Browsing by Author "Pillay, Sarosha"

Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    Open Access
    Exploring perceptions of support amongst caregivers in first thousand day-friendly churches in the Western Cape
    (2025) Folly, Akouvi; Sonday, Amshuda; Pillay, Sarosha
    Introduction According to The United Nations Children's Fund (UNICEF) (2018) the First Thousand Days (FTD) of life, which is the period from conception to two years old, is a unique window of opportunity. There is a wide body of evidence pointing to the role of stable and responsive caregiving to ensure the thriving of children. Sikunye, a Non-Government Organisation (NGO) birthed from Common Ground Church seeks to equip and mobilise churches to become FTD friendly. The implementation of Sikunye's FTD strategies is carried out collaboratively by church volunteers. However, there is a paucity in understanding how the beneficiaries of FTD services, namely, the caregivers, are experiencing the current strategies that are being promoted. Therefore, this research study aimed to explore the perceptions of support amongst caregivers within FTD-friendly churches. Methods The study made use of a qualitative, descriptive inquiry, using an interpretivist approach. Data was collected in the form of a focus group with five participants from five FTD-friendly churches. Data was analysed using an inductive approach and thematic analysis. The focus group was conducted in English. However, isiXhosa-translated consent forms and information leaflets were provided. The focus group lasted 2 hours. Findings The main theme that emerged from the study was "They say it takes a village and it really does": The support of an FTD-friendly church community is needed for the raising of a child. This describes the perceptions of caregivers in their FTD who felt that there are many aspects that need to be present within a church to feel supported. It requires the members of that church to create that experience. Two categories emerged from the findings. Category one: Types of support needed from my village (church) to raise a child. Category two: How I feel about the type of support received from my village (church) to raise a child. Recommendations from caregivers around the importance of creating a context that allows caregivers to express their needs whilst feeling surrounded by their community were made. This in turn fosters other pillars of support, such as prayer, equipping and preparing, collaborating and referring and lastly, creating warm and welcoming spaces. 4 Discussion Caregiver support is shaped by a complex, interconnected set of factors that work together fluidly rather than in isolation, with tangible elements like physical spaces enhancing intangible feelings of connection. This integrated approach, especially within faith communities, reinforces the importance of strengthening existing community-based supports. Conclusion There are many contextual factors, influencing caregiver experience of support and it is not possible to look at each in a silo. An integrated model of support is required. Support is not as rigid, isolated and clearly defined as we think it is, but it is integrated, fluid, connected and works in tandem continuously with one another to complement and strengthen one another. This ensures a comprehensive experience of support. A collaborative and community-driven approach is needed to support caregivers in their FTD, this study shows how churches are uniquely positioned to ensure the thriving of children in their FTD.
  • No Thumbnail Available
    Item
    Open Access
    Towards integrated service delivery for children with autism spectrum disorder in the Western Cape Province of South Africa
    (2023) Pillay, Sarosha; de Vries, Petrus; Duncan Eve
    Background The prevalence of autism spectrum disorder (ASD) in South Africa is unknown and there is little information on the educational service needs of children with ASD in the country. There are no standardized procedures for identification, diagnosis and management of children with autism. The Western Cape is one of the better resourced provinces in the country in terms of ASD services, yet educational opportunities for these children are limited. The Western Cape was therefore used as a case study to understand the landscape of education systems for children with ASD in South Africa. Objectives The objectives of the study were a) to determine the number and profile of children with ASD both in and out of schools in the Western Cape, b) to examine stakeholder views, perspectives and proposed solutions to meet the educational needs of children with ASD and their families, and c) to generate suggestions to strengthen ASD systems and services. Methods An exploratory mixed-methods approach was used across two phases. In the first phase, quantitative provincial educational data were used to describe the profile of children with ASD in the formal public sector education system as well as those waiting for educational services. The second phase used qualitative focus groups and semistructured individual interviews to examine the perspectives and recommendations of caregivers, service providers and government stakeholders about ASD services. Results A systematic database search for children with ASD in the whole provincial educational system, combined with the provincial ‘waiting list' of those waiting for school placement found very low rates of ASD (