Thesis (M.Th.(Prakt. teol.))--Universiteit van Pretoria, 2000. / Includes bibliographical references (p. 142-146).

Thesis (Ph. D.)--Lehigh University, 2004. / Includes vita. Includes bibliographical references (leaves 109-123).

Thesis (M. Ed. (Opvoedkundige Sielkunde))--Universiteit van Pretoria, 2005. / Includes bibliographical references.

Project (M.S.)--Brigham Young University, Department of Instructional Psychology and Technology, 2003. / Includes bibliographical references (p. 64-66).

Class of 2016 Abstract / Objectives: The purpose of this study is to assess patients’ perception of the review of basic diabetes self-management skills as administered by nursing staff during hospitalization in our academic medical center to determine if the program should be continued, modified and/or expanded. Methods: This descriptive study included patients 18 years and older with a diagnosis of diabetes admitted for any reason to Banner – University Medical Center Tucson (BUMC-T) - between October- December 2015. A phone interview was conducted within 7 days of the patient’s recorded discharge date to assess each patient’s perception of the review they received during their inpatient stay. The questionnaire collected ratings about helpfulness of the medication instructions, understanding of diabetes, and confidence in hypoglycemia management. Data on the likelihood for an outpatient follow-up appointment were collected too. Results: Of the 96 patients included in this study, 44% (n=42) received the basic diabetes self-management skills review, among them 48% (n=20) reported that the review was very helpful, 43% (n=18) reported being very comfortable with understanding diabetes, and 48% (n=20) reported being very confident with hypoglycemia management. Out of 50% of patients referred for outpatient follow-up for diabetes management, only 38% made an appointment. Conclusions: Most patients that received the basic diabetes self-management skills review feel comfortable with diabetes management and its understanding. Review of basic diabetes self-management skills appeared to be helpful when initiated in a hospital setting; however, measures need to be taken to provide the review to all eligible patients and it needs to be supported by effective planning for outpatient follow-up.

M.Phil. (Personal & Professional Leadership) / “Why should we pay for leaders to find themselves?” is a question that has been posed to the researcher numerous times in her career as an executive coach. The link between self-awareness and leadership is at best ignored and more often dismissed by organisations as irrelevant. The problem posed by this study was that all too often organisations focus on leaders’ performance and tangible results only. Instead, it is important to take a holistic leadership approach that integrates who the leader is with what the leader does. By looking at leadership learnings from a catalytic experience, the research connects the concepts of catalytic experience with self-awareness, personal leadership and leadership in an organisational context. The objective of this study was to explore the learnings derived from personal catalytic experiences in a leadership context. Identifying themes related to these learnings enabled leaders to gain a deeper understanding of personal leadership and its importance in organisations. Personal leadership is a pillar of leadership that focuses on who the leader is, including concepts such as personal mastery, selfawareness, meaning and purpose. Together with performance, personal leadership creates a holistic view of leadership in an organisational context. The key focus of the study was to draw leadership learnings from leaders’ catalytic experiences. The research paradigm utilised was qualitative. Narrative inquiry was used as a research strategy. The research method was unstructured interviews and a thematic analysis of the data. This method enabled leaders to first tell their stories and then gain learnings. The learnings were analysed by identifying the emerging themes, using thematic analysis, that could be related to various aspects of personal leadership and then linking these to the discoveries from the literature review. Most of the leadership learnings related to aspects of personal leadership, highlighting the reality that personal leadership is at the heart of leadership as a whole, even in an organisational context. Leaders found that taking time to reflect on their catalytic experiences helped the draw learnings and turn often challenging catalytic events into opportunities for learning, growth and meaning-making. Based on the findings and conclusions, it was determined that personal leadership grows through catalytic experiences and through having an opportunity to reflect on these. Specific leadership qualities emerged when a person had adverse experiences and managed to get through them in a way that turned these adverse experiences into opportunities for learning and growth. Leaders sought meaning from catalytic experiences and were often shaped by them. In a sense this helped to create true leaders since they lead from within. Catalytic experiences were first defined and then described based on the themes emerging from the leaders’ stories in terms of their type, number and emotional value. Survival came up as a strong thread in each leader’s telling of their story. In terms of the leadership learnings from the catalytic experiences, these were able to be categorised, as follows: the ‘doing’ of leadership; the ‘being’ of leadership; interpersonal relationships; and meaning and purpose. Factors enabling leaders to get through the experiences meaningfully were also discussed. The study concluded by making recommendations that can be used by organisations in designing leadership development programmes. The contribution of the study is in enabling organisations to use the findings to help leaders derive learning and experience personal growth without necessarily having to go through the experience of a challenging catalytic event. Offering leaders opportunities to reflect on challenging experiences and then sharing those experiences and reflections can contribute to a holistic approach of developing leaders in organisations. The key learning for the researcher, as a result of embarking on this research study, is to recognise the internal treasure chest that resides within each individual. In order to be a good leader, a level of self-awareness and understanding is required together with the recognition of the importance of purpose and meaning. Each individual’s unique qualities and experiences contribute to their leadership journey and it is through life experiences and challenges that people develop and grow. Even a small learning can have a far-reaching impact. The research journey has been a journey of learning for the researcher on a personal level and was illustrated by the use of the butterfly metaphor throughout the writing.

Please read the abstract in the section 06summary of this document / Dissertation (MTh (Practical Theology))--University of Pretoria, 2007. / Practical Theology / unrestricted

Class of 2017 Abstract / Objectives: The purpose of the study was to identify the types of motivation that promote sustained physical activity among adolescents between the ages of 11-17 who are diagnosed with type 1 diabetes (T1D) to prevent diabetes related complications. Methods: Questionnaires were distributed and collected among the Juvenile Diabetes Research Foundation’s (JDRF) listserv, Facebook page, and events in Phoenix and Tucson, Arizona on motivations for managing diabetes and exercise and confidence in diabetes management and performing physical activity. Demographic data was collected on age, gender, and race/ethnicity. Physical activity, levels of activity intensity, weight, height, health- related risk behaviors, chronic health conditions, and use of preventative services were also included in this study. Results: 11 adolescents completed questionnaires, categorized by participants who exercise less than 60 minutes daily (Group below recommended exercise level, GBRE) and participants who exercise more or equal to 60 minutes daily (Group meeting recommended exercise level, GMRE). GBRE’s average mean age was 15.75 and GMRE’s average mean age was 13.92. GMRE was associated with higher intensity physical activity (42.85% versus 0%). GBRE had a relative autonomy index (RAI) of 1.67 on the Treatment Self-regulation Questionnaire (TSRQ) compared to GMRE with a RAI of 3.81 (Mann-Whitney U 19, p-value 0.412). GBRE scored 73.75 on the Diabetes Self-efficacy Scale (DSES) and GMRE scored 78.71 (Mann-Whitney U 7, p-value 0.23). Conclusions: Adolescents who exercised ≥ 60 minutes daily were observed to be self-motivated in managing their diabetes, especially maintaining exercise recommendations to decrease diabetes related complications.

The purpose of the current study is to investigate the extent to which mindfulness (observing and describing), dispositional optimism and personal meaning are associated with self-efficacy for managing a chronic disease (SEMCD) among 57 people living with HIV in the DFW Metroplex. Several statistical analyses, including a hierarchical linear regression analysis, were conducted. Results indicate, after controlling for age and gender, the overall model accounted for a significant proportion of the variance (adjusted R2 = .39) in self-efficacy for managing chronic disease, F (6, 50) = 5.80, p < .01. Both subscales of mindfulness were significantly related to self-efficacy. However, observing was negatively, associated with SEMCD (β = -0.44, p < .05), and describing was positively associated with self-efficacy (β = 0.60, p < .01). As a result, incorporating these mindfulness skills into self-efficacy based self-management programs may greatly improve self-management, thus positively influencing psychological and physiological health outcomes that are essential to the health and wellbeing of people living with HIV/AIDS. Future research should investigate methods of manipulating observing and describing, and determine what proficiency in these skills is most beneficial to improve self-efficacy.

Abstract available in the Journal of Adolescent Health.