Adjunct professor:  Department of Social work

B.A. (Social work) - (Cum Laude) Potchefstroom University for CHE. 1991
M.Soc.Sc (Clinical Social Work) University of the Orange Free State. 1994
Ph.D. (Social work). University of the Orange Free State. 2001, “A Narrative approach to community empowerment”

1. Reyneke, RP. 2004. Die benutting van narratiewe beginsels tydens gemeenskapsontwikkeling.Social work/Maatskaplike werk, (40)2:125-138.

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3. Reyneke, RP. 2004. Deelnemende aksienavorsing as metode vir gemeenskapsbemagtiging. Acta Academica: Supplementum 1: 113-143. (DHET & Scopus).

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5. Reyneke, RP. 2006. A human development perspective in community work. Social work/Maatskaplike werk. (42)1: 26-36.Reyneke, RP. 2009. Using adventure to increase the emotional intelligence of the poor. Social work/Maatskaplike werk. (45)1:47-61.

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7. Reyneke, RP. 2009. Using adventure to increase the emotional intelligence of the poor. Social work/Maatskaplike werk. (45)1:47-61. (Scopus and ScieLO SA).

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9. Reyneke, RP & Reyneke, JM. 2010. Evaluating the application of restorative justice at the Mangaung One-Stop Child Justice Centre. Social work/Maatskaplike werk. (46) 3:358-380

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11. Reyneke, RP. 2010. Social work values and ethics. (In L. Nicholas, J. Rautenbach & M. Maistry, eds. Introduction to Social work. Cape Town: Juta. p. 230 – 247)

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13. Louw, S & Reyneke RP. 2011. ‘n Maatskaplikewerkintervensieplan vir straatkinders. Tydskrif vir Geesteswetenskappe. Jaargang 51 No. 2: 214-237, Junie

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15. Reyneke, JM & Reyneke RP. 2011. Process and best practices at the Mangaung One Stop Child Justice Center. South African Journal of Criminal Justice. (24) 2:137-163.

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17. Reyneke, RP & Reyneke JM. 2011. Implementation of preliminary inquiries at the Mangaung one stop child justice centre. Acta Criminologica, 24(3): 122-141.

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19. Reyneke, RP. 2012.  The wounded healer: Examining the trauma and psychological general well-being of social work students.  The Social work forum. Volume 44/45: 15-81. Winter/Spring.

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21. Reyneke, RP. 2014. Management skills. (In L.K. Engelbrecht ed. Management and supervision of social workers: Issues and challenges within a social development paradigm. Andover: Cengage Learning EMEA Limited.

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23. Reyneke, RP. 2015.  Restoring our children: Why a restorative approach is needed to discipline South African Children.  Perspectives in Education. 33(1):60-75.

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25. Liebenberg, E, Hay, J & Reyneke, R.P. 2016. Die ontwikkeling van ? herstellende geregtigheidsprogram as innoverende benadering tot die aanspreek van uitdagende leerdergedrag in Suid-Afrikaanse skole. Lit net Akademies 13(2) http://www.litnet.co.za/die-ontwikkeling-van-n-herstellendegeregtigheidsprogram-vernuwende-benadering-tot-die-hantering-van-uitdagende-leerdergedrag-suid-afrikaanse-skole/

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27. Reyneke, RP. 2016. The Benefits of Using Adventure Education to Facilitate Dialogue in Social Work Diversity Training. Social work research practitioner 28(2) 157-172.

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29. Reyneke, RP. 2017.  Apples and pears: Engaging social work students in social dialogue. Research on Social Work Practice. March 27(2) 239-247. DOI: 10.1177/1049731516669823

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31. Reyneke, RP. 2018. The role of school social workers in giving effect to children’s right to education. Journal of Juridical Science 43(2) 79-108. (IBSS)

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33. Janse van Rensburg, M & Reyneke RP. 2019. The use of adventure based therapy to improve the emotional awareness of adolescents residing in child and youth care centres. South African Journal of Social work and Social Development 31(1) 24 pages (DHET)

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35. Reyneke, RP. 2019. Management skills. (In L.K. Engelbrecht ed. Management and supervision of social workers: Issues and challenges within a social development paradigm. 2nd ed.) Andover: Cengage Learning EMEA Limited. 

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37. Reyneke, R. 2019. A Restorative Approach to address Cyber Bullying. (In Kowalczuk-Waledziak, M, Korzeniecka-Bondar, A., Danilewicz, W & Lauwers, G. Rethinking teacher education for the 21st century. Trends, challenges and new directions. Opladen, Berlin: Verlag Barbara Budrich). eISBN 978-3-8474-1257-1.

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39. Reyneke, M & Reyneke R. The South African Federal Systems’s Contribution to Exacerbation of Education Poverty. 2019. ( In J de Groof & SV Yankevich, Multilevel governance in education: top-down governance, transfer of authority and regional cooperation. Moscow: Publish house of the Higher School of Economics, National Research University p. 63-75).

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41. Reyneke, M & Reyneke R. 2020. Restorative school discipline. The law and practice. Claremont: Juta.Reyneke, J & Reyneke R. 2020. Rethink discipline. (In Reyneke, M & Reyneke, R. eds. Restorative school discipline, the law and practice. Claremont: Juta). ISBN 978 1 48513 526 5.

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43. Reyneke, J & Reyneke R. 2020. Restorative discipline. (In Reyneke, M & Reyneke, R. eds. Restorative school discipline, the law and practice. Claremont: Juta). ISBN 978 1 48513 526 5.

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45. Reyneke, R & Reyneke M. 2020. The restorative discipline model. (In Reyneke, M & Reyneke, R. eds. Restorative school discipline, the law and practice. Claremont: Juta). ISBN 978 1 48513 526 5.

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47. Reyneke, R & Deacon, J. 2020. Assumptions, values and norms. (In Reyneke, M & Reyneke, R. eds. Restorative school discipline, the law and practice. Claremont: Juta). ISBN 978 1 48513 526 5.

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49. Reyneke, R. 2020. Trauma-sensitive schools: Understanding troubled learners through the neuroscience lens. (In Reyneke, M & Reyneke, R. eds. Restorative school discipline, the law and practice. Claremont: Juta). ISBN 978 1 48513 526 5.

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51. Deacon, J., Reyneke, J & Reyneke R. 2020. The role of the school governing body in disciplinary measures. (In Reyneke, M & Reyneke, R. eds. Restorative school discipline, the law and practice. Claremont: Juta). ISBN 978 1 48513 526 5.

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53. Reyneke, R. 2020. The role of the school social worker in school discipline. (In Reyneke, M & Reyneke, R. eds. Restorative school discipline, the law and practice. Claremont: Juta). ISBN 978 1 48513 526 5.

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55. Reyneke, RP. 2020. The legal and ethical obligations of school social workers. Social work/Maatskaplike werk.56 (2): 157-174. . (Scopus and ScieLO SA).

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57. Reyneke, RP. 2020. Increasing resilience, lowering risk: teachers use of the circle of courage in the classroom. Perspectives in Education 38(1): 144-162. (IBSS & Scopus).

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59. Reyneke, R & Van Wyk, C. 2023. Social work values and ethics. (In Rautenbach, JV, Shokane, AL & Maistry, SM. Eds. Introduction to social work, 2^nd ed. Claremont: Juta). ISBN 978 1 48513 199

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61. Reyneke, RP. 2023. Understanding Learners` Adverse Childhood Experiences in Township Schools: Towards Implementing Trauma-Informed Approaches. Child Abuse Research: A South African Journal 24(2):44-60 (DHET) https://hdl.handle.net/10520/ejc-carsa_v24_n2_a3

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63. Reyneke, RP. 2024. The Role of Social Services in Realising Children’s Rights in and through Education. Education As Change 28 (February): 23 pages. https://doi.org/10.25159/1947-9417/15049. (Scopus & Scielo SA)

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65. Reyneke, R. 2024. Unveiling the Significant Contribution of Child and Youth Care Workers in South African Township Schools. Children and Youth Services Review, 161 (June) (Scopus & WoS). https://doi.org/10.1016/j.childyouth.2024.107674 (Open access)

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67. Reyneke, RP. 2024. The contribution of safe parks to school safety: Lessons from the Thari-programme. Perspectives in Education, 42(1): 218-237. DOI: https://doi.org/10.38140/pie.v42i1.7201  (IBSS & Scopus). (Special issue).

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69. Reyneke, R. 2024. Enhancing Children’s safety and wellbeing: Exploring the role of a new social service programme in Free State township schools. Social work/Maatskaplike werk, 60(3): 503-529. DOI: https://doi.org/10.15270/60-3-1345 (Scopus and ScieLO SA) (Open access)

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71. Reyneke, R.P. 2024. Assessing the contribution of the Thari Programme in protecting children against violence and enhancing school safety. International Journal of Child, Youth and Family Studies, 15(3): 1-28. DOI: https://doi.org/10.18357/ijcyfs153202422160  (DOAJ). (Open access)

Restorative practices/justice - Mainly deals with the positive development of children and staff in schools and environments where there are children present. With restorative practices there is a move away from a punishment-based to a restorative system. In the new Child Justice Act, the concept of restorative justice is addressed. Attention is given to the development of emotional intelligence and other positive ways in which children and their carers/teachers can be supported to deal with problems with discipline and to prevent negative behaviour.

Adventure therapy - The focus on adventure therapy is to empower the therapist to therapeutically enter the world of the client/clients by means of activities and through the use of different aids. Outcomes of adventure therapy include a heightened self-knowledge, effective team work and cooperation in a group, improvement in communication and listening skills, risk taking, the setting of personal goals, creative problem solving and experiencing success. These outcomes are continuously linked to the therapeutic aims of the client, thus ensuring that the social functioning of the client is improved. The therapy is utilised for children, as well as adults.

School social work - Social work in South African schools is becoming more prominent.  National policy documents and various role players refer to the need for social services to learners. Social workers can contribute in creating a learning environment that is available, accessible, acceptable and adaptable.  In doing so the psychosocial development of learners are increased and the educational outcomes and success improved.

SWPT9100 - Doctor of Philosophy with specialization in Social work .

SWPA8900 - Master of social work. 

SWSC7900 - School Social Work.

SWPB 4816 - Advanced Social Work Theory - Section 1: Advanced group work.

SWPP4800 - Field instruction

SWPR 4804 - Research

SWWL1612 - Introduction to Welfare Law (8 credits)

Member of the working group on positive discipline. Save the Children South Africa. (2017 – current). 

National research foundation evaluator of rating applications

Chairperson of the Board - Childline Free State (2023-)

Member of the board - Childline South Africa (2023-)

Empowering schools to be more restorative in their discipline methods

Training of school social workers and social workers in other fields