover, the student learnt that it is important to talk to Children using direct work tools
such as drawings when interviewing them.
 The student also learnt that professional dressing is important when conducting home visits.
As a result one has to be culturally sensitive as short dresses and trousers not accepted in
some communities.
 The student learnt that it is important to engage children of age appropriate to explore their
Views, Wishes and Feelings (VWF) and these can be considered when coming up with a
Care Treatment Plan for the Child. For example, in custody cases and when handling
children in need of Care.

CHALLENGE

No challenges faced as the student was working under the guidance and supervision of the Social
Development Officer who is also the Supervisor.

Week 4: 14 - 18 March 2022

During the fourth week of attachment, the student was introduced to case management.The DSD
is responsible for follow up of the cases and ensuring that children receive services. The Social
Development Officer supports the child care workers and facilitates case review meetings. The
DSD coordinates the program and provides the critical services such as Assisted Medical
Treatment Orders (AMTO), public assistance and other social service funds. The DSD also
maintains a database of all cases and uses a directory to manage the referrals and service
provider networks. The Department of Social Development works with Community Child care
Workers and the Child Protection Committee who function on the ground as an extension of the
Department of Child Welfare and Probation Services

The CPCs at the ward level provide continuous monitoring to the case workers. Village CPCs
elect case workers and their members, assist in identifying cases and follow up with case workers
to determine how cases are resolved. The student took part in the above activities and the
training of CCWs on how to identify, screen cases and make referrals to the Department.

LESSONS LEARNT

pg. 50
  The student LEARNT that the Case Management systems approach is a mandate in
child protection cases as it is a collaboration manner that fosters participation at
community level in channelling of cases and information to all relevant child protection
stakeholders
 The student also learnt that implementing the Case management approach ensures quality
services to children in an appropriate, timely and systematic manner.

CHALLENGES

 No challenges were encountered as the student managed to execute her duties.

Week 5: 21 - 25 March 2022

On the fifth week the student was taught how to compile variation report, discharge report and
inquiry report.

 A variation report is probation’s officer’s report to the children’s court to review a court
order given in terms of the children’s act. This is normally used when there is need of
change of environment for a child, for example, age group.
 A discharge report is a probation officer’s report to the juvenile court to discharge an
order in terms of section 24 (1) a of the children’s act (chapter 5:06). The reason for
discharge from the institution must be stated, for example the child has reached the age of
majority.
 An inquiry report is a probation officer’s report to the children’s court to give a court
order that places a child in an institution in terms of section 19 (1) a of the children’s act
chapter 5:06..
LESSONS LEARNT

 The student learnt that one has to be familiar with the Children Act as it is the backbone
of all Child welfare cases. The Children’s Act gives a clear direction on how Children’s
cases should be handled.

pg. 51
CHALLENGES

No challenges were faced.

Week 6: 28 March –1 April 2022

During thisweek the student and her supervisor were on duty which means every client that
visited the agency was referred to their office for assistance. The student came across 2 clients
who wanted to be assisted with bus warrants. After consulting her Supervisor she noted that only
destitute people quality for a bus warrants. After doing means testing the student managed to
issue the bus warrant which is a travel document that enables one to travel free of charge. The 2
clients qualified for a bus warrant as one had just being released from Prison and required
transport to go back to Gweru while one had just been discharged from hospital and had no funds
to go back to Tsholotsho. They both had to produce their Identity document, a police report and
proof to justify their stories.

The student also had to do renewal and issue new AMTOs. In this case after doing means testing
the student had to complete the SS1 form on Section B as the investigation officer. She had to
write a detailed recommendation on why the applicant deserved to be issued with/ renew
AMTO.Below is an example:

The applicant is a 30 year female who is a cancer patient undergoing chemotherapy. She is in
need of medical assistance as she is not gainfully employed and unable to cater for her medical
expenses. Hence Assisted Medical Treatment Order (AMTO) is recommended.

Or in the case of a minor:

The applicant is applying for medical assistance on behalf of her 12 year old son who has
cerebral palsy and requires physiotherapy. However, she is financially constrained and is unable
to cater for her son’s medical bills. Therefore, AMTO is recommended.

Or if its renewal:

The applicant is a 46 year old male who has a heart condition and requires surgery. His
circumstances have not changed. Therefore, AMTO renewal is recommended.

pg. 52
The student also attended to clients with disabilities who were applying for Disability Vocational
Training. This is a government program where people with disabilities are offered education
assistance. It is only applicable for Persons with Disabilities who are doing Vocational Training
and tertiary education. At the end of the week the student did case follow ups on Disability
Vocational Training cases and Child welfare cases.

LESSONS LEARNT

 The student LEARNT that for one to qualify for Disability Vocational Training they have
to provide: proof of disability, offer letter from their school, fees structure, ID and then
fill in SS1 and SS2 forms for further assessment.
 The student learnt that the provisions for Persons with disabilities are provided in terms
of the Disabled Persons Act Chapter 17:01.
 The student learnt the importance sign language. Some clients were deaf, dumb and could
not talk therefore it is important to know sign language.
 The student observed that good counselling skills will result in conflict management.
 The student learnt how to organize her work (Time management skills) and also office
management skills.
 The student also learnt the importance of recording information so that it can be used as
reference when the need arises.

CHALLENGES

No challenges were encountered.

Week 7 to Week 10: 4 April – 29 April 2022

The student was placed at the registry which is also the reception of the Agency, because there
was only one Social Development Officer as other Officers were on national duty conducting
census. The student was receiving clients and referring them to the relevant office for assistance.

CHALLENGES

There were no challenges faced because the student was now familiar with all the duties
performed at the reception/ registry office.

pg. 53
Week 11: May 2 – 6 May 2022

The student was tasked to make follow up calls for some of the children placed in institutions.
The main purpose was to know whether the children were coping and adjusting well to the new
environment. As a result, the Student telephonically contacted the Social Worker at SOS
Children’s Villages to find out how an abandoned child who was placed at the institution was
coping physically as the child was suffering from the cold, and had developed a wound on the
head. The student was informed that the child had been taken to her Doctor’s review at Mpilo
Hospital and the wound was healing.

The student was also tasked to telephonically contact a physically disabled client who had
applied to be helped with an assistive device, i.e. a wheelchair. The purpose of the follow up call
was to notify client XY that their assistive device had been paid for and they should report to
the Department to collect the receipt which they then submit to the supplier in exchange of their
wheelchair.

At the end of the week the student was tasked to attend the District Action Aids Committee
meeting (DAAC) at the National Aids Council. It was a quarterly stakeholders meeting. The
purpose of the meeting was to review cases which were handled by different stakeholders and
how the cases were resolved or referred to other stakeholders. The purpose of the meeting was to
know the activities carried out by each stake holder and how best they can work together to
address and improve some of the key problems faced by affected people. As a result, the student
presented the quarterly report for the Department of Social Development.

LESSONS LEARNT

 The student leant that interpersonal communication skills are essential in a meeting.
These also extend to being punctual, patient, empathetic, respectful and giving others a
change to in group settings.
 The student learnt that child care and protection is a multi-sectoral approach as it involves
different stakeholders.
 The student also discovered the importance and qualities of a good minute taker during
meetings which are to write clearly and in brief, good listening skills and be able to select

pg. 54
 and write important facts and not everything and compiled a good report. The importance
of recording and filing information as it can be retrieved easily when it is needed.
 Professional dressing is also important when attending meetings.

CHALLENGES

No challenges were encountered.

Week 12: 9–13 May 2022

The student was tasked to represent the Department of Social Development at a 3day workshop,
as a result the student was given material in the form of a document on Child Abuse to prepare
for the workshop. The workshop was organized by the Department of Social Development and
Plan International, it was termed: Women Action Group training. The purpose of the workshop
was to educate community cadre such as the Child Care Workers and the Child Protection
Committee about the different types of abuse, how they can identify, categorize a case and make
proper referrals. This workshop was held for 4 days.

The first day of the workshop was registration day whereby the student got a chance to introduce
herself and explain to the workshop members her role at the Department of Social Development.
On this day the student also got an opportunity to professionally socialize by making connections
and relationships through the exchange of information and contact details with relevant
stakeholders. At the workshop the student the student was tasked with presenting on Child
Abuse. To help the CCW's and the CPCs understand child Abuse the student stated that it is
important to note that abuse of children causes a wide range of feelings and many of these
feelings are uncomfortable for children to acknowledge and express.

The student defined Abuse as the deliberate act of ill-treatment that can harm or likely to cause
harm to a child’s safety, well-being, dignity and development. Abuse is inflicting harm or by
failing to prevent harm. It was discussed and noted that usually in terms of any abuse, the
perpetrator, by age or development will be in a relationship of responsibility, power, or trust with
the child. The Student presenter on the five forms of abuse which include: physical, emotional,
exploitation, child labour and sexual abuse. To ensure participation the student divided the

pg. 55
 participants into 5 groups: a) physical b) emotional c) sexual d) neglect e) exploitation. Each
group was tasked to discuss for 7 minutes: the definition, the examples of the abuse in their
wards; some signs and symptoms; the short (immediate) and long-term impact of this kind of
abuse. All the groups were given a chance to present what they had discussed. The student then
went on to add that physical abuse an act of inflicting pain on the child actual or potential
physical harm (hitting, shaking, burning, slapping, beating, pinching, tying of private parts
especially bed wetting boys)

Signs and Symptoms-wounds, swelling, bruises, limping, crying/alarming noise

 Immediate effects- maim, scars, injuries, abuse fellow peers, will lack self-confidence, bullying,
shyness, selfishness.

 Long term effects-rebellious, emotional disability, death, which might be expressed through
& dropping out of school, suicide tendencies.

 Psychological or emotional abuse-scolding or shouting at a child always, insulting a

child, shaming or belittling a child always, giving/calling a child name that mocks or
scorn or get laughed at, inappropriate or extreme punishment. Failure to provide
supportive environment and/or actions that harm development, e.g. conveying to children
that they are worthless, unloved, inadequate (including naming the child in ways that do
this). Humiliating and degrading treatment (bad name calling, constant criticism,
belittling, persistent shaming).

 Signs and symptoms- scolding, deviant behaviour,

 Short term: fear, mistrust, withdrawn, Will lack self-confidence, shyness

 Long term: Maybe severely emotionally disturbed such that they find it difficult to trust anyone,
suicide tendencies. Sexual abuse-exploitation of a child for sexual satisfaction of an adult or a
child who is capable of committing a sexual offence.

 E.g. rape, sodomy, indecent assault, child prostitution, child pornography

 involvement of a child in sexual activity (incest; rape; sodomy; early and forced marriage;
involving children in looking at, or in the production of, pornographic material; indecent

pg. 56
 touching or exposure, using sexually explicit language towards a child, encouraging children to
behave in sexually inappropriate ways. having sexual desire or gratification on others e.g. rape,
chiramu, fondling of private parts, exposing pornographic material to children.

 Immediate-Change in step, unwanted pregnancy, isolation, Physical injuries

 Long term-Loose of trust, affect marriages, flash backs, school dropouts, HIV/AIDS,
sodomising, child prostitution, lack of assertiveness, STIs and HIV infections

 Maybe highly sexualized resulting in immoral behavior (promiscuity), suffer from

depression, eating disorders, behaviour problems including drug abuse, alcohol
abuse, criminality & suicide tendencies. Neglect & abandonment –this is when an
adult who is resourceful responsible for a child fails to provide enough of the
child’s needs.

 in the context of resources which are reasonably available to the family / caregiver: persistent
failure to meet a child’s basic physical and/or psychological needs e.g. failing to provide
adequate food, shelter and clothing, neglecting or not responding to a child’s basic emotional
needs not taking care of the child/ leaving children unattended/ not assuming parental
responsibilities such as failure to pay fees, food.

 Abandonment-baby dumping, leaving the child in the care of another person for more than a year
and disappear

 Leaving a child under 7 years unattended

 Chasing a pregnant child from home

 *if parents/guardians are providing the best care according to what they can afford, they are not
considered to be abusing their children.

 Signs and symptoms- loitering, withdrawal, lack confidence, nightmares, attention seeking

 Immediate causes- run away from home, hang out with wrong crowd

 Long term-potential abuser Exploitation and labour Use of children for someone else’s
advantage, gratification or profit often resulting in unjust, cruel and harmful treatment of the

pg. 57
 child. E.g. trafficking, sex trade, child labour, drug smuggling, child recruitment, exchanging sex
for food or services, child domestic work, forcing children to commit violence, unfair pay for
small jobs, child prostitution, domestic workers.

 Child labour-children in most African countries including Zimbabwe are expected to do some
work as part of growing up and being trained for adult life (socialization).

 There is a difference between child work and child labour, work that does not harm the child is
not child labour

 E.g of child labour-factory work or at a mine, child vending, employed as sex workers or
domestic workers

 Signs and Symptoms-Low self-esteem, poor health,

o Immediate causes- Drug abusers, self-neglect, mentally ill

LESSONS LEARNT

 One of the key roles for CCWs is to identify and support children who are at risk of abuse
or who have been abused. To enable them to perform this key role CCWs need to have
knowledge on child abuse and child protection systems. They need to know and identify
different forms of abuse in the community. This will enable them to identify and refer
children who are at risk of abuse or have been abuse.

CHALLENGES

No challenges were encountered.

Week 13: 16–20 May 2022

The student attended a workshop organized by DSD with Plan, Msasa and Goal Zimbabwe. The
DSD work with different stakeholders who are involved in child care and protection of children.

pg. 58
During this workshop, Plan international was mainly concerned with child protection. They
make follow up on cases of malnutrition, abuse and make sure children are getting assistance and
referrals if needed. Musasa Project is a Non-Governmental Organization (NGO) which addresses
cases of gender based violence and help clients affected by gender based violence. Goal
Zimbabwe is also a Non-Governmental Organization that targets and help vulnerable families
through training of self-help projects so that these families and children are able to sustain
themselves. The DSD works in partnership with these organizations through referral of clients
and follows up where necessary. Community cadres were introduced to these organizations and
taught how they work together with them.

LESSONS LEARNT

 The student learnt that group work as a method of social work is also used at the
department. The community cadres work in groups in order to share ideas and
knowledge.
 Also, the student learnt that managing child protection cases is a multi-sectoral
approach as it involves different stake holders.

CHALLENGES

No challenges were faced.

Week 14: 23 – 27 May 2022

It was a busy week for the student as they were on duty. Every client who visited the agency was
referred to her and her supervisor for assistance. The student attended to Assisted Medical
Treatment Order (AMTO) clients who wanted to register Private Voluntary Organizations,
clients who needed to provide foster care and adopt children. She also served clients with
disabilities who wanted to be assisted with school fees. Clients who needed referrals were given
referred to other organization where their needs were met. The student compiled discharge and
review reports. She was also sent to the children’s court to make booking for four cases and it
was granted. She also collected reports that had been discharged from the court. At the end of the
week the student made follow up calls to the police for police reports of children who were
placed at places of safety.

pg. 59
LESSONS LEARNT

 The method of social work which is mostly used at the agency is case work as it is used
on every client that comes at the urgency hence the student has learned how to put it in to
practice very effectively and has a better understanding of it.
 Means testing is also practiced on a daily basis and communication and interviewing
skills and principles are applied on a daily basis which has improved the student skills
and misunderstanding.

Week 15: May 30 – 3 June 2022

The student went for field work with Danish Church Aid (DCA). The student performed the
duties of an enumerator and interviewer. The student made follow ups on clients who were
registered under DCA program which was targeting vulnerable households. The beneficiaries
were given Harmonised Cash Transfers. The student was given the addresses of the clients,
whom they interviewed while filling the forms provided on the tablets and save them then upload
them later. At the end of the week the student was updating case management files and making
follow up calls on sexual abuse cases.

LESSONS LEARNT

 The student learnt that most clients lied in order to gain access to cash transfers so the use
of interviewing skills such as active listening was important in order to determine the
most deserving clients.
 The student learnt that the use of technology is very important as work is done fast and
easily for example the student was able to use a tablet when capturing data, saving it and
uploading it at the end of the day.

CHALLENGES

No challenges

Week 16: 6 – 10 June 2022

pg. 60
The student was able to do monthly grants for 4 institutions, and these include, SOS children’s
Village, Umuzi Wothando, King George VI Special School and Sir Humphrey Gibbs Special
School. The student managed to compile a probation officer’s report for a girl child placed at
SOS Children’s Village. In addition, the student managed to send the monthly reports to the
Province.

LESSONS LEARNT

 The student learnt that children placed in institutions receive monthly grants for their
upkeep. Each child is awarded a certain amount per day.
 The student also learnt that the grants are only awarded monthly.
 The student also learnt that the grant is only given to child who has valid court orders.

CHALLENGES

No challenges were encountered.

Week 17: 13 – 17 June 2022

The student was on office duty, she attended to disabled clients who attend Disability Vocational
Training at Jairos Jiri. The student compiled DVT application and school confirmation letters.

The student attended to a number of AMTO cases.

LESSONS LEARNT

 The student learnt that the DSD offers fees assistance for people living with disabilities.
 Moreover, the student was made aware of the requirements that the applicant should
provide and these are confirmation of disability, offer letter from the school, fees
structure and National Identity Documents.
 However, DVT is only for tertiary education it does not cover primary and secondary
level.

CHALLENGES

No challenges were encountered.

pg. 61
Week 18: 20–24 June 2022

The student received a client who came to report child abandonment. It was a complicated case.
The children interviewed the informant and gathered all the important information. The student
then requested transport for conducting a home visit for the mentioned children. The student
also attended a client who was referred by Mpilo Hospital for food and financial assistance.

LESSONS LEARNT

 The student learnt how to apply emotional regulation when interviewing the informant on
the child abandonment case. Empathy had to be applied.

CHALLENGES

 There was also no food and financial aid available for the referred client.

SOLUTIONS

 The student had to contact the Baptist Church seeking assistance on behalf of the client,
hence the client was referred for assistance.

Week 19: June 27 – 1 July 2022

The student conducted a home visit to investigate the matter of the children who were abandoned
by their mother. After interviewing the children the care plan was to remove them to a place of
safety. The student was tasked to telephonically contact SOS children’s villages to seek a place
of safety for the children. At the end of the day the children were placed at SOS.

LESSONS LEARNT

 Cases involving minors are emergency cases that should be dealt with utmost urgency
and care as children are part of the vulnerable group.
 When siblings are removed and placed in a place of safety they should not be separated in
order to preserve the family relation and make the transition smooth.

CHALLENGES

pg. 62
  It was challenging to find a home for all the three siblings as we did not want to separate
them.
 It is emotionally draining to deal with children who are abused and one might develop
attachment and sympathy instead of empathy.

SOLUTIONS

 SOS Children’s villages accepted all the three siblings.

 Emotional intelligence and emotional regulation were applied to ensure that the student
acted as a professional and handled the case well without involvement if personal
emotions.

Week 20: 4 – 8 July 2022

The student managed to compile an inquiry for the children placed at SOS. She was also tasked
to write a visit letter for a client who wanted to visit her sister’s children that were placed at John
Smale Children’s home. The student also made a telephonic follow up to SOS Children’s
villages to converse with the Social worker on the care plans for the children.

LESSONS LEARNT

The student learnt that visit letters for children in institutions should also be filed in the
children’s respective files for accountability purposes.

CHALLENGES

No challenges were encountered.

Week 21: 11 – 15 July 2022

The student attended to a client who was seeking an assistive device. The student also attended
to an elderly who was seeking a place of safety at an old people’s home. The student was tasked
with telephonically contacting various old people’s home to seek a place for the client. She then
compiled a recommendation to eNtembeni old people’s for the stipulated client .The student
went for home visits with JF Kapnek Care to assess the circumstances of primary level clients
who had prior visited the office to seek fees assistance.The student had to compile process notes

pg. 63
in relation to the above mentioned clients. She also attended to AMTO cases and telephonically
conducted follow ups for child welfare cases.

LESSONS LEARNT

 The student learnt that the requirements for an assistive device are confirmation of
disability, three quotations from different suppliers for the respective device and National
Identity document.

CHALLENGES

No challenges were encountered.

Week 22: 18 – 22 July 2022

The Department received an anonymously call the caller reported an issue of child neglect. The
informant reported that there is child being neglected by her mother. The mother was said to be
mentally challenged. The informant also said that the mother is violent and the child cries for
hours and sometimes is locked outside, also it was said that she sometimes takes the child to the
beer garden. The anonymous caller also reported that the other child of that same mother is under
the care of the mother’s friend.

The student was given the address of where these child protection cases were taking place. She
was also tasked to compile case record of the information shared.

The student conducted a home visit to do case follow up on the child who was being neglected
by her mother. The student was accompanied her Supervisor and the police to the home visit as
the mother of the child was said to be mentally challenged and violent. From the home visit the
student gathered that what was reported by the informant was true. The Student filled in initial
and record of information forms for the Child.

Following the home visit, a family case conferencing was arranged to discuss the way forward
on the child neglect case. The family was not interested in taking care of the child. The student

pg. 64
was tasked with looking for an institution for the children and they were placed at Isaiah’s
Umuzi Wothando Children’s Home. The mother of the children was referred for heath purposes
to Ingutsheni Psychiatric Hospital. The student went on to construct are plans for the 2 siblings.

LESSONS LEARNT

 Removing children and placing them in institutions in not the first point of call in child
protection.
 The student learnt that the six-tier safety system of the National Action Policy for OVCs
outlines the 6 systems of support for Orphans and Vulnerable children.
 The immediate family is the first where the child is cared for by their biological parents.
If this fails children are then kept by the extended family such as aunts and grandparents.
 If these two both fail the child can then be placed in foster care and adoption
 The institution is the last option that has to be considered.

CHALLENGES

No challenges were faced.

Week 23: 25 – 29 July 2022

There was a client who came to report child abandonment. It was a complicated case. The
student interviewed the informant and gathered all the important information. The student then
requested transport for conducting a home visit for the mentioned children. The student also
attended a client who was referred by Mpilo Hospital for food and financial assistance. During
the same week the student conducted a home visit to investigate the matter of the children who
were abandoned by their mother. After interviewing the children the care plan was to remove
them to a place of safety. The student was tasked to telephonically contact SOS children’s
villages to seek a place of safety for the children. At the end of the day the children were placed
at SOS.

pg. 65
The student managed to compile an inquiry for the children placed at SOS. She was also tasked
to write a visit letter for a client who wanted to visit her sister’s children’s that were placed at
John Smale Children’s home. The student also made a telephonic follow up to SOS Children’s
villages to converse with the Social worker on the care plan for the children.

The student attended to a client who was seeking an assistive device. The student also attended
to an elderly who was seeking a place of safety at an old people’s home. The student was tasked
with telephonically contacting various old people’s home to seek a place for the client. The
student then compiled a recommendation to eNtembeni Old People’s Home for the stipulated
client.

The student went for home visits with JF Kapnek Care to assess the circumstances of primary
level clients who had prior visited the office to seek fees assistance.

The student had to compile process notes in relation to the above-mentioned clients.

She also attended to AMTO cases and telephonically conducted follow ups for child welfare
cases.

LESSONS LEARNT

 The student learnt that the requirements for an assistive device are confirmation of
disability, three quotations from different suppliers for the respective device and
National Identity document.
 learnt that visit letters for children in institutions should also be filed in the children’s
respective files for accountability purposes
 Cases involving minors are emergency cases that should be dealt with utmost urgency
and care as children are part of the vulnerable group. When siblings are removed and
placed in a place of safety they should not be separated in order to preserve the family
relations and make the transition smooth
 The student learnt how to apply emotional regulation when interviewing the
informant on the child abandonment case. Empathy had to be applied

CHALLENGES

pg. 66
  There was also no food and financial aid available for the referred client.
 It was challenging to find a home for all the three siblings as we did not want to
separate them.
 It is emotionally draining to deal with children who are abused and one might develop
attachment and sympathy instead of empathy

SOLUTIONS

 SOS Children’s villages accepted all the three siblings.

 Emotional intelligence and emotional regulation were applied to ensure that the
student acted as a professional and handled the case well without involvement if
personal emotions
 The student had to use her own money to conduct the home visit as it was an
emergency case.

Week 24: 1 – 5 August 2022

The student attended a three-day Enumeration with World vision. To capture data and verify
data on clients who qualified for their programmes of Lactating mothers.

During the same week the student attended to enquiries on the public assistance one money
program for the vulnerable. The student also attended to AMTO, DVT and Juvenile delinquency
cases .At the end of the week she was tasked with compiling process notes and to conduct a
telephonic follow up on DVT cases.

The student was tasked with compiling a school letter in relation to a child who had no birth
certificate so that the child could enroll at school whilst the parents are still processing the birth
certificate.

The student was then tasked to compile a probation officer’s report to the Magistrate court.

pg. 67
LESSONS LEARNT

 The student learnt that Juvenile Delinquency cases are challenging to address
especially if the accused denies the charges and there is no evidence.
 The student learnt that all offences by juveniles are defined under the Criminal Law
Codification and Reform Act (Chapter: 9:23) and sentencing is provided for under the
Criminal Procedure and Evidence Act (Chapter 9:07).
 Moreover, children under the age of 7 have no criminal intent and can therefore not
be charged of any offence. Also, depending on the seriousness of an offence and
recidivism, it can be recommended that older children be tried as adults. And in all
juvenile delinquency cases a Probation Officer’s report should be compiled as soon as
possible for reference in Court
 Furthermore, she learnt that reunification of a child in an institution with their
relatives is a process that requires assessment and preparation of both the child and
the relatives, and an affidavit from the relative is a pre requisite
 The student learnt that public assistance is not only for the elderly but it involves
other vulnerable groups such as people living with disabilities, chronic illnesses and
child headed household. Those who are living in absolute poverty also qualify for
this program. She learnt that means testing is key in all Social welfare programs
including the administration of AMTO.

CHALLENGES

 The student was under pressure and she received various threats from people who
has not received their money. However, she managed to carry out all her assigned
duties.

SOLUTIONS

 The student applied emotional intelligence and remained calm while handling and
responding to the client’s needs in a respectable and professional manner

Week 25: 8 – 12 August 2022

pg. 68
  The student attended a sexual abuse case involving a 6 year old minor. She interviewed
the child and completed record of information and initial case forms for file opening.
Also student offered counselling to both mother and child and referred them both to
Contact Family Counselling Centre for further counselling. She also referred them to
Justice for Children for legal aid.
 During the same week the student also went on field work the main business was to
interview children working on the streets. She conducted interviews and completed
Record of information and initial information forms for file opening. The attended
AMTO cases both renewals and new cases. She then went on a removal to remove
malnourished children and place then at a place of safety.
 The student conducted a telephonic follow up on children working on the streets to the
Scripture Union. She was also tasked to telephonically contact a client to submit an
affidavit in line with Children placed at SOS.
 She attended a client in need of food and medical assistance. The student managed to
assist the client with AMTO. One money inquiries were attended to. A number of clients
who were seeking educational assistance were referred to the relevant organisations who
were offering such aid, that is, Plan International and JK Kapnek care.
 The student was tasked with writing a visit letter for a father who wanted to visit his child
at Isaiah Umuzi Wothando Children’s Home.
 The student also wrote a letter to Musasa Project recommending a women suffering from
GBV to be assisted with a place of safety.
 The student also interviewed a father who was seeking custody for his child.
 The student attended to a client who was inquiring about pauper burial for her late
granddaughter.
 The student conducted a follow up telephonically for an elderly client who wanted to be
placed at an old people’s home.
 The student removed 4 siblings to a place of safety as the children were physically
abused at home. The student also compiled to Juvenile delinquency probation officers
report.

LESSONS LEARNT

pg. 69
  Musasa project offers alternative shelter for women and girl children who are exposed
to Gender based violence and other forms of abuse. They aid these women with
empowerment.
 The student learnt that it was important to write process notes when interacting with a
client for reference and accountability purposes

CHALLENGES

 The week was very busy with a lot to be done hence the student was emotionally and
physically exhausted

Week 26: 15 – 19 August 2022

The student with the help of the supervisor dealt with a Juvenile Delinquent case. The student
made use of different tools during the session which include the initial case record form and
record of information form for Juvenile Delinquents. Bandura's social learning theory was put
into practice. The systems theory was also put into practice making use of the aforementioned
tools which are holistic in nature in trying to find out the driving forces to the client's behaviour.
Principles of acceptance, non-judgmental attitude and best interests of the child were applied.

 In addition, the student also made some follow-ups on cases and assisted clients in
need of food subsidy through referral services and medical assistance through the
Medical Assistance Order. Interviewing skills were put into practice.
 The student also assisted a client in need of assistive device for a client with
Cerebral Palsy in need of a wheelchair. The student wrote a recommendation
which goes through the Province to the Head Office requesting the approval for
the assistive device.

LESSONS LEARNT

 The student learnt the practical application of the systems theory in a case involving a
Juvenile Delinquency might be helpful in linking the drivers of the case at hand.
 The student learnt how to work with other professionals in coming up with intervention
strategies that is through referral services.

pg. 70
  The student was also educated on the requirements for clients applying for assistive
devices, that is: a set of three (3) SS1 forms, three (3) copies of the client’s birth
certificate, and three (3) quotations from three different suppliers.

CHALLENGES

None were encountered since the student was working under the supervision of the Agency
supervisor.

Week 27: 22 – 26 August 2022

During the beginning of the week the student had telephone follow ups on all pending cases. The
student noted that telephone follow ups are very useful when evaluating the progress of a client.
Therefore, recording skills were applied as the student wrote the process notes from the
information provided by the client. The student altogether with the supervisor attended a court
session for court order reviews for children placed in different institutions. Review of court
orders is very crucial as it is the blueprint which allows a child to remain institutionalized, taking
note of several factors which may include that the child's relatives or immediate relatives'
whereabouts remain unknown. The student's immediate supervisor also made an inquiry for a
child with multiple disability, that is, cerebral to be placed at St Francis Home for special
training and care(section of the children's act) the child was in need of care since the biological
mother is unemployed and cannot afford to take care of the child.

The student during the course of the week also partook in a training about The One Money Pilot
Programme. The programme is a consortium of Department of Social Development and NetOne
for Public Assistance aimed at assisting elderly people, people living with disabilities etc. The
aim of the programme was to register clients on One Money as they would receive vouchers to
buy their groceries at OK stores.

LESSONS LEARNT

pg. 71
  During the telephone follow ups, the student learnt the importance of recording as it helps
to plan ahead on how best to work with clients in the next meeting. It also helps when
someone handles a file as all information is captured and noted for further management.
 The student learnt about the proceedings and the renewal of court orders placing children
in institutions.
 The student also learnt that once the child reaches 18 years the court order is no longer
valid as the child is treated like an adult.
 A social worker must have good listening skills (from the follow up made) and that being
fluent in social work practice is an advantage in social work practice as most of the
clients are diverse and come from different communities.
 When practicing social work, it is critical that dissemination of information is done
appropriately and in time so as to ensure that everyone may attend the meeting and also
benefit. This then boils down to the importance of the planning stage where one has to
use the bottom - up approach instead of the top-down approach so as to ensure
communities are involved and fully participate at all levels (Skidmore, 1994).

CHALLENGES ENCOUNTERED

 Some mobile numbers were unreachable as the student made use of telephone follow-ups
which hinders the monitoring and evaluation phase of case management.

Week 28: 29 August – 2 September 2022

The student compiled a Probation Officers report for Juvenile Delinquents which is required as
reference by the Magistrate in Court. The report should consist of the present offence of the child
and also previous offences committed by the child if he is not a first-time offender, family
composition, background information to the case, discussion of the juvenile etc. The student also
referred the juveniles delinquents for Counselling Sessions and had to work with other
stakeholders such as Contact Family Counselling Centre for behavior modification thus social
worker role of a broker was applied. The student also drafted an inquiry for a child in need of
alternative care who had been placed at Isaiah's Umuzi Wothando in terms of section 20 of the
Children's Act (Chapter 5:06).

pg. 72
LESSONS LEARNT

 During this week, the student learnt how to link theory and practice. The Human behavior
is usually linked with the environment. Sometimes behavior is a result of learning as
evident in the JD session. The student had a case of JD's who indecently assaulted their
peer at school by inserting a pencil in her vagina and this behavior was enacted as a result
of the television channels they watch. This goes on to show that some behaviors are
learnt taking note of Bandura's observational learning theory. Most of the children come
from high density suburbs where there is a high level of delinquency which shows that
human behavior can be influence by the social environment.
 The importance of referral services since the Department does not offer all the services
that the clients need.
 The student learnt that the knowledge of the children's act is extremely vital for a
Probation officer especially when carrying out their duties in committal of children.

Week29 and Week 30: 5 – 16 September 2022

The student spent the two weeks attending outreach campaigns that were coordinated by the
Ministry of Primary and Secondary Education (MOPSE). The aim of the outreach was to reach
out to children of school going age who are not in school because of a variety of reasons and
enrol them to the education system. Road shows were conducted by representatives from
different organisations using amplifiers and hailers to mobilize and inform communities about
the services offered. Representatives from the Ministry of Education, Department of Social
Development, Council for the blind, Victim friendly unit and Regional Psychosocial support
would camp at the designated points for a day informing people about the services. The student
was afforded the opportunity to sensitise the communities of the various programmes that the
Department offers to its clients.

LESSON LEARNT

 The student’s public speaking skills were enhanced when she spoke to crowds of people
informing them about the services and programmes that were offered by the department.

pg. 73
  The student also learnt about the importance of a multidisciplinary approach in service
delivery which ensured that a full package of services was offered to clients rather than
isolated service delivery which is often costly to clients.

CHALLENGES

 The period of the outreach program seemed short as many clients from the community
were left unattended.
 The student came across clients who use sign language and could not understand their
narrations, however an interpreter was sought to assist and counter the challenge.

Week 31: 19 – 23 September 2022

During the week the student got an opportunity to interview a 40 year old man who was applying
for custody over his two young children who are aged 6 years and 2 years respectively. The
biological father and mother of the children in concern had separated and the children were since
under the care of the biological mother. However, the biological mother had left for Ireland
leaving the children at her parents place without informing the husband. Hence, the biological
father was now applying for custody of the children. A home visit to the maternal grandparents
was conducted to establish the welfare and social functioning of the children. Another home visit
to the biological father’s place was done and it was established that the applicant stayed in a safe
and secure house and was financially stable that he can cater for the children’s needs. However,
the father was a busy man and had no one to play the mother figure in the children’s lives. The
student compiled a probation officer’s report with the assistance of the supervisor and
recommended that the maternal grandparents of the children continue to care for the children
while the father is granted access over his children.

The student also worked with the Social Development Officer in compiling sociological reports
which are used to assist children with absent parents especially those in institutions to obtain
birth certificates.

LESSON LEARNT.

pg. 74
  The student learnt to investigate and analyse custody cases and make recommendations
basing on findings.
 The student also learnt the importance of listening skills in the profession as they are key
to understanding client issues so that appropriate interventions could be implemented.
 The student learnt that the department of social development can intervene in
recommending children with unusual circumstances so that they can access birth
certificates through Registry office.

CHALLENGES

 The student observed that in custody cases parents and guardians do not open up
and have a tendency of lying so that they are granted the custody of children.

Week 32 and Week 33: 26 September to 7 October 2022

During these two weeks the student went for home visits with a non-governmental organisation
named JF Kapnek Trust, in Cowdray Park, Bulawayo. The home visits were mainly targeting
people living with disabilities so that they can be sensitized about Gender-Based Violence.
During the visits officers were also checking whether people living with disabilities are enrolled
in school or not, what they are doing for survival and also assessing their living conditions so
that their needs can be identified so that they can be assisted by linking them with the rightful
organisations for their needs to be met.

The student also assisted a destitute elderly man who was an ex-convict and had been committed
to an old people’s home in Bulawayo. The client had come to the agency seeking for a bus
warranty to Harare where he was supposed to attend court cases. The man could not be given a
two-way bus warranty as the social worker explained that conditions that accompany the
provision of a bus warranty only caters for a single journey. The client was thus referred to an
Organisation which often assists clients who need bus fares.

pg. 75
LESSON LEARNT

 The student learnt that it is important to engage communities and identify their
needs before imposing any interventions.
 The student also got to appreciate the conditions that accompany the provision of
a bus warranty for example that a two-way bus warranty was not supposed to be
given to clients.

CHALLENGES

 The student faced no challenges during the course of the week.

Week 34: 10 – 14 October 2022

The student attended to a 14 years old girl who had been physically abused by two pastors from
their church after being instructed by her mother to discipline her as she was suspected to have
stolen her mother’s money. The client had sustained injuries on the feet and hands and walked
with a limp. The girl ran away from her home to her boyfriend’s place that brought her to the
agency. The student applied Section 2 (J) (a) of the Children’s Act which defines a child in need
of care as, “a child who is being maintained in circumstances which are detrimental to her
welfare and interests”. The student contacted a children’s home John Smale to look for a
temporary place of safety for the child. The student also reported the case to the police and
accompanied the girl to hospital for medical treatment. The student then engaged the girl’s
mother over the issue and reunited the family.

During interviews with the client and her mother the student established that the mother had been
recently widowed and she had 4 other younger children who were all below 12 years of age. The
biological mother of the child concerned can hardly take care of the children and provide for
their needs as she is vending vegetables at Sokusile business complex for survival. Same is

pg. 76
always busy, burnt out and has no time with children as they spend most of their time alone at
home, she was also stressed by her situation hence she always had misunderstandings with her
children over minor issues and this might have resulted in a drift between the widowed mom and
her children especially the teenage client. After the interviews the student recommended more
therapy sessions with the officer and also referred both the girl and her mother for family
counselling. The siblings of the client were all recommended for BEAM. The mother was also
referred to JF Kapnek for assistance with stationery for the school children.

LESSONS LEARNT

 The student learnt that sometimes teenagers are influenced by underlying home
circumstances to engage in juvenile delinquency which then creates problems
with their guardians. Thus, it is very important to conduct intensive interviews
when dealing with clients to ascertain all underlying circumstances before
jumping into conclusions or only addressing symptoms of problems.

CHALLENGES

 The student faced no challenges during the course of the week.

Week 35: 17 – 21 October 2022

A lot of activities were carried out by the student during this week such as processing AMTOs
for clients, registering clients for public assistance and assisting in social welfare cases of
registering birth certificates. The student also dealt with a case of a child in conflict with the law
who was involved in a Robbery. The student interviewed the child and his paternal grandmother
who is his guardian, his biological parents separated and left for diaspora. It was established that
the boy is a repeated offender however his behaviour is surprising as the child is well taken care
of by the grandmother. The grandmother requested that the child be committed to an institution

pg. 77
like Percy Ibbotson where juvenile delinquents are rehabilitated. The interview also revealed
underlying issues such as that the absence of his parents is the major contributing factor to his
delinquent behaviour because he longs for his parents’ attention. The parents hardly come home
and when they do they do not give him much attention because of the limited time they have.
Thus the only way he could get his parents’ attention was through stealing as they would
definitely call to reprimand him. The student advised the guardian on the importance of contact
between the boy and his parents and took the opportunity to counsel both. The student also
referred them to Family Contact Counselling Centre an organization that specializes in family
counselling. The student also compiled a probation officer’s report recommending that the child
be given a suspended sentence.

LESSONS LEARNT:

 The student learnt that it is always important to thoroughly analyse a client’s

situation before making any conclusions. The student also learnt that
institutionalisation should only be considered when all other possible options have
failed. The essence of social work is to keep children in their families and
strengthen family systems instead of committing clients to institutions.

CHALLENGES

 No challenges were faced.

Week 36: 24 – 28 October 2022

The student compiled sociological reports for clients who wanted to be assisted in acquiring birth
certificates for their relatives. The student also recommended assisted in recommending AMTOs
for the children residing at Luveve Training Institute for Girls. During the same week the student
wrote process notes on cases that she was tasked to make a telephonic follow-up on

LESSONS LEARNT

 The student learnt that AMTO is a prerequisite for every child placed at an institution.

pg. 78
  Also the student learnt that it is the right of every child to acquire a birth certificate
however it difficult when the biological mother is nowhere to be found hence the
Department of Social Development help clients through compiling the sociological report
which relate the circumstances that led to the child to not have been birth registered.

CHALLENGES

 No challenges faced.

Week 37: 31 October – 4 November 2022

During this week the student was writing the probation officer’s reports to the Magistrate in
Court for children in conflict with law. Interviews were conducted with the children concerned
and their guardians in order to compile the background information for the cases as some of the
cases were first attended to by other offices. Some interviews were done telephonically where a
physical appointment was impossible since one of the child was at a boarding school and the
guardians were out of town.

LESSONS LEARNT.

 The environment has a great effect on the behaviour.

 When writing a probation officer’s report one has to compile all the information that can
be gathered concerning the case presented.
 The ruling of the Magistrate depends of the probation officer’s report which shows that
probation officers or social workers are also advocates.

CHALLENGES.

None face as the student was working under direct supervision of the Agency supervisor.

Week 38: 7 – 11 November 2022

pg. 79
The student attended a court case together with the probation officer (supervisor) where review
inquiry was made to the Magistrate in Court concerning two children from eMthunzini
Wethemba who had expired court orders. On the same day student also attended another court
for foster care, where a couple had applied to foster a child who was abandoned and is living at
an institution.

LESSONS LEARNT.

 The student learnt that the court orders that allow the child in need of care to
committed in an institution they expire after very three years hence the reason for
review inquiry in order to renew the court orders.
 In order for a foster care applicant to be granted fostering there has to be a thorough
assessment to ascertain the motive behind fostering and there has to be follow-ups on
the visits of the child being fostered to the fostering resident to check if the child
bonding well and in good relations with the new family. The financial stability of the
fostering parent/s is also assessed to check if the child will be cared for better than
where he/she is.

CHALLENGES

No challenges.

Week 39 14 – 18 November

Week 40 21 – 25 November

pg. 80
Week 41 28 – 2 December

DECLARATION BY AGENCY SUPERVISOR

I.................................................................................................................................in my capacity
representing................................................................................. (Name of agency) having read
and understood, fully satisfied that the report is true reflection of what the student undertook
during the fieldwork practice.

Signature...................................................... Date..............................................................

Official Stamp

pg. 81
pg. 82
REFERENCES

Biestek, F, (1957). The Casework Relationship, Loyola University Press: London

Children’s Act Chapter 5: 06
Reamer, F.G (2005). Documentation in Social Work: Evolving ethical and risk-management
standards. Social work, 50(4), 325-334.
Glasser, W. (1965). Reality Therapy: A New Approach to Psychiatry. New York: Harper & Row.
Wilson, M.C., Scior, K. (2008). Implicit Attitudes towards People with Intellectual Disabilities:
Their Relationship with Explicit Attitudes, Social Distance, Emotions and Contact. 10(9):
e0137902.
Kaseke, E. (1988). The State and Dynamics of Social Policy Practice and Research in
Zimbabwe. Journal of Social Development in Africa, 13, 21-34.

pg. 83