Prof Roelf Reyneke
Adjunct Professor
Social Work
9C 11
Social Work
IB 34
051 4012356
Flippie Groenewoud Building: Block C 4

Short CV


Adjunct professor:  Department of Social work

Tertiary training

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”






Publications (Short List)

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

Reyneke, RP. 2004. Deelnemende aksienavorsing as metode vir gemeenskapsbemagtiging. Acta Academica: Supplementum 1: 113-143.

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.

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.

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)

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

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.

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

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.


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.

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

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)
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.
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
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)
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)

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. 

Reyneke, M & Reyneke R. 2019. Restorative school discipline. The law and practice. Claremont: Juta.

Area(s) of Interest

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.

Courses Presented

SWPT9100 - Doctor of Philosophy with specialization in Social work 

SWPA8900 - Master of social work 

SWPA 4816 - Advanced Social Work Theory - Section 2: Supervision, management and ethics

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

SWPR 4804 - Research

SWPP 4800 - Practicum

SWPL 2624 - Welfare law

SWPS 2622 - Diversity in social context


T: +27 51 401 2240 or

Marizanne Cloete: +27 51 401 2592

Katlego Mabulana: +27 51 401 2495
Juanita Hlongwane: +27 51 401 3269

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