This research was aimed at the development, implementation and evaluation of a parenting program for parents with pre-school children, after a divorce, in order to improve the sosio-emotional functioning of the adults, as well as the children. The motivation for this study stemmed from the reality of divorce in many family systems. Intervention research as applied research was utilised. A two-phase research approach was undertaken. A quantitative questionnaire approach as used during phase 1. The following research question was formulated for this phase: What should the content of a parenting program for parents after a divorce with pre-school children be? A needs assessment questionnaire was completed by 20 members of the population and an assessment of child-respondents, was undertaken. This data, complemented the literature study which was undertaken and brought information to the foreground which established the contents of the parenting program. The research question could therefore be answered. A child assessment was undertaken with the children of the parents who would attend the workshop during phase 2, in order to explore the children’s experience of their living environment. The quantitative approach was used in phase 2 as the single system design. The following research hypothesis was formulated for this phase: If parents and their pre-school children attend a parenting program after a divorce, a significant change in their sosio-emotional functioning should realise. Four workshops were implemented, in the following way: Theoretical workshops for the custodial and non-custodial parent respectively and practical workshops for the custodial parent and child and the non-custodial parent and child respectively. A quantitative questionnaire was completed prior to the workshops and thereafter by the 5 family systems involved. This instrument of measurement confirmed the hypotheses. A comparison was done between the literature and the empirical data. Conclusions and recommendations for future research were formulated, as a result of the research study. / Thesis (DPhil (Social Work))--University of Pretoria, 2006. / Social Work and Criminology / unrestricted

Die rasionaal vir onderhawige studie was aan die hand van narratiewe navorsingsmetodes om insig en begrip te verwerf oor wat dit beteken om die moeder te wees van 'n seun met outisme. Ek (navorser) en die moeder (deelnemer) het verskeie data-inwinning-aktiwiteite aangewend, byvoorbeeld haar lewensverhaal, waarin ek en die moeder emosionele intelligensie komponente geïdentifiseer het met die verdere doel om haar belewinge van outisme te interpreteer. 'n Narratiewe navorsing-ontwerp, wat gebaseer is op interpretavistiese en konstruktivistiese paradigmata, kan dus die betekenisvolle emosies en ander belewinge van die moeder akkuraat interpreteer en kommunikeer oor wat dit beteken om 'n moeder te wees van 'n seun met outisme. In hierdie studie maak ek as navorser gebruik van 'n kwalitatiewe navorsingsbenadering met 'n narratiewe navorsings-ontwerp, waarin 'n multimetode benadering tot data-insameling aangewend word, met die doel om die belewinge van die moeder in die vorm van 'n lewensverhaal saam te vat. Die data-inwinning-strategieë wat aangewend is het gepoog om in-diepte, ryk en persoonlike verhaal-inhoude te genereer. Die volgende aktiwiteite is gebruik : 'n informele onderhoud, herinneringsboek (collages, staaltjies, lewenslyn en metafore), en 'n intellektuele bespreking van emosionele intelligensie. Die moeder het kollaboratief deelgeneem tydens die identifisering van emosionele intelligensie komponente in haar lewensverhaal. Dit was belangrik om deurlopend kollaboratiewe besprekinge met die moeder te skeduleer, aangesien haar insae met betrekking tot die wyse waarop die data georganiseer, geanaliseer en geïnterpreteer word verband hou met haar interpretasies van outisme en die verkenning van haar belewinge aan die hand van Bar-On (2003) se emosionele intelligensie komponente. Die betekenisvolle belewinge wat op grond van die moeder se verhaal-inhoude, in samehang met haar geïdentifiseerde emosionele intelligensie komponente, bespreek word, dui daarop dat die moeder 'n optimistiese, realistiese en intro-spektiewe uitkyk het met betrekking tot ouerskap en opvoeding. Dit kan as verantwoordbaar beskou word as ek as navorser dit stel dat die moeder begrip en insig demonstreer ten opsigte van die hindernis waarmee haar seun leef. Die moeder som haar belewing van outisme die beste op met die inspirerende aanhaling van Emily Pearl Kingsley: “Say goodbye to the child you wanted, or else your focus will never be with the child you have.” / ENGLISH : The rationale for this study was to gain a better understanding of what it means to be the mother of a child with autism, through the use of narrative research accounts. The mother (participant), and I (researcher) furthermore utilized the sources of collected data, such as her life story, to identify components of emotional intelligence with the purpose of additional interpretation. A narrative research design, firmly rooted in an interpretivist and constructivist paradigm, should therefore serve to accurately interpret the significant emotions and other lived-experiences that a mother attaches to living with a child that has been diagnosed with autism. A multi-method approach, directed by a qualitative research approach and a narrative research design, was followed in an attempt to capture the mother‘s experiences and life story. Data collection strategies employed to generate an in-depth, rich and personal life story consisted of the following activities: an informal interview, memory box (collages, anecdotes, life line, and methaphors) and an intellectual discussion regarding emotional intelligence. The mother also participated in a collaborative discussion to identify emotional intelligence components relevant to her life story. Further collaboration and discussion with the mother were required to ensure that the data were organised, analysed and interpreted according to the mother‘s lived-experiences of autism, along with her emotions that were identified on the basis of Bar-On‘s (2003) emotional intelligence components. The meaningful findings drawn from the mother‘s narratives (in relation to the identified emotional intelligence components) suggest that the mother demonstrates an optmistic, realistic and introspective view on parenting. It can be regarded as accountable for me as researcher to state that the mother displays an educated an comprehensive understanding of the disability with which her child is living. The mother perhaps best summarises her experiences of autism in the words of Emily Pearl Kingsley‘s inspirational words: “Say goodbye to the child you wanted, or else your focus will never be with the child you have.” / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / Unrestricted

Bibliography: leaves 312-355 / The aim of this study was to assess the emotional intelligence of bullies between the ages of 7 and 13 years and to use the information gathered to develop an Emotional Intelligence Skills Enhancement Programme that can serve as an anti-bullying intervention programme. The impact of the programme was evaluated to determine whether it assisted in decreasing bullying behaviour in the primary school context in South Africa. The study was conducted in a primary school in the Benoni area in Gauteng (South Africa). The study was divided into three phases. The aim of the pilot study was to test the research techniques to determine whether they would be suitable for use in South Africa specifically. The respondents in the pilot study were selected from five primary schools in Gauteng, South Africa. A total of 100 (n=100) learners between the ages of 7 and 13 years were included in the pilot study phase of this study to test whether the Emotional Quotient Inventory: Youth Version (BarOn EQ-i:YV) would be appropriate for use in a South African context. A total of 175 (n=175) parents were included in the pilot study to test the reliability of the Self-developed Emotional Intelligence Questionnaire for Adults and the appropriateness of the use of the Parent–Child Relationship Inventory (PCRI) and the Parenting Styles Questionnaire (PSQ). The reliability coefficients were calculated using Cronbach’s alpha. The results indicated that the Self-developed Intelligence Questionnaire for Adults was sufficiently reliable given the design and purpose of the study, and that the other measuring instruments were appropriate for use in the South African context. The aim of Phase 1 of this quantitative study was to determine and present the relationship between the independent variables (emotional intelligence, parent–child relationship and parenting styles) and the dependent variable, bullying. Phase 1 involved 56 (n=56) bullies and 56 (n=56) non-bullies, 36 (n=36) fathers of bullies, 55 (n=55) mothers of bullies, 42 (n=42) fathers of non-bullies and 56 (n=56) mothers of non-bullies. Descriptive statistics were provided on the scales of the BarOn EQ-i:YV, the Self-developed Emotional Intelligence Questionnaire for Adults, the PCRI and the PSQ. The bullies and the non-bullies were compared on the BarOn EQ-i:YV by means of independent samples t-tests. It was found that the bullies scored significantly lower on all the scales. The parents of the bullies and the non-bullies were compared on the Self-developed Questionnaire and the PCRI using independent samples t-tests. The results for the parents on the Self-developed Emotional Intelligence Questionnaire for Adults showed no significant differences, whereas the parents of the bullies scored significantly lower on a number of scales of the PCRI. Poor parent–child relationships could, however, not be assumed based on the findings. A chi-square analysis of the results on the PSQ showed a significant interaction between the dominating parenting style of the fathers and bullying behaviour. A preference for an authoritarian parenting style was indicated by the fathers of the bullies. The aim of Phase 2 of this study was to develop an Emotional Intelligence Skills Enhancement Programme that can serve as an anti-bullying intervention programme to assist in decreasing the occurrence of bullying behaviour in the primary school context. The experimental group consisted of 15 (n=15) bullies and 15 (n=15) non-bullies and the control group consisted of 15 (n=15) bullies and 15 (n=15) non-bullies. Only the participants in the experimental group were exposed to the intervention programme. A mixed multivariate analysis (GLM) was used to explore the interaction between pretest and posttest scores and the experimental and control groups for the total EQ scores and the behavioural ratings given by the teachers. Significant changes were observed in relation to the bullies in the experimental group in the pretest and the posttest of the BarOn EQ-i:YV and the Teacher Rating Scale. These findings provide support for the effectiveness of the programme in the experimental group. / Hierdie studie het gepoog om die emosionele intelligensie van boelies/bullebakke tussen die ouderdomme 7 en 13 jaar oud te bepaal. Die bevindings is gebruik om ‘n Emosionele Intelligensie Vaardigheid Verrykingsprogram te ontwikkel wat daarna as ‘n (teen-) anti-boelie ingrypingsprogram geimplimenteer is. Dié program se impak is verder ook ge-evalueer om te bepaal of dit wel ‘n bydrae gemaak het tot vermindering van bullebakgedrag in die primêre skoolkonteks in Suid-Afrika. Die studie is in ‘n primêre skool in die omstreke van Benoni in Gauteng (Suid-Afrika), uitgevoer en is verdeel in drie fases. Die doel van die loodsstudie was om te toets of die navorsingstegnieke in Suid-Afrika toegepas kan word. Honderd (n=100) leerlinge tussen die ouderdom van 7 en 13 jaar oud, is geselekteer as deelnemers uit vyf primêre skole in Gauteng. Hierdie loodsstudie-groep is gebruik om te bepaal of die Emotional Quotient Inventory: Youth Version (BarOn EQ-i:YV), in ‘n Suid-Afrikaanse konteks, suksesvol toegepas kan word. ‘n Totaal van 175 ouers (n=175) was ook ingesluit in die loodsstudie om die betroubaarheid van die Self-ontwikkelde Emosionele Intelligensie Vraelys vir Volwassenes te toets asook die toepasbaarheid van die gebruik van die Parent-Child Relationship Inventory (PCRI) en die Parenting Style Questionnaire (PSQ). Die betroubaarheidskoeffisiënte is bereken met die Cronbach’s Alpha toets. Bevindings toon dat die Self-ontwikkelde Intelligensie Vraelys vir Volwassenes voldoende betroubaar is wat die ontwerp en doel van die studie betref. Ook die ander meetinstrumente kan in ‘n Suid-Afrikaanse konteks suksesvol toegepas word. Die doel van Fase 1 (kwantitatiewe studie), was om die verhouding tussen die onafhanklike veranderlikes (emosionele intelligensie, ouer-kind verhouding en ouer- opvoedingstyle) en die afhanklike veranderlike naamlik bullebakgedrag, te bepaal. Fase 1 het 56 (n=56) boelies en 56 (n=56) nie-boelies, 36 (n=36) vaders van boelies, 55 (n=55) moeders van boelies, 42 (n=42) vaders van nie-boelies en 56 (n=56) moeders van nie-boelies, ingesluit. Beskrywende statistiek is verskaf op die volgende skale: BarOn EQ-i:YV, Self-ontwikkelde Intelligensie Vraelys vir Volwassenes, PCRI en die PSQ. Die boelies en nie-boelies is deur middel van onafhanklike steekproef t-toetse op die BarOn EQ-i:YV skaal met mekaar vergelyk en die resultaat het getoon dat die boelies beduidend laer punte op alle skale behaal het. Ouers van die boelies en nie-boelies is ook met mekaar vergelyk deur middel van die Self-ontwikkelde Intelligensie Vraelys vir Volwassenes en die PCRI en die PSQ. Resultate van eersgenoemde metode het geen beduidende verskille getoon nie terwyl die ouers van boelies met die PCRI ‘n beduidend laer syfer op verskeie skale behaal het. Swak ouer-kind verhouding kan dus nie, op grond van die bevindings, net aanvaar word nie. ‘n Chi-kwadraat analise van die resultate op die PSQ het ‘n beduidende interaksie getoon tussen die dominerende ouer-opvoedingstyl van die vaders, en bullebak(boelie) gedrag. ‘n voorkeur vir Outoritêre Ouerskap was deur vaders van die boelies aangedui. Die doel van Fase 2 in hierdie studie was om die Emosionele Intelligensie Vaardigheid Verrykingsinventaris Program te ontwikkel om sodoende as ’n teen-boelie intervensie/ingrypingsprogram te dien wat sal bydra om die voorkoms van bullebakgedrag in die primêre skoolkonteks, te verminder. Die eksperimentele groep het bestaan uit 15 (n=15) boelies en 15 (n=15) nie-boelies en die kontrole groep ook uit 15 (n=15) boelies en 15 (n=15) nie-boelies. Slegs die deelnemers aan die eksperimentele groep was blootgestel aan dié ingrypingsprogram. ‘n Gemengde Meerveranderlike Analise, GLM (“General Linear Model”), is gebruik om die interaksie tussen voor- en na-toetstellings te bepaal, vir die eksperimentele en kontrole groepe se Totale EQ (Emosionele Kwosiënt) en die gedragsgraderings deur onderwysers. Beduidende verskille was waargeneem vir boelies in die eksperimentele groep in die voor- en na-toets van die BarOn EQ-i:YV en die Onderwysgraderingsskaal. Hierdie bevindings verskaf ondersteuning vir die doeltreffendheid van die program in die eksperimentele groep. / Sepheo sa phuputso ena e ne e le ho hlahloba bohlale ba maikutlo ba bo-mmampodi ba dilemo di dipakeng tsa 7 le 13 le ho sebedisa tlhahisoleseding e bokelletsweng ho ntlafatsa Lenaneo la Ntlafatso ya Bokgoni ba Bohlale ba Maikutlo le ka sebetsang e le lenaneo la kenang dipakeng kgahlanong le bompodi. Tshusumetso ya lenaneo e ile ya hlahlojwa ho sheba hore na le thusitse ho fokotsa boitshwaro ba bompodi maemong a dikolo tsa mathomo Afrika Borwa. Phuputso e entswe dikolong tsa mathomo tikolohong ya Benoni Gauteng (Afrika Borwa).Phuputso e ne e arotswe ka mekgahlelo e meraro. Sepheo sa phuputso ena e nyane e ne e le ho etsa teko ya mekgwa ya dipatlisiso ho bona hore na e ka sebediswa hantle Afrika Borwa ka ho kgetholoha. Batho ba arabang dipotso phuputsong ena e nyane ba ne ba kgethilwe ho tswa dikolong tse hlano tsa mathomo Gauteng, Afrika Borwa. Kakaretso ya baithuti ba 100 (p=100) ba dilemo di dipakeng tsa 7 le 13 ba ne ba kenyelleditswe mokgahlelong wa phuputso e nyane wa phuputso ena ho etsa teko ya hore na Lethathamo la Maemo a Itseng a Maikutlo: Phetolelo ya Batjha (BarOn EQ-i:YV) le ne le ka loka bakeng sa tshebediso maemong a Afrika Borwa. Kakaretso ya batswadi ba 175 (p=175) e ile ya kenyelletswa phuputsong e nyane ho etsa teko ya ho tshepahala ha Lethathamo la dipotso le Iketseditsweng la Bohlale ba Maikutlo bakeng sa batho ba baholo le ho nepahala ha tshebediso ya Lethathamo la Kamano ya Motswadi le Ngwana (PCRI) le Lethathamo la dipotso la Mekgwa ya Botswadi (PSQ). Ho tshepahala ha boleng ba tekanyo ho ile ha lekanyetswa ho sebediswa alfa ya Cronbach. Diphetho di bontshitse hore Lethathamo la dipotso le Iketseditsweng la Bohlale bakeng sa batho ba baholo le ne le tshepahala ka ho lekana ho latela moralo le sepheo sa phuputso, le hore disebediswa tse ding tsa ho lekanya di ne di loketse ho sebediswa maemong a Afrika Borwa. Sepheo sa Mokgahlelo wa 1 wa phuputso ya tekanyo e ne e le ho bona le ho hlahisa kamano dipakeng tsa dintho tse feto-fetohang tse ikemetseng (bohlale ba kelelllo, kamano ya motswadi le ngwana le mekgwa ya botswadi) le ntho e feto-fetohang e sa ikemelang, bompodi. Mokgahlelo wa 1 o ne o kenyelleditse bo-mmampodi ba 56 (p =56) le bao e seng bo-mmampodi ba 56 (p=56), bo-ntate ba bo-mmampodi ba 36 (p=36), bo-mme ba 55 ba bo-mmampodi (p=55), bo-ntate ba 42 (p=42) ba bao eseng bo-mmampodi le bo-mme ba 56 (p=56) ba bao eseng bo-mmampodi. Dipalo-palo tse hlalosang di ile tsa fanwa dikaleng tsa BarOn EQ-i:YV, Lethathamo la dipotso le Iketseditsweng la Bohlale ba Maikutlo bakeng sa batho ba baholo, PCRI le PSQ. Bo-mmampodi le bao eseng bo-mmampodi ba ile ba bapiswa ho BarOn EQ-i:YV ka mekgwa ya diteko tsa t tsa disampole tse ikemetseng. Ho ile ha fumaneha hore bo-mmampodi ba ile ba fumana dintlha tse tlase dikaleng tsohle. Batswadi ba bo-mmampodi le bao eseng bo-mmampodi ba ile ba bapiswa Lethathamong la dipotso le Iketseditsweng le PCRI ho sebediswa diteko tsa t tsa disampole tse ikemetseng. Diphetho tsa batswadi Lethathamong la dipotso le Iketseditsweng la Bohlale ba Maikutlo bakeng sa Batho ba baholo ha dia bontsha diphapang tse kgolo, ha batswadi ba bo-mmampodi ba fumane dintlha tse bonahalang di le tlase dikaleng tse batlang di le ngata tsa PCRI. Leha ho le jwalo, dikamano tse seng hantle tsa motswadi le ngwana di ne di ke ke tsa nahanwa ho latela diphumano. Manollo ya sekwere sa chi ya diphumano ho PSQ e bontshitse tshebedisano e bonahalang dipakeng tsa mokgwa o atileng wa botswadi ba bo-ntate le boitshwaro ba bompodi. Kgetho ya mokgwa wa botswadi wa bohatelli o ile wa bontshwa ho bo-ntate ba bo-mmampodi. Sepheo sa Mokgahlelo wa 2 wa phuputso e ne e le ho ntlafatsa Lenaneo la Ntlafatso ya Bokgoni ba Bohlale ba Maikutlo le ka sebetsang e le lenaneo la kenang dipakeng kgahlanong le phokotso ya boitshwaro ba bompodi maemong a dikolo tsa mathomo. Sehlopha sa diteko se ne se e na le bo-mmampodi ba 15 (p=15) le bao seng bo-mmampodi ba 15 (p=15) mme sehlopha sa taolo se ne se e na le bo-mmampodi ba 15 (p=15) le bao seng bo-mmampodi ba 15 (p=15). Ke feela bankakarolo ba sehlopheng sa diteko ba ileng ba behwa lenaneong la ho kena dipakeng. Manollo ya dipalo tse ngata tse tswakilweng (GLM) e ile ya sebediswa ho lekola tshebedisano dipakeng tsa dintlha tse fumanweng pele ho teko le kamora teko le dihlopha tsa diteko le tsa taolo bakeng sa kakaretso ya dintlha tse fumanweng tsa EQ le ditekanyetso tsa boitshwaro tse fanweng ke matitjhere. Diphetoho tse bonahalang di ile tsa bonwa mabapi le bo-mmampodi ba sehlopheng sa diteko pele ho teko le kamora teko ya BarOn EQ-i:YV le Sekala ka Tekanyetso sa Titjhere. Diphumano tsena di fana ka tshehetso bakeng sa tshebetso ya lenaneo sehlopheng sa diteko. / Psychology / D. Phil. (Psychology)

The study aimed to examine the extent of indigenous play or teret-teret, as a psychotherapeutic technique to assist young adolescents in their adjustment from socio-emotional and behavioural difficulties. Following a mixed-methods, the study was conducted in three phases. The qual then QUANT in the main study followed by QUANT - QUANT and finally qual was employed. Two hundred ninety-nine participants, with 13 in Phase 1; 221 in Phase 2, and 65 in Phase 3, were involved in the study. Thirteen participants were purposively selected based on their experiences and merits for Phase 1, while 221 were selected through multilevel probability sampling techniques for Phase 2. Among the 65 participants for Phase 3, five were selected randomly whereas 60 were selected purposely. Three data-gathering instruments, comprising in-depth interviews, archive analysis, and questionnaires were employed. This design explored the quality of 62 manifestations of indigenous teret-teret for use in psychotherapy. The qualitative phenomenological study confirmed teret-teret as a relevant psychotherapeutic technique, practised in Ethiopia for the adjustment of young adolescents who experience socio-emotional and behavioural difficulties. The intervention study revealed statistically significant differences between the participants who received teret-teret psychotherapy and those who did not receive teret-teret psychotherapy. It was found that teret-teret psychotherapy advanced the socio-emotional and behavioural competencies of the participants. The cross-sectional survey study verified a 43% prevalence rate of composite SEBD, with 50% being anxiety/depression, 45% somatic complaints, 44% attention problems, 43% delinquency, and 42% aggression, respectively. Implications were discussed about applying indigenous child-friendly stories, teret-teret, as psychotherapeutic techniques to help young adolescents who display socio-emotional and behavioural difficulties at schools and in community settings. / Inhloso yocwaningo kwabe kukuhlola izinga lomdlalo weshashalazi kumbe i-teret-teret, njengendlela yokusoconga ingqondo (psychotherapeutic technique)ukunceda abantu abasha abasesigabeni sobujongosi (adolescents) nokulawula isimo sabo ukusukela kwizinkinga zenhlalakahle yabantu ngokwemizwanangendlela yokuziphatha. Uma kulandelwa uhlelo lwezindlela ezivangene (mixed-methods design), ucwaningo lwenziwe ngokwehlukaniswa izigaba ezintathu: Isigaba soku-1: Uhlelo lwengxoxo (Qualitative)–idizayini yefenomenoloji (phenomenological design), Isigaba sesi-2: Uhlelo lwamanani (Quantitative) – idizayini yesaveyi (survey design) kanyeneSigaba sesi-3: Uhlelo lwamanani (Quantitative) – idizayini engenelelayo. Abadlalindima abangamakhulu amabili namashumi ayisishiyagalolunye, ngesigaba se 13 eSigabeni soku-1; 221 kuSigaba sesi-2 naku 65 eSigabeni sesi-3,zonke zazibandakanyekile ocwaningweni. Abadlalindima abayishumi nantathu babekhethwe ngenhloso ngenxa yolwazi lwabo kanye nomsebenzi wabo oncomekayo eSigabeni soku-1, kanti aba-221 babekhethwe ngokusebenzisa indlela yesampuli ebizwa nge-multilevel probability sampling techniques kwiSigaba sesi- 2.Hlangana nabadlalindima abangama 65 beSigaba sesi-3, abahlanu bakhethwe kuyo yinoma kuphi kanti aba60 bakhethwe ngenhloso. Amathuluzi amathathu okuqoqa idatha, aqukethe izinhlolovo ezijulile, ukuhlaziywa kwama-akhayivu, kanye nemibhalo equkethe imibuzo yizinto ezisetshenzisiwe. Le dizayini beyihlola izinga lemisebenzi engama 62 eveziwe yendabuko teret-teretngokusetshenziswa kuhlelo lokusocongwa kwengqondo. Ucwaningo olugxile kwifenomenoloji yengxoxo iqinisekise umdlalo we teret-teret njengendlela efanele yokusocongwa kwengqondo, okuyingqubo elandelwa ezweni lase-Ethiopia ngenhloso yokushintsha isimo sabantu abasha abasesigabeni sobujongosi abahlangabezana nobunzima kwinhlalakahle yabantu ngokwemizwa kanye nezinkinga ezimayelana nokuziphatha. Ucwaningo olungenelelayo luveze ngokwamanani imehluko egqamile phakathi kwabadlalindima abafumene ukusocongwa ngokomqondo ngomdlalo we teret-teret kanye nalabo abangakaze bathole ukusocongwa ngokomqondo ngeteret-teret. Kutholakele ukuthi ukusocongwa komqondo ngeteret-teret kuthuthukise inhlalakahle yabantu nangezimpawu ezikhombisa ukuziphatha kahle kwabadlalindima. Ucwaningo olubizwa nge-cross-sectional survey lufqinisekise 43% yezinga lokutholakala kwezinkinga zenhlalakahle yabantu ngokwemizwa nangokuziphatha (SEBD),okuyi-50% yezinga lentukuthelo/ingcindezi yengqondo, i-45% yezikhalo, i-44% yezinkinga ezidinga ukuxazululwa, i-43% yezinga lokuphambana nomthetho kanye ne-42% yokuba nolunya,kanjalo nje. Okuchazwayo lapha kuxoxiwe mayelana nokusebenzisa izindatshana zendabuko ezijabulisa izingane, teret-teret, zisebenza njengamasu okusoconga ingqondo ukunceda abantu abasha abasesigabeni sobujongosi abakhombisa izinkinga ezimayelana nenhlalakahle yabantu ngokwemizwa nangokuziphatha ezikoleni kanye nasezindaweni zemiphakathia. / Die doel van die studie was om ondersoek in te stel na die mate waarin inheemse spel of teret-teret, as ʼn psigoterapeutiese tegniek ingespan word om jong adolessente by te staan in hul aanpassing van sosio-emosionele en gedragsprobleme af. ʼn Gemengde-metodes-ontwerp is gebruik en die studie is in drie fases uitgevoer: Fase 1: Kwalitatief–fenomenologiese ontwerp, Fase 2: Kwantitatief – opname-ontwerp enFase 3: Kwantitatief – ʼn intervensie-ontwerp. Twee-honderd-nege-en-negentig deelnemers, met 13 in Fase 1; 221 in Fase 2 en 65 in Fase 3,is by die navorsing betrek. Dertien deelnemers is doelgerig gekies op grond van hul ervarings en meriete vir Fase 1, terwyl 221 deur meervlakkige waarskynlikheidsteek proefnemingstegniekegekies is vir Fase 2. Uit die 65 deelnemers vir Fase 3, is vyf ewekansig gekies, terwyl 60 doelbewus gekies is. Drie instrumente is ingespan vir data-insameling, naamlik diepte-onderhoude, argiefontleding, en vraelyste. Hierdie ontwerp het die gehalte van 62 manifestasies van inheemse teret-teret vir gebruik in psigoterapie ondersoek. Die kwalitatiewe fenomenologiese studie het bevestig dat teret-teretʼn relevante psigoterapeutiese tegniek is wat in Etiopië beoefen word vir die aanpassing van jong adolessente metsosio-emosionele en gedragsprobleme. Die intervensiestudie het statisties beduidende verskille getoon tussen die deelnemers wat teret-teret-psigoterapie ontvang het en dié wat nie teret-teret-psigoterapie ontvang het nie. Daar is bevind dat teret-teret-psigoterapie die sosio-emosionele en gedragsvaardighede van die deelnemers verbeter het. Die deursnee-opname het ʼn 43%-voorkomskoers van saamgestelde sosio-emosionele en gedragsprobleme (SEBD) getoon,met 50% daarvan angs/depressie, 45% somatieseklagtes, 44% aandagprobleme, 43% oortredings, en 42% aggressie,onderskeidelik. Implikasies is bespreek met betrekking tot die toepassing van inheemse, kinderviendelike stories, teret-teret, as psigoterapeutiese tegnieke om jong adolessente te help wat sosio-emosionele en gedrags probleme by skole en in gemeenskapsituasies toon. / Psychology of Education / Ph. D. (Psychology of Education)

Text in English with abstracts in English, TshiVenda and Afrikaans / This research sought to propose a personnel selection model encompassing the influence of cognitive intelligence, ability emotional intelligence, trait emotional intelligence, and personality on job performance. Using a quantitative cross-sectional research design, the researcher investigated the interrelationships between the variables relevant to the study using a convenience sample of N = 299 that consisted of Zimbabwean supervisory and professionally qualified and experienced specialists of different ages and genders, and from different job tenures, and job types. To get a true picture of the relationships between the predictor and criterion variables, the interaction (moderating) effects between the sociodemographic variables (age, gender, job tenure, and job type) and the predictor variables (cognitive intelligence, ability emotional intelligence, trait emotional intelligence, and personality) in predicting the criterion of job performance were also examined. The researcher used correlational and inferential multivariate statistical analysis (structural equation modelling, regression analyses, and tests for significant mean differences) to test the research hypotheses. The results from the study indicated that cognitive intelligence was the best predictor of job performance, followed by ability emotional intelligence, and then by personality. Trait emotional intelligence could not account for any variance in job performance. The results showed significant interaction effects between personality and job tenure (judging-perceiving personality types) and job types (extraversion-introversion personality types) in predicting job performance. Significant sociodemographic mean differences in the levels of the predictor variables were also identified. The identified predictive powers of the variables, the interaction effects between the identified sociodemographic and the predictor variables in predicting job performance, and the significant sociodemographic mean differences in the levels of predictor variables need to be considered for personnel selection practices in order to understand the nature of variables that may enhance or inhibit job performance. From a theoretical perspective, the research advanced personnel selection theory by empirically and scientifically identifying the core elements of personnel selection, and proposing a personnel selection model for use by industrial psychologists and organisations. / Ṱhoḓisiso heyi i ṱoḓa u dzinginya tshiedza tsha maitele ane a shumiswa hu tshi tholwa vhashumi ane a katela ṱhuṱhuwedzo ya vhukoni ha muhumbulo nga u angaredza, vhukoni ha u dzhiela nṱha na u langula vhupfiwa, vhukoni ha u dzhiela nṱha na u langula vhupfiwa kha zwithu zwine zwa fana, na vhuḓifari kha kushumele mushumoni. Hu tshi khou shumiswa maitele a ṱhoḓisiso a nḓila yo dzudzanaho ya u kuvhanganya na u saukanya data u bva kha zwiko zwo fhambanaho, u guda zwine zwa khou itea kha tshigwada nga tshenetsho tshifhinga, muṱoḓisisi o ṱoḓisisa vhushaka vhukati ha zwithu zwine zwa fhambana zwo teaho kha ngudo, hu tshi khou shumiswa sambula ya vhathu vhane zwa leluwa u vha swikelela N = 299, i katelaho vhaṱoli na vhathu vha re na ndalukano dza mushumo na vhomakone vha re na tshenzhelo vha vhukale ho fhambanaho, mbeu, tshifhinga tshe vha shuma na tshaka dza mushumo kha vhathu vha Zimbabwe. U wana tshifanyiso tsha vhukuma tsha vhushaka vhukati ha zwithu zwine zwa khou humbulelwa na zwithu zwo ḓisendekaho nga zwiṅwe, ṱhuṱhuwedzo ine ya itea khathihi vhukati ha zwithu zwivhili hune u ṱangana hazwo zwa vha na ndeme khulwane u fhirisa zwipiḓa vhukati ha zwiṱaluli zwa vhathu (vhukale, mbeu, tshifhinga tshe vhashuma, lushaka lwa mushumo) na zwithu zwine zwa khou humbulelwa (vhukoni ha muhumbulo nga u angaredza, vhukoni ha u dzhiela nṱha na u langula vhupfiwa ,vhukoni ha u dzhiela nṱha na u langula vhupfiwa kha zwithu zwine zwa fana, na vhuḓifari) kha u humbulela nḓila dza kushumele mushumoni na dzone dzo ṱoḓuluswa. Muṱoḓisisi o shumisa khoriḽeshinala na siṱatisiṱiki tsha iniferinshiaḽa maḽithivareithi musi a tshi khou saukanya (tshiedza tsha siṱatisisṱika, maitele a siṱatisiṱika a u humbulela vhushaka vhukati ha zwithu, na u linga ndeme ya phambano ya siṱatisiṱika) u linga u vhonela phanḓa kha khonadzeo ya ṱhoḓisiso. Mvelelo u bva kha ngudo dzo sumbedzisa uri vhukoni ha muhumbulo nga u angaredza ho vha tshishumiswa tsha kushumele, ha tevhelwa nga vhukoni ha u dzhiela nṱha na u langula vhupfiwa, ha fhedzisela nga vhuḓifari. Vhukoni ha u dzhiela nṱha na u langula vhupfiwa kha zwithu zwine zwa fana a vhu khwaṱhisedzi phambano kha kushumele mushumoni. Mvelelo dzo sumbedzisa tshanduko ine ya vha hone kha tshithu tshithihi i ḓitika nda ndeme ya tshiṅwe tshithu vhukati ha vhuḓifari na tshifhinga tshe vha shuma (mihumbulo ine ra vha nayo ri tshi sedza zwithu na nḓila ine ra tshilisa ngayo ḓuvha ḽiṅwe na ḽiiṅwe) na tshaka dza mushumo (na tshaka dza vhuḓifari dzo sedzaho nga nnḓa na nga ngomu) kha u humbulela kushumele. Ndeme ya phambano vhukati ha zwigwada zwivhili zwa matshilisano na vhathu kha zwithu zwine zwa khou humbulelwa na zwone zwo dovha zwa topolwa. Zwithu zwo topolwaho zwine zwa khou lavhelelwa, zwithu zwivhili zwo ḓiimisaho nga zwoṱhe zwi tshi ṱangana arali ṱhuṱhuwedzo ya tshithu tshithihi i tshi fhambana yo ḓitika nga vhuimo ha zwiṅwe zwithu vhukati ha zwithu zwa matshilisano na vhathu na zwithu zwine zwa khou humbulelwa, ṱhoḓea dzine dza tea u dzhielwa nṱha kha maitele ane a shumiswa hu tshi tholwa vhashumi u itela u pfesesa lushaka lwa zwithu zwine zwa nga engedza kana u thivhela kushumele. U bva kha mihumbulo ine ya khou ṱoḓisiswa, ṱhoḓisiso yo ṱuṱuwedza thyeori ya maitele ane a shumiswa hu tshi tholwa vhashumi nga u sedza na u topola zwithu zwa ndeme zwa maitele na milayo ya sainthifiki, na u dzinginya tshiedza tsha u thola vhashumi u itela u shumiswa nga vhaḓivhi vha muhumbulo vhane vha shuma na kutshilele na kushumele kha zwiimiswa. / Hierdie navorsing het gepoog om ʼn model vir personeelkeuring te ontwikkel op grond van die invloed van kognitiewe intelligensie, vermoë- emosionele intelligensie; eienskap- emosionele intelligensie en persoonlikheid op werkprestasie. Die navorser het ʼn kwantitatiewe dwarssnitnavorsingsontwerp gebruik, en die onderlinge verbande tussen die toepaslike veranderlikes ondersoek. Die geriefsteekproef van N = 299 het bestaan uit Zimbabwiese toesighoudende, opgeleide en ervare spesialiste van verskillende ouderdomme en uit beide geslagte wat verskillende dienstydperke agter die rug het, en uiteenlopende poste beklee. Om ʼn getroue beeld van die verbande tussen die voorspeller- en kriteriumveranderlikes te kry, is die interaksie- (modererende) effekte tussen die sosiaal-demografiese veranderlikes (ouderdom, geslag, dienstydperk en soort werk) en die voorspellerveranderlikes (kognitiewe intelligensie, vermoë- emosionele intelligensie; eienskap- emosionele intelligensie en persoonlikheid) in die voorspelling van die kriterium van werkprestasie ook ondersoek. Die navorser het ʼn korrelasie- en afgeleide, meerwisselende statistiese ontleding (strukturele vergelykingsmodellering, regressieontledings en toetse vir betekenisvolle gemiddeldeverskille) gedoen om die navorsingshipotese te toets. Die uitslag van die studie toon dat kognitiewe intelligensie die beste voorspeller van werkprestasie is, gevolg deur vermoë- emosionele intelligensie en persoonlikheid. Eienskap- emosionele intelligensie kon geen rekenskap van enige veranderlike in werkprestasie gee nie. Volgens die resultate is daar betekenisvolle interaksie-effekte tussen persoonlikheid en dienstydperk (keurder-waarnemer persoonlikheidstipes) en die soort werk (ekstroversie-introversiepersoonlikheidstipes) in die voorspelling van werkprestasie. Betekenisvolle sosiaal-demografiese gemiddeldeverskille in die vlakke van die voorspellerveranderlikes is ook aangedui. Die voorspellende kragte van die veranderlikes, die interaksie-effekte tussen die sosiaal-demografiese en die voorspellerveranderlikes in die voorspelling van werkprestasie sowel as die beduidende sosiaal-demografiese gemiddeldeverskille in die vlak van voorspellerveranderlikes moet vir personeelkeuringspraktyke in ag geneem word om die aard van veranderlikes wat werkprestasie kan verhoog of inhibeer, te verstaan. Uit ʼn teoretiese oogpunt het die navorsing die persoonkeuringsteorie gevolg deur die kernelemente van personeelkeuring op ʼn empiriese en wetenskaplike wyse aan te toon, en ʼn personeelkeuringsmodel vir bedryfsielkundiges en organisasies aan te bied. / Industrial and Organisational Psychology / D. Phil. (Consulting Psychology)

Text in Afrikaans / Pendelhuwelike is aan die toeneem en het verskeie invloede op die jong kind in die gesin. Die primêre doel van die studie was om emosionele en sosiale intelligensie as basis te gebruik om die invloed van ʼn pendelhuwelik op ʼn jong kind tussen 7 en 11 jaar te bepaal. ʼn Gemengde navorsingsontwerp is as empiriese ondersoek gedoen. Vyf deelnemers het deelgeneem in drie sessies elk. Die data-insamelingsinstrumente was: waarneming en veldnotas; projeksiemedia; ʼn vraelys, en ʼn semi-gestruktureerde onderhoud met elk van die betrokke moeders. Die meting van emosionele en sosiale ontwikkeling met behulp van die vraelys toon dat, ongeag van die afwesigheid van die deelnemers se vaders, en die konflikte, vrese en behoeftes wat hulle ervaar volgens die projeksiemedia, die deelnemers se emosionele en sosiale ontwikkeling oorwegend gemiddeld tot hoog is. Die uitkomste bied hopelik ʼn insiggewende bydrae hoe pendelhuwelike vyf jong kinders se emosionele en sosiale ontwikkeling beïnvloed het. / Commuter marriages are increasing and have various influences on the young child in the family. The primary aim of this study was to determine the influences of a commuter marriage on a young child between 7 and 11 years, using emotional and social intelligence as a basis. A mixed method empirical research design was used. Three sessions were conducted with five participants individually to obtain data through: observations and field notes, projection media, a questionnaire, and a semi-structured interview with each mother. The measurement of emotional and social development through the use of the questionnaire shows that, despite the absence of the participants’ fathers, and the conflicts, fears and needs they experienced according to the projection media, the participants’ emotional and social development are predominantly average to high. The study hopefully provides a significant contribution to the understanding of how commuter marriages influenced five young children’s emotional and social development. / Psychology of Education / M. Ed. (Voorligting)

Text in Afrikaans / Pendelhuwelike is aan die toeneem en het verskeie invloede op die jong kind in die gesin. Die primêre doel van die studie was om emosionele en sosiale intelligensie as basis te gebruik om die invloed van ʼn pendelhuwelik op ʼn jong kind tussen 7 en 11 jaar te bepaal. ʼn Gemengde navorsingsontwerp is as empiriese ondersoek gedoen. Vyf deelnemers het deelgeneem in drie sessies elk. Die data-insamelingsinstrumente was: waarneming en veldnotas; projeksiemedia; ʼn vraelys, en ʼn semi-gestruktureerde onderhoud met elk van die betrokke moeders. Die meting van emosionele en sosiale ontwikkeling met behulp van die vraelys toon dat, ongeag van die afwesigheid van die deelnemers se vaders, en die konflikte, vrese en behoeftes wat hulle ervaar volgens die projeksiemedia, die deelnemers se emosionele en sosiale ontwikkeling oorwegend gemiddeld tot hoog is. Die uitkomste bied hopelik ʼn insiggewende bydrae hoe pendelhuwelike vyf jong kinders se emosionele en sosiale ontwikkeling beïnvloed het. / Commuter marriages are increasing and have various influences on the young child in the family. The primary aim of this study was to determine the influences of a commuter marriage on a young child between 7 and 11 years, using emotional and social intelligence as a basis. A mixed method empirical research design was used. Three sessions were conducted with five participants individually to obtain data through: observations and field notes, projection media, a questionnaire, and a semi-structured interview with each mother. The measurement of emotional and social development through the use of the questionnaire shows that, despite the absence of the participants’ fathers, and the conflicts, fears and needs they experienced according to the projection media, the participants’ emotional and social development are predominantly average to high. The study hopefully provides a significant contribution to the understanding of how commuter marriages influenced five young children’s emotional and social development. / Psychology of Education / M. Ed. (Voorligting)

After the first democratic election that took place in South Africa in 1994, numerous changes occurred within the labour force. The labour force has become increasingly diverse with individuals from different races, genders and ages now fulfilling various positions within organisations. Consequently, organisations have become more focused on managing this diverse workforce and eliminating stereotypes, and consequently discrimination that accompanies this diversity. Stereotypes that are formed within organisations can be based on various criteria and, if not addressed, can lead to various negative consequences for both the individual and the organisation. It therefore seems that stereotypes are an important topic to research, specifically within the unique South African context. The objective of this study was to explore the prevalent stereotypes and the experiences thereof among individuals working in selected South African organisations. Within the social constructivism paradigm using an emic perspective, qualitative research from both a phenomenological and hermeneutic approach was employed to achieve the objectives of this study. Both purposive and convenience sampling was used for the purpose of this study after utilising a multiple case study strategy. Employees of selected South African organisations (N = 336) were involved in this research study. These organisations formed part of the following employment sectors: banking, higher education institutions, mining, municipalities, nursing, police services, primary and secondary schools, and restaurant industry. Data was collected by making use of semi-structured interviews, and data analysis was achieved by means of thematic analysis. The results of this study indicated that individuals working in selected South African organisations are familiar with the meaning of stereotypes and that they are consciously aware of the origin of stereotypes. Results indicated that although not all of the participants have had direct experiences with stereotyped groups, they are well aware that stereotypes are also caused by indirect sources. The results of this study also illustrate that various stereotypes exist within selected South African organisations. It was explored on an out-group and in-group level. It was found that not only do employees stereotype others (out-group), they are also well aware of being stereotyped themselves (in-group). The most prevalent stereotypes were based on race, gender, age, occupation, and other work-related dimensions. Stereotypes based on race, gender and age were based on the internal dimensions of diversity. Stereotypes were also based on the external and organisational dimensions of diversity and included occupation, physical appearance, position, qualification, and duration in organisation. Interesting to note is that with in-group occupational stereotyping, most employees felt they are also stereotyped on their internal dimensional characteristics (race, gender and age). Stereotyped occupations include: academics, administration staff, educators, engineers, finance, human resources, librarians, mining, nursing, police and restaurant waitrons. The findings of this study also showed that when individuals experience in-group stereotypes, they react to these stereotypes on a cognitive, behavioural or emotional level. Results indicated that participants mostly reacted to stereotypes in a cognitive manner and most of these experiences were negative in nature. Recommendations with regard to future research and practice were made. Managers within organisations should eliminate stereotypes from organisational practices and decision-making by not focusing on irrelevant personal differences, but rather on performance-related information. Employees should be trained and educated by the organisation regarding stereotypes and the effects thereof. Employees should also be provided with an opportunity to interact with diverse people within the organisation. / PhD (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

Problem statement Due to HIV and AIDS impacting on communities, devastating consequences have been predicted. The number of orphans and vulnerable children (OVC) in need of care is escalating, causing social workers’ caseloads to become unmanageable. These OVC who lost their parents through death are suffering multiple losses due to being orphaned. The material, protection and affection needs have to be addressed in a holistic, eco-systematic, multidisciplinary team approach. In practice social workers tend to focus mainly on the material and protection needs of OVC due to high caseloads and staff turnover, neglecting their affection needs. Social workers need to work with foster parents and children in identifying potential risk factors that could lead to risk behaviour in foster children who have lost their parents through death. The researcher designed an assessment tool that could enable social workers in practice to do an effective risk assessment of OVC in foster care. Intervention could be planned accordingly by setting goals to address risk factors timeously in an attempt to prevent future problem behaviour in OVC placed in foster care. Aim To develop an assessment tool for social workers to identify risk behaviour in foster children who have experienced multiple losses such as the loss of one or both parents. Method A mixed methods design was used, specifically the sequential and explanatory design which involved collecting and analysing both qualitative and quantitative data. These obtained data were then connected and integrated. Results It was proved that a Risk assessment tool helped social workers to identify risk factors in a team effort between social workers, foster parents and children. Meeting the psychosocial needs of OVC placed in foster care more effectively is important in order to prevent the development of negative behaviour. / PhD (Social Work), North-West University, Potchefstroom Campus, 2015

After the first democratic election that took place in South Africa in 1994, numerous changes occurred within the labour force. The labour force has become increasingly diverse with individuals from different races, genders and ages now fulfilling various positions within organisations. Consequently, organisations have become more focused on managing this diverse workforce and eliminating stereotypes, and consequently discrimination that accompanies this diversity. Stereotypes that are formed within organisations can be based on various criteria and, if not addressed, can lead to various negative consequences for both the individual and the organisation. It therefore seems that stereotypes are an important topic to research, specifically within the unique South African context. The objective of this study was to explore the prevalent stereotypes and the experiences thereof among individuals working in selected South African organisations. Within the social constructivism paradigm using an emic perspective, qualitative research from both a phenomenological and hermeneutic approach was employed to achieve the objectives of this study. Both purposive and convenience sampling was used for the purpose of this study after utilising a multiple case study strategy. Employees of selected South African organisations (N = 336) were involved in this research study. These organisations formed part of the following employment sectors: banking, higher education institutions, mining, municipalities, nursing, police services, primary and secondary schools, and restaurant industry. Data was collected by making use of semi-structured interviews, and data analysis was achieved by means of thematic analysis. The results of this study indicated that individuals working in selected South African organisations are familiar with the meaning of stereotypes and that they are consciously aware of the origin of stereotypes. Results indicated that although not all of the participants have had direct experiences with stereotyped groups, they are well aware that stereotypes are also caused by indirect sources. The results of this study also illustrate that various stereotypes exist within selected South African organisations. It was explored on an out-group and in-group level. It was found that not only do employees stereotype others (out-group), they are also well aware of being stereotyped themselves (in-group). The most prevalent stereotypes were based on race, gender, age, occupation, and other work-related dimensions. Stereotypes based on race, gender and age were based on the internal dimensions of diversity. Stereotypes were also based on the external and organisational dimensions of diversity and included occupation, physical appearance, position, qualification, and duration in organisation. Interesting to note is that with in-group occupational stereotyping, most employees felt they are also stereotyped on their internal dimensional characteristics (race, gender and age). Stereotyped occupations include: academics, administration staff, educators, engineers, finance, human resources, librarians, mining, nursing, police and restaurant waitrons. The findings of this study also showed that when individuals experience in-group stereotypes, they react to these stereotypes on a cognitive, behavioural or emotional level. Results indicated that participants mostly reacted to stereotypes in a cognitive manner and most of these experiences were negative in nature. Recommendations with regard to future research and practice were made. Managers within organisations should eliminate stereotypes from organisational practices and decision-making by not focusing on irrelevant personal differences, but rather on performance-related information. Employees should be trained and educated by the organisation regarding stereotypes and the effects thereof. Employees should also be provided with an opportunity to interact with diverse people within the organisation. / PhD (Industrial Psychology), North-West University, Potchefstroom Campus, 2014