Although the debate regarding the nature and structure of psychological well-being is ongoing (see Compton, 2001; Forgeard, Jayawickreme, Kern & Seligman, 2011; Kashdan, Biswas-Diener & King, 2008; Keyes, 2002; Kopperud & Vitterso, 2008; Lent, 2004; Linley, Maltby, Wood, Osborne & Hurling, 2009; Ryan & Deci, 2001; Ryff & Singer, 1998; Wissing & Temane, 2008; Wissing & Van Eeden, 2002), there has been sufficient support for more holistic, complex and inclusive models to explain and measure psychological well-being. The intertwined experience of hedonic and eudaimonic well-being as well as overlapping intrapersonal and interpersonal well-being experience (Keyes, 2002; Wissing & Temane, 2008) is captured by some contemporary models. The General Psychological Well-being (GPW; Wissing & Temane, 2008; Wissing & Van Eeden, 2002) and the Mental Health Continuum (MHC; Keyes, 2002, 2005a, 2005b, 2007; Keyes et al., 2008) models are of particular interest in this study especially as they both represent the essence of holistic psychological well-being. Previous research has seen the proliferation of multiple constructs and sub-constructs in the study of psychological well-being in the field of positive psychology. However, little is known about the manifestation and measurement of holistic psychological well-being particularly in an African context. The present thesis intended to explore the GPW and MHC models and their measures namely, the General Psychological Well-being Scale (GPWS) and the Mental Health Continuum Short Form (MHC-SF; Keyes, 2002, 2005a) in an African Setswana-speaking group. Through this effort, research issues pertaining to theoretical conceptualisation, measurement and socio-demographic interaction were explored. The thesis comprises three sub-studies reported in three manuscripts. All data were collected in cross-sectional surveys. The scale development phase of the first sub-study utilised secondary data analyses, while primary data were collected and analysed by the researcher for the second and third sub-studies. The aim of the first manuscript was to develop and validate a self-report instrument to measure general psychological well-being within an African context. This study took place over three phases and comprised data sets with a cumulative sample of 2760 participants. The phases were 1) scale development (n=2005), 2) pilot study (n=296), and 3) scale validation (n=459). The intention was that the scale should be shorter than the previous batteries of scales used in the initial identification of the General Psychological Well-being factor (GPW) by Wissing and Van Eeden (2002). The results yielded a reliable and valid 20 item scale. A Cronbach alpha of .89 among this sample attests to its reliability. Construct and criterion-related validity were supported by confirmatory and exploratory factor analyses and inter-scale correlations. According to Noar (2003), the development of reliable and valid measures contributes to the advancement of quality research. It is envisaged that the GPWS will be of value in epidemiological and multi-disciplinary studies as well as in evaluation of the impact of interventions to enhance positive health (cf. Seligman, 2008). The aim of the second study was to explore the influence of socio-demographic variables, namely gender, age, marital status, employment status, educational level and environmental setting on holistic psychological well-being in an African sample. Keyes and Waterman (2003) included these factors among the determinants of well-being and mental health. A community sample (n=459) consisting of male (n=141) and female (n=318) Setswana-speaking adults from rural (n=210) and urban (n=249) settings participated in the study. Findings indicate that whether a person lives in an urban or rural area has the most robust influence on their psychological well-being. Furthermore, psychological well-being was found to be positively influenced by being married, having a higher educational status and being employed. Gender and age did not have any differential influence on well-being. The insights gained from these findings could help enhance understanding of the various patterns in the manifestation of psychological well-being in a (South) African context. This will allow for better targeted interventions towards the enhancement of general psychological well-being in African communities. In this case, it is apparent that rural communities are in particular need of positive development intervention. According to Farid and Lazarus (2008) intervention efforts towards the improvement of lives need to be encouraged from the level of policy development. Government and business should take interest in people’s levels of well-being in guiding policy decisions (Diener, Kesebir & Lucas, 2008). The aim of the third study was to undertake a psychometric comparison of the General Psychological Well-being Scale (GPWS) and Mental Health Continuum Short-Form (MHC-SF) in an African context. The study comprised 459 Setswana-speaking participants. The study employed three main statistical approaches, namely, classical test theory (CTT) (cf. Clark & Watson, 1995; John & Benet-Martínez, 2000; Panounen & Ashton, 1998) structural equation modelling (SEM) (Byrne, 2001; Kline, 2011), and the Rasch model (De Bruin, 2004; Linacre, 2002, 2003; Rasch, 1960) of item response theory (IRT) in comparing the two scales. Firstly the theoretical basis of the scales and their development routes were explored. Secondly results from CTT (descriptive statistics, reliability, construct and criterion-related validity), SEM (measurement model fit indices) and IRT (item fit statistics, difficulty parameters, and response scale thresholds) analyses are reported. The main finding is that the GPWS and the MHC-SF are comparable measures of holistic psychological well-being in an African context. Although the MHC-SF appeared to be marginally superior, no model and measure emerged as clearly better than the other. The findings of the three sub-studies in this thesis contribute to the study of well-being and the field of positive psychology in at least three ways. Firstly, a new self-report instrument to measure general psychological well-being was developed and validated for use in an African context. Secondly, the study highlighted the significant influence of socio-demographic variables on individuals’ psychological well-being. Thirdly, in psychometrically comparing two scales, the study not only employed CTT and SEM methods as has been previously done, but has also reported IRT’s Rasch model’s results. The thesis is a comprehensive quantitative evaluation of the two holistic psychological well-being models and their measures in an African context. Qualitative studies towards the further clarification and contextualisation of the understanding of well-being in an African context are suggested. This may serve to triangulate, contradict or pose further hypotheses regarding the findings of the present study. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2011

There is widespread concern for the mental well–being of adolescents. Various studies have indicated the deleterious consequences of bullying for both victims and bullies, implying the serious need for interventions to lower the incidence of bullying in schools. Descriptive data must inform the development of intervention programmes. The present study aimed to provide such data and to add to existing research on bullying in South African schools. This quantitative study investigated bullying behaviour in a parallel–medium, multi–racial high school in the North–West Province. The specific research aims were to examine the total incidence of bullying experiences and, specifically, frequency levels of being bullied according to age group and race group. Furthermore, gender differences in frequency levels of individual and group bullying, as well as gender–specific frequency levels of use of direct and indirect bullying tactics were examined. A one–shot cross–sectional survey design was employed. A randomly selected representative sample of 635 learners, comprising 274 boys and 361 girls, completed a self–report survey instrument, the Peer Relation Questionnaire (Neser, Ladikos and Prinsloo 2004), with regard to their bullying experiences. The Statistical Package for the Social Sciences (SPSS) was used to calculate frequencies, cross–tabulations and chi–square statistical tests. Results indicated that 52% of participants reported to have been the victims of bullying. A significant difference in distribution of bullying frequency was indicated for race groups, but not for age groups. Black and coloured learners in this school experienced a higher frequency of bullying than white learners, which indicates that racial dynamics has an important impact on bullying behaviour in this school. Bullying frequency in this high school is not significantly lower in senior secondary learners (learners 16 years and older) than in junior secondary learners (learners between 13 and 15 years), as was predicted by literature. In terms of gender differences, boys in this school were found to bully significantly more than girls. Furthermore, group bullying was found to be more prevalent than individual bullying in both genders. In this school boys and surprisingly girls too were shown to favour direct verbal bullying tactics (unpleasant teasing) and direct physical bullying tactics (hitting, kicking or pushing). This finding is a cause for concern as it is contradicted by literature which describes girls as preferring indirect bullying tactics (isolating the victim or threatening harm) to direct physical tactics, indicating that girls in this school use higher levels of physical aggression in bullying than the findings of other literature. The found high incidence levels of being bullied and bullying behaviour trends indicate a need for an anti–bullying intervention in this school, which includes learners of all age and race groups. The study's findings imply that such an intervention should include a focus on bullying of black and coloured learners and address racial dynamics in bullying. Furthermore intervention should address group and individual bullying, as well as the use of direct bullying tactics among both boys and girls, particularly direct physical tactics. Altough these findings are not generalisable to other South African schools, the need for further South African research to investigate unique trends in bullying behaviour is stressed. / Thesis (M.Sc. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.

Although the debate regarding the nature and structure of psychological well-being is ongoing (see Compton, 2001; Forgeard, Jayawickreme, Kern & Seligman, 2011; Kashdan, Biswas-Diener & King, 2008; Keyes, 2002; Kopperud & Vitterso, 2008; Lent, 2004; Linley, Maltby, Wood, Osborne & Hurling, 2009; Ryan & Deci, 2001; Ryff & Singer, 1998; Wissing & Temane, 2008; Wissing & Van Eeden, 2002), there has been sufficient support for more holistic, complex and inclusive models to explain and measure psychological well-being. The intertwined experience of hedonic and eudaimonic well-being as well as overlapping intrapersonal and interpersonal well-being experience (Keyes, 2002; Wissing & Temane, 2008) is captured by some contemporary models. The General Psychological Well-being (GPW; Wissing & Temane, 2008; Wissing & Van Eeden, 2002) and the Mental Health Continuum (MHC; Keyes, 2002, 2005a, 2005b, 2007; Keyes et al., 2008) models are of particular interest in this study especially as they both represent the essence of holistic psychological well-being. Previous research has seen the proliferation of multiple constructs and sub-constructs in the study of psychological well-being in the field of positive psychology. However, little is known about the manifestation and measurement of holistic psychological well-being particularly in an African context. The present thesis intended to explore the GPW and MHC models and their measures namely, the General Psychological Well-being Scale (GPWS) and the Mental Health Continuum Short Form (MHC-SF; Keyes, 2002, 2005a) in an African Setswana-speaking group. Through this effort, research issues pertaining to theoretical conceptualisation, measurement and socio-demographic interaction were explored. The thesis comprises three sub-studies reported in three manuscripts. All data were collected in cross-sectional surveys. The scale development phase of the first sub-study utilised secondary data analyses, while primary data were collected and analysed by the researcher for the second and third sub-studies. The aim of the first manuscript was to develop and validate a self-report instrument to measure general psychological well-being within an African context. This study took place over three phases and comprised data sets with a cumulative sample of 2760 participants. The phases were 1) scale development (n=2005), 2) pilot study (n=296), and 3) scale validation (n=459). The intention was that the scale should be shorter than the previous batteries of scales used in the initial identification of the General Psychological Well-being factor (GPW) by Wissing and Van Eeden (2002). The results yielded a reliable and valid 20 item scale. A Cronbach alpha of .89 among this sample attests to its reliability. Construct and criterion-related validity were supported by confirmatory and exploratory factor analyses and inter-scale correlations. According to Noar (2003), the development of reliable and valid measures contributes to the advancement of quality research. It is envisaged that the GPWS will be of value in epidemiological and multi-disciplinary studies as well as in evaluation of the impact of interventions to enhance positive health (cf. Seligman, 2008). The aim of the second study was to explore the influence of socio-demographic variables, namely gender, age, marital status, employment status, educational level and environmental setting on holistic psychological well-being in an African sample. Keyes and Waterman (2003) included these factors among the determinants of well-being and mental health. A community sample (n=459) consisting of male (n=141) and female (n=318) Setswana-speaking adults from rural (n=210) and urban (n=249) settings participated in the study. Findings indicate that whether a person lives in an urban or rural area has the most robust influence on their psychological well-being. Furthermore, psychological well-being was found to be positively influenced by being married, having a higher educational status and being employed. Gender and age did not have any differential influence on well-being. The insights gained from these findings could help enhance understanding of the various patterns in the manifestation of psychological well-being in a (South) African context. This will allow for better targeted interventions towards the enhancement of general psychological well-being in African communities. In this case, it is apparent that rural communities are in particular need of positive development intervention. According to Farid and Lazarus (2008) intervention efforts towards the improvement of lives need to be encouraged from the level of policy development. Government and business should take interest in people’s levels of well-being in guiding policy decisions (Diener, Kesebir & Lucas, 2008). The aim of the third study was to undertake a psychometric comparison of the General Psychological Well-being Scale (GPWS) and Mental Health Continuum Short-Form (MHC-SF) in an African context. The study comprised 459 Setswana-speaking participants. The study employed three main statistical approaches, namely, classical test theory (CTT) (cf. Clark & Watson, 1995; John & Benet-Martínez, 2000; Panounen & Ashton, 1998) structural equation modelling (SEM) (Byrne, 2001; Kline, 2011), and the Rasch model (De Bruin, 2004; Linacre, 2002, 2003; Rasch, 1960) of item response theory (IRT) in comparing the two scales. Firstly the theoretical basis of the scales and their development routes were explored. Secondly results from CTT (descriptive statistics, reliability, construct and criterion-related validity), SEM (measurement model fit indices) and IRT (item fit statistics, difficulty parameters, and response scale thresholds) analyses are reported. The main finding is that the GPWS and the MHC-SF are comparable measures of holistic psychological well-being in an African context. Although the MHC-SF appeared to be marginally superior, no model and measure emerged as clearly better than the other. The findings of the three sub-studies in this thesis contribute to the study of well-being and the field of positive psychology in at least three ways. Firstly, a new self-report instrument to measure general psychological well-being was developed and validated for use in an African context. Secondly, the study highlighted the significant influence of socio-demographic variables on individuals’ psychological well-being. Thirdly, in psychometrically comparing two scales, the study not only employed CTT and SEM methods as has been previously done, but has also reported IRT’s Rasch model’s results. The thesis is a comprehensive quantitative evaluation of the two holistic psychological well-being models and their measures in an African context. Qualitative studies towards the further clarification and contextualisation of the understanding of well-being in an African context are suggested. This may serve to triangulate, contradict or pose further hypotheses regarding the findings of the present study. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2011

This dissertation aims to provide a study on the right to food in an African context and to determine whether or not African states may effectively adopt competition law as a mechanism to protect against hunger. The study begins by examining the right to food and the obligations which flow from this right. Given that the predominant reason that people suffer from hunger is because they lack the ability to economically access adequate food, the dissertation examines the obligations of states to protect this right against abuse from non-state parties. In the framework of the food supply chain, this equates to providing protection against companies such as commodity traders and retailers that have gained a dominant position in the food market and are consequently in a position where they are able to abuse this position of power over the smaller producers and suppliers. The dissertation analyses the importance of the right to food by looking at the key role which smallholder farmers play in their communities. This is central to an African based study because smallholders make up the majority of the world’s hungry people, and it is also the foremost means through which people in Africa gain an income. The study looks at the traditional purpose of competition law and examines whether it would be an effective means to regulate the food market in order to guard against the abusive practices committed by large food companies that threaten the livelihoods of African smallholders. The dissertation concludes with an investigation into the international best practices that can be drawn from competition law regimes across the globe, in order to provide recommendations for a competition regime that is particular to an African context and which would provide the best possible protection for smallholder farmers to ensure that the right to food is upheld. / Dissertation (LLM)--University of Pretoria, 2012. / gm2014 / Centre for Human Rights / unrestricted

In 1982, a new model of psycho-educational assessment, called the Initial Assessment and Consultation Approach (IAC), was introduced into the Education Clinic of the Division of Specialised Education at the University of the Witwatersrand (WITS). It has continued to be used in the new Emthonjeni Centre at WITS University. The IAC assessment model was developed in response to criticisms and limitations of existing assessment practices. It represents an approach that is client oriented, in that it encourages consultants and clients to arrive together at their own decisions. Key to the model is a joint problem-solving approach, where the concept of the client’s control, consent and commitment are imperative. The aim of this study was to explore student consultants’ perceptions of the IAC model of assessment. More specifically, the study explored the perceptions of the effectiveness of the IAC as a tool for psycho-educational assessment; the student consultants’ opinion regarding the model and lastly past students’ use of the IAC approach at internship sites or places of work. The results of the study were qualitatively examined through the use of thematic content analysis, which provided rich description participants’ opinions. The sample consisted of forty respondents. Information letters were distributed to all participants and data was gathered through the use of an online questionnaire. The questionnaire was structured specifically to elicit the participants’ perceptions of the IAC model of psycho-educational assessment. The results indicate that the IAC is perceived as an effective approach to psycho-educational assessment, by student consultants at WITS University, and many of the principles of the approach are continued to be adopted by past students at their internship sites or places of work.

Text in English / The purpose of this study is to tell the story around the roles of relationships in the world of depressed women. The epistemological framework of this study is constructivism. This study involved a series of in-depth interviews with three depressed women who had young children. Hermeneutics was the method used to analyse the data. The stories of the participants were recounted through the researcher's lens in the form of themes that emerged. The specific ways each participant tried to cope, and the emerging processes from the researcher's perspective as to what she believed was helpful or unhelpful to the participants, in addition to what the participants themselves regarded as helpful, was discussed. Recurring themes evident in the stories of all three participants were elucidated in the story of the stories. The information gained could serve as guidelines to those working with depressed people from a Western and an African context. / Psychology / M.A. (Psychology)

Nous avons engagé ce processus doctoral à travers le mémoire propédeutique sur l’absentéisme dans les entreprises industrielles au Mali. Cette étude sur l’absentéisme nous a permis de constater le présentéisme des femmes salariées. A la demande de la Directrice de thèse Pascale de ROZARIO, nous avons focalisé la thèse sur ce sujet. Son aboutissement a permis de constituer quatre idéaux-types de femme salariée présentéiste selon le modèle de Max Weber: *La femme salariée présentéiste de type traditionnel dont les présences régulières et continues au travail sont influencées par les cérémonies de funérailles. *La femme salariée présentéiste de type affectif dont les comportements présentéistes sont essentiellement fondés par les soutiens des collègues et de la hiérarchie. *La femme salariée présentéiste de valeur dont le présentéisme est justifié par les soutiens multiformes de ses proches et ses soutiens financiers à ces derniers. *La femme salariée présentéiste de type rationnel qui anticipe les sanctions disciplinaires et pécuniaires en privilégiant le respect des textes règlementaires. / We began this PhD research on the topic of absenteeism in industrial plants of Mali. This study on absenteeism allowed me to mention the regular presence of some women at work. That is why; the PhD Director Pascale de Rozario recommended focusing our research on this topic. The implementation and processing of data in liaise with the theoretical model of Max Weber allowed to identify four ideal types of presenteeist employee women: The traditional presenteeist woman influenced by funerals and burials. The affective presenteeist woman influenced by colleagues and managers’ support. The valued presenteeist woman whose behavior is justified by relatives support and her financial contribution towards those relatives. The rationale presenteeist influenced by standing orders and financial punishments resorting to respect of statutory acts.

The aim of this study was to examine the effects of coping behaviour on the stress and psychological well-being as experienced by South African teachers. A review of relevant literature revealed that the teaching profession is an extremely stressful occupation globally. Factors contributing to the stress that teachers experience include the downsizing of the number of teachers in schools and insufficient training being provided for teachers. Exposure to these chronically stressful conditions has psychological and physical consequences for some teachers. Numerous studies, however, have also pointed out that some teachers, in the same teaching environment, experienced less stress and had better physical health than others. In an effort to gain clarity on these contradictory findings, many studies regarding the effect of various coping behaviours have been undertaken. No literature could, however, be found regarding the different coping behaviours used by African teachers and which strategies proved a success. Therefore, the aim of this study was to investigate the effect that coping behaviour had on the level of stress, as well as psychosocial well-being, experienced by black South African teachers. The current study was conducted as part of the SABP A (Sympathetic Activity and Ambulatory Blood Pressure in Africans) project conducted at the North-West University. Data for this sub study was collected through a cross-sectional design and the statistical consulting services of the university were involved in the analysis of the raw data. The Teacher Stress Inventory (TSI) (Boyle, Borg, Falzon, & Baglioni, 1995), the Coping Strategy Indicator (CSI) (Amirkhan, 1990), and the Mental Health Continuum-Short Form (MHC-SF) (Keyes, 2006) were administered to 200 urban African teachers residing in the Kenneth Kahunda district in the North West Province. The TSI was administered as a self report measure of occupational stress in teachers. The CSI was administered to all the participants in an attempt to establish what coping strategies were employed by them. It consists of three subscales (problem solving, avoidance, and seeking social support) which are independent of one another and, according to the authors, free from demographic influences. The MHC-SF was administered to all the participants as a measure of well-being. The MHC-SF places individuals on a continuum which ranges between complete mental health (flourishing) to incomplete mental health (languishing). Those who are neither flourishing nor languishing are said to be moderately mentally healthy. All the measures that were administered proved to be reliable and thus interpretable, except for the subscales of the TSI. Therefore, only the TSI total scale score was used for interpretation. Results indicated that this group of teachers were experiencing high levels of stress and were making above average use of all three coping behaviours to deal with their stressors. 70% of the teachers were reportedly moderately mentally healthy, while 2% of them were languishing, and only 28% of them were flourishing. Of these teachers, those who reported smoking and alcohol use as a coping behaviour were experiencing less stress than those who abstained. These results were, however, only of small to medium practical significance. Intercorrelational results indicated that, although stress levels were high, stress had no direct and significant relation to either coping or well-being. The use of certain coping strategies, however, correlated positively with some aspects of mental health. In order to elucidate the nature of the relationships that seemed to exist between these constructs, path analysis was conducted. Structural Equation Modelling (SEM) results revealed a strong negative path between the use of avoidance as a coping strategy and the emotional well-being of participants. A direct significant path was reported between seeking social support and the social well-being of this group of teachers. Another significant finding was the existence of a direct path between problem solving and the social and psychological well-being reported by participants. The implications of these results, as well as the possible shortcomings of the current study and its limitations, were discussed. In conclusion, the results indicated that coping behaviour had little effect on the amount of stress that the teachers experienced, although it seems that coping behaviour does have a significant effect on some aspects of mental health. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2010.

The aim of this study was to examine the effects of coping behaviour on the stress and psychological well-being as experienced by South African teachers. A review of relevant literature revealed that the teaching profession is an extremely stressful occupation globally. Factors contributing to the stress that teachers experience include the downsizing of the number of teachers in schools and insufficient training being provided for teachers. Exposure to these chronically stressful conditions has psychological and physical consequences for some teachers. Numerous studies, however, have also pointed out that some teachers, in the same teaching environment, experienced less stress and had better physical health than others. In an effort to gain clarity on these contradictory findings, many studies regarding the effect of various coping behaviours have been undertaken. No literature could, however, be found regarding the different coping behaviours used by African teachers and which strategies proved a success. Therefore, the aim of this study was to investigate the effect that coping behaviour had on the level of stress, as well as psychosocial well-being, experienced by black South African teachers. The current study was conducted as part of the SABP A (Sympathetic Activity and Ambulatory Blood Pressure in Africans) project conducted at the North-West University. Data for this sub study was collected through a cross-sectional design and the statistical consulting services of the university were involved in the analysis of the raw data. The Teacher Stress Inventory (TSI) (Boyle, Borg, Falzon, & Baglioni, 1995), the Coping Strategy Indicator (CSI) (Amirkhan, 1990), and the Mental Health Continuum-Short Form (MHC-SF) (Keyes, 2006) were administered to 200 urban African teachers residing in the Kenneth Kahunda district in the North West Province. The TSI was administered as a self report measure of occupational stress in teachers. The CSI was administered to all the participants in an attempt to establish what coping strategies were employed by them. It consists of three subscales (problem solving, avoidance, and seeking social support) which are independent of one another and, according to the authors, free from demographic influences. The MHC-SF was administered to all the participants as a measure of well-being. The MHC-SF places individuals on a continuum which ranges between complete mental health (flourishing) to incomplete mental health (languishing). Those who are neither flourishing nor languishing are said to be moderately mentally healthy. All the measures that were administered proved to be reliable and thus interpretable, except for the subscales of the TSI. Therefore, only the TSI total scale score was used for interpretation. Results indicated that this group of teachers were experiencing high levels of stress and were making above average use of all three coping behaviours to deal with their stressors. 70% of the teachers were reportedly moderately mentally healthy, while 2% of them were languishing, and only 28% of them were flourishing. Of these teachers, those who reported smoking and alcohol use as a coping behaviour were experiencing less stress than those who abstained. These results were, however, only of small to medium practical significance. Intercorrelational results indicated that, although stress levels were high, stress had no direct and significant relation to either coping or well-being. The use of certain coping strategies, however, correlated positively with some aspects of mental health. In order to elucidate the nature of the relationships that seemed to exist between these constructs, path analysis was conducted. Structural Equation Modelling (SEM) results revealed a strong negative path between the use of avoidance as a coping strategy and the emotional well-being of participants. A direct significant path was reported between seeking social support and the social well-being of this group of teachers. Another significant finding was the existence of a direct path between problem solving and the social and psychological well-being reported by participants. The implications of these results, as well as the possible shortcomings of the current study and its limitations, were discussed. In conclusion, the results indicated that coping behaviour had little effect on the amount of stress that the teachers experienced, although it seems that coping behaviour does have a significant effect on some aspects of mental health. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2010.

Text in English / The purpose of this study is to tell the story around the roles of relationships in the world of depressed women. The epistemological framework of this study is constructivism. This study involved a series of in-depth interviews with three depressed women who had young children. Hermeneutics was the method used to analyse the data. The stories of the participants were recounted through the researcher's lens in the form of themes that emerged. The specific ways each participant tried to cope, and the emerging processes from the researcher's perspective as to what she believed was helpful or unhelpful to the participants, in addition to what the participants themselves regarded as helpful, was discussed. Recurring themes evident in the stories of all three participants were elucidated in the story of the stories. The information gained could serve as guidelines to those working with depressed people from a Western and an African context. / Psychology / M.A. (Psychology)