Research report submitted to the Wits School of Arts University of the Witwatersrand, Faculty of Humanities In partial fulfillment of the requirements for the Degree of Master of Arts in the field of Drama therapy April 2016 / The aim of this research was to evaluate Narradrama as a drama therapy method in assisting South African domestic workers to shift their identity towards a more positive one, so they will be able to better deal with their current socially oppressive issues. I postulated, based on research done by sociologists and anthropologists, that domestic workers still feel oppressed marginalised and differentiated even to date, twenty years after the apartheid era; the racial discrimination that was perpetuated by the doctrine of the apartheid regime and cemented the master-servant relationship as the only possible relationship between domestic worker and employer was normalised within the harsh realities of minimum wages, long working hours and appalling living conditions; oppression of women by women, sexism and racism. Moreover, the domestic workers legal rights that were established after 1994 in the Bill of Rights have not changed their lives and working conditions. These working conditions continue to affect them and are a risk to their physical and mental health. (Mohutsioa-Makhudud, 1989; Williams, 2008; Ally, 2009). The risk that is inherent in chronic perceived discrimination to one’s mental health (Mohutsioa- Makhudu ,1989:40) and the risk of developing a negative identity and self hatred by internalising the negative views of a dominant society(Phinney, 1989:34) has influenced the decision to do this research. The method of Narradrama chosen for this study was researched by Dunne (as cited in Leveton 2010) and found to be effective in working with marginalised groups but has not yet been researched with a marginalised stratum within the South African context. Narradrama, became the preferred method as it is centred on story (Dunne and Rand, 2013:7) which led to the thought it would be effective when working with a group of African women who are considered to be story tellers in the African culture. (Scheub, 1970: 119-120). Thematic data analysis was used in analysing the results. Identity shift was measured by comparing the change between the initial negative themed stories, that substantiated the hypothesis that participants do feel oppressed and marginalised, with the new, positive themes that appeared later in the research processes The Narradrama processes were analysed through the theoretical lens of Landy’s role theory, who proposes that for a person to have a healthier identity he needs to take on a variety on new roles, and to be able to play them proficiently. The playing of new roles assists participants to enlarge their perspectives, discover new identity descriptions and experience what it would feel like to move forward in life in preferred ways towards a more manageable, hopeful future. (Landy, 1994:93-97) This parallels the Narradrama notion which claims that by re-storying a client’s narrative, the client opens up to new preferred choices; a new landscape of identity and action (Johnson and Emunah, 2009:182). The research results show the start of a shift, in the participants’ re-authored stories and their assumed choices of new roles- these changes signify that the group has benefited from processes. As the researcher, I therefore recommend that these processes be resumed in order to allow these identity shifts inclusive of the suggested roles to become more substantial, and more integrated in the participants’ identity within their current living and working context. However, though Narradrama proved to be a method that can assist this group, the results of this research cannot be generalised, and further research with different groups of domestic workers will need to be done in order to be able to generalise to the wider context of the stratum of South African domestic workers.

Medically Unexplained Symptoms (MUS) are bodily symptoms for which no organic cause has been identified, and which result in significant levels of psychological distress and functional impairment. MUS are thought to be highly prevalent in primary care settings, and have considerable costs to society. Despite evidence of overlapping psychological and physical presentations, MUS are not well understood or treated in culture that predominantly views the body through the lenses of dualism and mechanistic reductionism. An alternative 'interactive' view of the body as playing a more dynamic role is elaborated through George Kelly's (1955) Personal Construct Psychology. The author draws upon Lin & Payne's (2014) 'frozen construing' theory, and empirical literature on relationships between identity and MUS, to suggest that for people with MUS, the symptomatic body is distressing because the person is struggling to integrate its meaning with their identity. It is hypothesized that embodied processes, that may actually protect the self (and others who share a construct system with that person) from events which threaten to dramatically alter how the self is construed, are difficult to understand because of their preverbal nature. Hence symptoms, and the body itself, are dissociated from the person's more elaborated verbal self-constructions. Several hypotheses relating to this suggestion were tested using a modified form of the repertory grid technique that was designed to explore construct systems of both mind and body, for self and others. Twenty participants with MUS, recruited from the community, completed the repertory grid interviews and measures of depression, anxiety and symptom severity, which were correlated with relevant repertory grid indices to test hypotheses. Findings indicated that symptom constructs, contrary to expectations, were well integrated into participants' construct systems. The alleviation of psychological distress was significantly associated with increased perceived distance between the self in general and the self when symptoms are worst (a relationship which appeared to be independent of severity of symptoms), providing evidence of a process of dissociation that protected the current self from assimilating the undesirable characteristics that were associated with the symptom. The way in which the self when symptoms are worst is construed appeared to influence levels of distress, with more predictive power than several other indices. The study also found evidence for some participants of hypothesized relationships between desired aspects of the current self and symptoms, that would imply that symptom disappearance would actually threaten a desirable aspect of how the self is construed. Content analysis of these constructs revealed (as predicted) that such desirable aspects of self tended to relate to being responsible and sensitive to the needs of others, and were elaborated through bodily constructs in a way that suggested that they were not well integrated with the primary ways that these participants made sense of their identity. For these particular participants, discrepancies between the ideals that they had for themselves, and how they would like to be seen by others, were associated with increased depression. Several participants were identified whose constructions of self and others were dominated by constructs relating to both mental and physical strength and weakness. These participants appeared to be struggling to find coherent meaning for themselves as the result of symptoms, which were regarded as invalidating a pre-symptom construal of themselves as being 'strong'. There seemed to be a continuum of being a 'body for others' on the one hand, a previously 'strong person' on the other, and a person who is 'strong for others' in the middle. Implications for clinical practice are discussed. Although the findings of the current study are limited by a small sample size, it appears that exploring the meaning of the body in the construction of self helps to elaborate the meaning of the body and symptoms in a verbal, expressible form. This process is likely to be helpful to those who struggle to find meanings for their symptoms both in their own construct systems and in a society that objectifies the body.

Underpinned by the Behavioural Approach System (BAS) dysregulation theory of bipolar disorder (BD), five studies were conducted in non-clinical samples to; refine the measurement of state Approach Motivation (AM); measure minor increases in AM; and then finally, to investigate how this relates to attentional biases for emotional stimuli. Study 1 attempted to clarify the phenomenology of state AM and revealed four separable factors that emerged from pooled AM questionnaire items. These structures loosely mapped on hypothesized components of the BAS (Depue & Iacono, 1989) that pertain to; cognitive elements of approach motivation (feeling determined and inspired); an energized, activated state; an affective structure relating to positive mood and outlook; and finally to feelings of excitement. Studies 2 and 3 investigated the validity of the four derived factors and their parent scales against a reward-oriented laboratory induction, a psychophysiological marker of AM, and a test of the discriminative power. The validity results suggested that the most well-established of the scales, the PANAS-PA, slightly outperformed the other measures by showing the greatest response to an AM induction. A second aim was to explore the substructure of a valid measure of mania risk - the hypomanic personality scale (HPS: Eckblad & Chapman, 1986) – in relation to AM responsivity. Unexpectedly, individuals who endorsed unpredictable and changeable moods (mood volatility) displayed elevated sympathetic arousal in response to control task. On this basis, and with a view to exploring the role selective attentional processes as a mediator of AM dysregulation that is relevant to bipolar disorder, study 4 and 5 utilised PANAS-PA to replicate a bi-directional congruency-effect found in the literature between elevations in AM and attentional information-processing biases to reward-related stimuli. Results in general did not support a causal influence of AM on attentional biases, nor did the attempted manipulation of attentional biases affect downstream AM. However, there was evidence that within a stratified sample of participants who reliably responded to the AM and control conditions, those at greater risk to mania exhibited an attentional bias for both positive and negative stimuli, relative those at lower risk to mania.

Li Yin. / "August 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (p. 193-204). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

As work environments become more complex and demanding, organizations are becoming more interested in measuring the impact of their human resource development programs and initiatives. With this increased attention on data and measurement, human resource professionals have been encouraged to utilize data collection and data analysis techniques to make more objective and rationale human capital decisions and to verify business impact. As a result, the human resource profession has seen a significant increase in the use of surveys to measure anything from training effectiveness to the efficacy of recruitment procedures. The increase in the use of survey instruments requires that more focused attention is placed on the reliability and validity of data from any instrument used to make important human resource and business decisions. One instrument that is currently being used to measure career plateaus and job fit is the Work Perceptions Profile. The purpose of this research study was to conduct a construct validity analysis of the Work Perceptions Profile data and to determine the factor structure of data from its items. The data in this analysis supported a two-factor model structure with the first factor measuring Work Characteristics and a second factor measuring Performance. The results of this analysis will be helpful in exploring further how employees perceive their work place, their careers and their relationships with others within the organization.

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According to the Center for American Progress, women make up 52% of all professional-level jobs, however, they only make up 14.6% of executive officers, 8.1% of top salary earners, and only 4.6% of Fortune 500 CEOs. Considering this disparity in leadership, it brings to question if women are generally taking on leadership throughout their lives. The purpose of this study was to examine how mentorship affects first-time female freshmen’s willingness to take on leadership opportunities. Data were collected from three mentees and three mentors through an initial interest survey, semi-structured personal interviews, and the 3D Wisdom Scale Assessment. Data were analyzed using a ground theory approach which consisted of open, axial, and selective coding; leading to a discursive set of theoretical propositions. Interviews focused on the mentee’s experience through the mentorship program, and the mentor’s perspective of the mentorship program on their mentees. Additionally, the 3D Wisdom Scale developed was utilized to evaluate growth in wisdom dimensions which directly correlated to personal construct corollaries. The findings of the study included: 1) The mentees and mentors expressed growth in their self-esteem and self-confidence. This increase in self-awareness led to a willingness to take risk and face potential failure; 2) Leadership development took place on several levels; 3) The mentees had a realization of the impact of their gender; 4) Two-thirds of the mentees showed a substantial understanding and practice in all three of respective corollaries; and 5) The mentees and mentors displayed general development and growth. The substantive theory that emerged from this grounded theory study was: ‘Through proper mentorship, a first-time female freshman’s’ self-esteem and willingness to take on leadership opportunities will increase.’ Unlike the majority of upperclassmen who have had a mentor, all of the freshmen participating never had a mentor prior to their participation in the program. Mentors played a substantial role in the development of these freshmen and their willingness to take on leadership opportunities. Recommendations for further research include a longitudinal study examining if these freshmen continue to involve themselves in leadership opportunities throughout their college career.

Students with specific learning disabilities (SLDs) account for approximately 40% of all students receiving special education services. Debate among professionals regarding the causes of SLDs and the most appropriate methods used to identify SLDs persists. This debate may be related to the increase in prevalence of SLDs since the implementation of special education law in 1975. There are three prominent theories regarding the cause of SLDs: (a) environmental theory, (b) biological theory, and (c) interactional theory. The Individuals with Disabilities Education Act (IDEA) allows school districts to implement the following SLD identification procedures: (a) the IQAchievement discrepancy method, (b) response-to-intervention (RtI), and/or (c) alternative research-based methods, such as personal strengths and weaknesses (PSW). This study employed survey methodology to evaluate the intersection between school psychologists’ beliefs about the cause of SLDs, their preferred practices, their actual practices, and their job satisfaction associated with assessment. School psychologists are one member of a multidisciplinary team aimed toward identifying children with SLDs and are estimated to spend nearly half their time in special education decision making. This study also evaluated the influence alignment between school psychologists preferred and actual practices have on their job satisfaction associated with assessment. Findings showed that, similar to other professionals, school psychologists’ had varying beliefs about the causes of SLDs. Environmental beliefs were significantly correlated with a preference for RtI for SLD identification, while biological beliefs were significantly correlated with preferences for the IQ-Achievement discrepancy method and alternative research based procedures for SLD identification. Preferred methods of identification impacted all three identification methods, and beliefs about the cause of SLDs impacted actual PSW practices, above and beyond individual and school characteristics. Finally, greater alignment between preferred SLD identification practices and actual SLD identification practices was associated with higher levels of job satisfaction related to assessment. Implications and directions for future research are discussed.

A relatively recent measure, the Preschool and Kindergarten Behavior Scales (PKBS), has been developed to measure both problem behavior and social competence in young children. The primary purpose of this study was to examine the construct validity of the PKBS through the application of several validation procedures. Results of the study support construct validity of the PKBS. In a discriminant analysis, the PKBS classified correctly 89.36% of the 94 subjects. A secondary purpose of this study was to examine social-emotional behavior differences between kindergarten students who were divided into different behavioral status groups based on a teacher nomination procedure: a behaviorally at-risk group comprised of both internalizing and externalizing students and a comparison group of behaviorally typical students. Statistically significant differences were found between groups on most variables.

The purpose of this study was to examine the construct validation of an instrument based on students university choice and their perceptions of professor effectiveness and academic reputation at the University of Los Andes (ULA). Moreover, a comparative analysis was carried out to determine how the selected factors that influence the students decisions and perceptions differ according to student demographic factors such as: gender and university campus. This instrument was developed with items based on the three domains formulated: university choice process, professor effectiveness, and university academic reputation. To determine the instruments appropriateness to measure the students decisions in university choice process and their perceptions about professor effectiveness and university academic reputation at the ULA, this research examined the reliability of scores by domains and factors across domains. The participants were undergraduate students who were registered in the second semester of 2002 and enrolled in the different courses by college within the ULAs main campus, which consists of ten colleges throughout the city of Merida, and within the other two university branch campuses in Tachira and Trujillo. For purposes of this research, a stratified probability sample was used to select the participants. The data show that the instrument designed has adequate internal consistency reliability estimates (all the domains exceeded .70). The confirmatory factor analysis shows that the overall fit indices revealed values at or close to the acceptable range .90, even when the model has statistically significant chi-square and demonstrates significant problems with some of the standardized residuals, which indicates that the fit of the model could possibly be significantly improved. The modified model revealed a relatively small improvement in the overall goodness of fit. These results provide supportive evidence of construct validity. Finally, the multivariate analyses of variance using gender and university campus as the predictor variables revealed a nonsignificant gender effect and a significant university campus effect, respectively. The Tukey multiple comparison test used to determine university campus differences across the domains showed approximately similar results, although they are separate and distinguishable. ULA-Merida established the highest mean scores when they are compared on the factors that influence their decisions in university choice process and their perceptions about professor effectiveness and university academic reputation, and the campus 1 (NURR-Trujillo) show the smaller mean scores.