Summaries in Afrikaans and English / Emosionele intelligemsie is nag nie bevredigend binne die Sielkundige Opvoedkunde beskryf nie. Die begrip emosionele intelligensie .is deur sosiale wetenskaplikes aanvaar en word as een van die intelligensies van menswees beskou. Emosionele intelligensie word beskou as die vermoe om • eie emosies te herken, te verstaan en op aanvaarbare wyse uit te leef, • ander se emosies te herken en te verstaan en • die vermoe om die self te motiveer. Die doel van die ondersoek was om emosionele intelligensie (EK) binne Sielkundige Opvoedkundige terme te beskryf en adolessente wat emosionele probleme beleef s.e EK-profiele te ontleed. 'n Bestaande EK-instrument, di.e Q-Metricsvraelys, is vir hierdie ddel aangepas en ge'lmplementeer. Die slotsom waartoe gekom is, is dat adolessente met emosionele probleme onder andere depressief, aggressief en emosioneel ongeletterd is. Die opvoedkundige sielkundige kan die EK-instrument as diagnoseringsmiddel aanwend en terapiebeplanning hiervolgens doen. / Emotional intelligence has not been described in satisfactory Psychological Educational terms. The concept emotional intelligence is accepted by social scientists and is regarded as one of the intelligences of being human. Emotional intelligence can be described as the ability to • recognise and understand one's own emotions and to express it in an acceptable way, • to recognise and understand others' emotions and • being able to motivate the self. The aim of this study was to describe emotional intelligence in Psychological Educational terms and to analyse the EQ profiles of adolescents who experience emotional problems. An existing EQ instrument, the Q-Metrics Questionnaire, has been adapted and implemented for this purpose. The final conclusion is that adolescents who experience emotional problems, are amongst other things depressed, aggressive and emotionally illiterate. The educational psychologist can use the EQ instrument as a diagnostication instrument and can plan therapy sessions according to these results. / Educational Studies / M.Ed. (with specialisation in Guidance and Counselling)

Text in Afrikaans / During pre-adolescence, whilst the transition from primary to high school normally takes place, the child faces drastic physical and emotional changes. Emotional intelligence is important in order to answer to demands in this stage and can be addressed and enhanced. Self-awareness (ability to identify own emotions, relate to others, being aware of personal strengths and weaknesses) is not addressed sufficiently. The research problem has been the use of a gestalt therapeutic process to address self-awareness during this stage, and the goal of the study, to explore the value of such a process. Qualitative research directed the process, which included literature studies, interviews with parents of respondents and eight gestalt therapeutic sessions with four pre-adolescents. Various gestalt play therapeutic techniques and -activities have been utilized. The processing and integration of the results of the empirical study, made it possible to explore and note what the value of a gestalt therapeutic process is on self-awareness in the pre-adolescent. Therefore the goal of the study has been successfully reached. / Die vroee adolessent ondergaan ingrypende en drastiese fisiese veranderinge en emosionele skommelinge. Dit is ook in hierdie tydsgleuf dat hy van laer- na hoerskool vorder. Belangrike keuses moet gemaak word te midde van groter druk vanaf die portuurgroep en 'n strewe na outonomie en onafhanklikheid van ouers. Dit is 'n ontwikkelingstadium tussen kindwees en volwassenheid. Ten einde aan die eise te voldoen, is emosionele intelligensie van kardinale belang. Emosionele intelligensie kan aangeleer en verbeter word en hou verband met die kind se aanwending van sy selfbewussyn om onder andere sy eie emosies korrek waar te neem, oor te dra en kennis oor persoonlike swaken sterk punte te bekom. Die studie is gerig deur die uitgangspunt dat selfbewussyn wat die heel basiese komponent van emosionele intelligensie is, nie voldoende by die vroee adolessent aangespreek word om hom toe te rus vir die eise tydens die oorgangsfase vanaf laer- na hoerskool nie. Die benutting van 'n gestaltspelterapeutiese proses om selfbewussyn by die vroee adolessent aan te spreek is as die navorsingsprobleem geformuleer. Die doel van die studie was dus om die benuttingswaarde van 'n gestaltspelterapeutiese proses om die selfbewussyn by die vroee adolessent aan te spreek, te verken en te beskryf. Ten einde in hierdie doel te kon slaag, is die navorsingsproses deur middel van kwalitatiewe navorsing gerig. Die volgende doelwitte is geformuleer, naamlik : Eerstens om 'n literatuurstudie te doen oor die vroee adolessent, selfbewussyn as basiese komponent van emosionele intelligensie en die benuttingsmoontlikhede van die gestaltspelterapeutiese benadering om selfbewussyn by die vroee adolessent aan te spreek .. Tweedens is semi-gestruktureerde onderhoude met die ouer(s) as respondente gevoer met behulp van 'n selfontwerpte vraelys. Derdens is vier gevallestudies waargeneem tydens agt onderhoudsituasies elk, om die selfbewussyn van die vroee adolessent aan te spreek. Verskeie gestaltspelterapeutiese vorme-, tegnieke en -aktiwiteite is vir die proses benut. Vanuit die prosessering en integrering van die bevindinge wat tydens die empiriese ondersoek verkry is, kon die data vir praktiese doeleindes toegepas word en is die benutting van 'n gestaltspelterapeutiese proses om die vroee adolessent se selfbewussyn aan te spreek, verken en beskryf. Daar is dus in die doel van die ondersoek geslaag, naamlik die verkenning en beskrywing van die benuttingswaarde van 'n gestaltspelterapeutiese proses ten einde selfbewussyn by die vroee adolessent aan te spreek. / Social work / M. Diac. (Spelterapie)

Project management is as much art as it is science. Competence of project managers is receiving increasing interest as more organisations accept that project performance has an impact on organisational performance. Scholars and practitioners of project management tend to agree that while the technical aspects of project management are important, it is the behavioural competencies, or soft skills, of project managers that are required for success ? now and in the future. This study set out to explore the expected evolution of the behavioural skills and competencies of the project manager over the next decade. Secondary objectives of the study were to establish if perceptions differ amongst the respective demographic groups, the importance of leadership skills and how identified future behavioural competencies are addressed in current job profiles for project managers. The research study began in the literature where projects and project management was introduced followed by an exploration of some of the trends and perceptions expected to impact on project management in the future. Projects of the future will be strongly influenced by technology with complexity and uncertainty as common themes. Leadership and flexibility will be key for project managers to survive in such a dynamic, hyper–connected environment. A thorough literature study was conducted into the behavioural competencies of project managers especially with respect to the most widely used project management bodies of knowledge. The concept of competency was defined and a number of models of competency were presented. Soft skills relating to project managers were discussed including emotional intelligence which has received much attention recently. A comparison was made of the behavioural competencies of project managers as addressed in the IPMA International Competence Baseline 3.0, the APM Body of Knowledge and the PMI Body of knowledge. Concluding the literature study, the fifteen behavioural competencies from the IPMA International Competence Baseline were discussed drawing on insight from the literature. An empirical study was completed with the aid of a new questionnaire designed using the behavioural competencies contained in the IPMA International Competence Baseline 3.0 as constructs. The questionnaire survey explored the perceptions of members in a South African project management organisation regarding the evolution of the importance given to the identified behavioural competencies. Analysis of the responses showed the questionnaire to be reliable and valid. Respondents indicated that they expect the following project manager behavioural constructs to grow in importance in the future: Efficiency, Leadership, Creativity, Openness and Engagement and Motivation. Respondents expect the following behavioural constructs to be less important in the future: Ethics, Values Appreciation, Reliability, Conflict and Crisis and Self–control. Structured interviews conducted to validate the survey results highlighted only that Leadership is an area that is expected to take on more importance for project managers in future. The interviews produced similar expectations to the literature regarding the future challenges for project management regarding complexity, uncertainty and the rate of change. A review of Project Manager job profiles yielded that generally behavioural competencies for project managers are not comprehensively addressed with more attention required and to utilise research as a basis. Proficiency requirements and assessment of proficiencies remains a major challenge that must be addressed by organisations in future. Conclusions regarding the findings of the research study were presented and recommendations for organisations and interested parties given. The research study was evaluated opposite the primary and secondary objectives with the conclusion that both were achieved. Finally, recommendations for further research into the behavioural competencies and related topics were proposed. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

Project management is as much art as it is science. Competence of project managers is receiving increasing interest as more organisations accept that project performance has an impact on organisational performance. Scholars and practitioners of project management tend to agree that while the technical aspects of project management are important, it is the behavioural competencies, or soft skills, of project managers that are required for success ? now and in the future. This study set out to explore the expected evolution of the behavioural skills and competencies of the project manager over the next decade. Secondary objectives of the study were to establish if perceptions differ amongst the respective demographic groups, the importance of leadership skills and how identified future behavioural competencies are addressed in current job profiles for project managers. The research study began in the literature where projects and project management was introduced followed by an exploration of some of the trends and perceptions expected to impact on project management in the future. Projects of the future will be strongly influenced by technology with complexity and uncertainty as common themes. Leadership and flexibility will be key for project managers to survive in such a dynamic, hyper–connected environment. A thorough literature study was conducted into the behavioural competencies of project managers especially with respect to the most widely used project management bodies of knowledge. The concept of competency was defined and a number of models of competency were presented. Soft skills relating to project managers were discussed including emotional intelligence which has received much attention recently. A comparison was made of the behavioural competencies of project managers as addressed in the IPMA International Competence Baseline 3.0, the APM Body of Knowledge and the PMI Body of knowledge. Concluding the literature study, the fifteen behavioural competencies from the IPMA International Competence Baseline were discussed drawing on insight from the literature. An empirical study was completed with the aid of a new questionnaire designed using the behavioural competencies contained in the IPMA International Competence Baseline 3.0 as constructs. The questionnaire survey explored the perceptions of members in a South African project management organisation regarding the evolution of the importance given to the identified behavioural competencies. Analysis of the responses showed the questionnaire to be reliable and valid. Respondents indicated that they expect the following project manager behavioural constructs to grow in importance in the future: Efficiency, Leadership, Creativity, Openness and Engagement and Motivation. Respondents expect the following behavioural constructs to be less important in the future: Ethics, Values Appreciation, Reliability, Conflict and Crisis and Self–control. Structured interviews conducted to validate the survey results highlighted only that Leadership is an area that is expected to take on more importance for project managers in future. The interviews produced similar expectations to the literature regarding the future challenges for project management regarding complexity, uncertainty and the rate of change. A review of Project Manager job profiles yielded that generally behavioural competencies for project managers are not comprehensively addressed with more attention required and to utilise research as a basis. Proficiency requirements and assessment of proficiencies remains a major challenge that must be addressed by organisations in future. Conclusions regarding the findings of the research study were presented and recommendations for organisations and interested parties given. The research study was evaluated opposite the primary and secondary objectives with the conclusion that both were achieved. Finally, recommendations for further research into the behavioural competencies and related topics were proposed. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

Text in Afrikaans / During pre-adolescence, whilst the transition from primary to high school normally takes place, the child faces drastic physical and emotional changes. Emotional intelligence is important in order to answer to demands in this stage and can be addressed and enhanced. Self-awareness (ability to identify own emotions, relate to others, being aware of personal strengths and weaknesses) is not addressed sufficiently. The research problem has been the use of a gestalt therapeutic process to address self-awareness during this stage, and the goal of the study, to explore the value of such a process. Qualitative research directed the process, which included literature studies, interviews with parents of respondents and eight gestalt therapeutic sessions with four pre-adolescents. Various gestalt play therapeutic techniques and -activities have been utilized. The processing and integration of the results of the empirical study, made it possible to explore and note what the value of a gestalt therapeutic process is on self-awareness in the pre-adolescent. Therefore the goal of the study has been successfully reached. / Die vroee adolessent ondergaan ingrypende en drastiese fisiese veranderinge en emosionele skommelinge. Dit is ook in hierdie tydsgleuf dat hy van laer- na hoerskool vorder. Belangrike keuses moet gemaak word te midde van groter druk vanaf die portuurgroep en 'n strewe na outonomie en onafhanklikheid van ouers. Dit is 'n ontwikkelingstadium tussen kindwees en volwassenheid. Ten einde aan die eise te voldoen, is emosionele intelligensie van kardinale belang. Emosionele intelligensie kan aangeleer en verbeter word en hou verband met die kind se aanwending van sy selfbewussyn om onder andere sy eie emosies korrek waar te neem, oor te dra en kennis oor persoonlike swaken sterk punte te bekom. Die studie is gerig deur die uitgangspunt dat selfbewussyn wat die heel basiese komponent van emosionele intelligensie is, nie voldoende by die vroee adolessent aangespreek word om hom toe te rus vir die eise tydens die oorgangsfase vanaf laer- na hoerskool nie. Die benutting van 'n gestaltspelterapeutiese proses om selfbewussyn by die vroee adolessent aan te spreek is as die navorsingsprobleem geformuleer. Die doel van die studie was dus om die benuttingswaarde van 'n gestaltspelterapeutiese proses om die selfbewussyn by die vroee adolessent aan te spreek, te verken en te beskryf. Ten einde in hierdie doel te kon slaag, is die navorsingsproses deur middel van kwalitatiewe navorsing gerig. Die volgende doelwitte is geformuleer, naamlik : Eerstens om 'n literatuurstudie te doen oor die vroee adolessent, selfbewussyn as basiese komponent van emosionele intelligensie en die benuttingsmoontlikhede van die gestaltspelterapeutiese benadering om selfbewussyn by die vroee adolessent aan te spreek .. Tweedens is semi-gestruktureerde onderhoude met die ouer(s) as respondente gevoer met behulp van 'n selfontwerpte vraelys. Derdens is vier gevallestudies waargeneem tydens agt onderhoudsituasies elk, om die selfbewussyn van die vroee adolessent aan te spreek. Verskeie gestaltspelterapeutiese vorme-, tegnieke en -aktiwiteite is vir die proses benut. Vanuit die prosessering en integrering van die bevindinge wat tydens die empiriese ondersoek verkry is, kon die data vir praktiese doeleindes toegepas word en is die benutting van 'n gestaltspelterapeutiese proses om die vroee adolessent se selfbewussyn aan te spreek, verken en beskryf. Daar is dus in die doel van die ondersoek geslaag, naamlik die verkenning en beskrywing van die benuttingswaarde van 'n gestaltspelterapeutiese proses ten einde selfbewussyn by die vroee adolessent aan te spreek. / Social work / M. Diac. (Spelterapie)

Legalised desegregation through the implementation of the South African Schools law (Law no. 84 of 1996) sparked the hope of an opportunity to promote integration between learners and more than that, that the former would also extend to the larger community. The media has however indicated that racial-integration in schools is not necessarily experienced as positive by all the role players and that the process does not present itself as being problem-free. The goal of this study was to investigate the experiences of racial minority groups within majority school contexts; the challenges that are posed to them within the contexts; the factors that may play a role in their adjustment and functioning within the context; the negotiation of racial-ethnicity and social identity that accompanies it, and the possible relationship that exists between the former and their emotional intelligence (EI). These goals were realised through the launch of a theoretical, as well as an empirical investigation of aforementioned aspects related to the life worlds of racial minority groups in a majority school context. The empirical investigation was conducted from an INTERPRETIVISTIC-positivistic paradigm. Two schools where white and black learners are respectively in the minority were involved in the study. All the learners (grade 9-12) that were regarded as part of the racial minority group in the involved schools, were asked to complete an EI-questionnaire, the EQ-i:YV, after which six participants (three males and three females) from each school were selected on the basis of their scores achieved on the previously mentioned questionnaire. Afterwards qualitative techniques (focus groups, semi-structured interviews, observations and reflection) were implemented to investigate the (racial and social) identity negotiation, adjustment and functioning of the participants in their respective school contexts. The former was also related to their EI. Triangulation and crystallisation were implemented to verify the findings. Racism was identified as the biggest stumbling block to successful integration in the white school context, whereas language appeared to be the biggest stumbling block of the white participants’ adjustment and functioning within their black school context. Social categorisation emerged as a reality in both school contexts and white learners appeared to be evaluated as the higher-status group in both schools. From the results it appears that no relationship worth mentioning exists between the white participants’ EI and their identity negotiation within a black school context, whilst it appears as if a small relationship exists between the black participants’ EI and their identity-negotiation within a white school context. It appears however that a strong relationship exists between participants’ EI and their adjustment and functioning within their majority school context. The following additional factors (that are not applicable to EI) that can play a possible role in the adjustment and functioning of racial minority groups in majority school contexts have also been identified: home circumstances, faith, recognition of sport and/or cultural achievement and the support of one or more parents. AFRIKAANS : Daar is met die wettiging van desegregasie deur die Suid-Afrikaanse Skolewet (Wet no. 84 van 1996) gehoop dat die geleentheid geskep sou word om integrasie tussen leerders te bevorder en dat voorgenoemde na die breër gemeenskap sou uitkring. Uit die media blyk dit egter dat rasse-integrasie in skole allermins positief deur al die rolspelers beleef word en dat die proses nie sonder probleme verloop nie. Die doel van hierdie studie was om ondersoek in te stel na rasseminderheidsgroepe se belewenis van meerderheidskoolkontekste; die uitdagings wat binne hierdie kontekste aan hulle gestel word; die faktore wat moontlik ‘n rol in hulle aanpassing en funksionering in hierdie kontekste speel; die onderhandeling van ras-etniese en sosiale identiteit wat daarmee gepaard gaan, en die moontlike verband wat tussen voorgenoemde en hul emosionele intelligensie (EI) bestaan. Hierdie doelstellings is gerealiseer deur ‘n teoretiese, sowel as ‘n empiriese ondersoek na voorgenoemde aspekte van die leefwêrelde van rasseminderheidsgroepe in meerderheidskoolkontekste te loods. Die empiriese ondersoek is vanuit ‘n INTERPRETIVISTIES-positivistiese paradigma onderneem. Twee skole waar wit en swart leerders onderskeidelik in die minderheid is, is by die studie betrek. Al die leerders (graad 9-12) wat as deel van die rasseminderheidsgroep in die betrokke skole beskou kon word, is gevra om ‘n EI-vraelys, die EQ-i:YV, te voltooi, waarna ses deelnemers (drie seuns en drie dogters) op grond van die tellings wat hulle op voorgenoemde vraelys behaal het, geselekteer is. Kwalitatiewe tegnieke (fokusgroepe, semi-gestruktureerde onderhoudvoering, observasie en refleksie) is daarna geïmplementeer om die (ras-etniese en sosiale) identiteitsonderhandeling, aanpassing en funksionering van die deelnemers in hul onderskeie skoolkontekste te ondersoek. Voorgenoemde is ook met hul EI in verband gebring. Triangulasie en kristallisasie is geïmplementeer om bevindinge te verifieer. Rassisme is as die grootste struikelblok tot suksesvolle integrasie in die wit skoolkonteks geïdentifiseer, terwyl taalprobleme die grootste struikelblok in die wit deelnemers se aanpassing en funksionering in hul swart skoolkonteks blyk te wees. Sosiale kategorisering blyk in albei skoolkontekste ’n realiteit te wees en wit leerders blyk in albei skole as die hoëstatusgroep geëvalueer te word. Uit die resultate blyk dit dat daar geen noemenswaardige verband tussen die wit deelnemers se EI en hulle identiteitsonderhandeling binne ’n swart skoolkonteks bestaan nie, terwyl dit blyk of daar ’n geringe verband tussen die swart deelnemers se EI en hulle identiteitsonderhandeling binne ’n wit skoolkonteks bestaan. Daar blyk egter ’n sterk verband tussen deelnemers se EI en hulle aanpassing en funksionering binne hul meerderheidskoolkontekste te bestaan. Die volgende addisionele faktore (wat nie op EI betrekking het nie) wat moontlik ’n rol in die aanpassing en funksionering van rasseminderheidsgroepe in meerderheidskoolkontekste kan speel, is ook geïdentifiseer: huislike omstandighede, geloof, prestasie op sport en/of kulturele gebied en die ondersteuning van een of meer ouers. Copyright / Thesis (PhD)--University of Pretoria, 2010. / Educational Psychology / 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)

Text in Afrikaans / No specific measuring instrument to determine the emotions of primary school Pupils exists. There is nevertheless a dire need for a reliable measuring instrument for this purpose. Initially a literature study was undertaken and emotions from the developmental stages of primary school pupils were identified and described. An existing instrument of measurement for personality, the Emotions Profile Index (EPI), was adapted and implemented as a new measurement instrument to determine the emotions of primary learners. Questionnaires were completed by the parents of 144 grade 3 and 4 pupils during an empirical investigation. The degree of reliability of the new measurement instrument is particularly high. Stanines were developed for each of the different emotions. The conclusion arrived at is that the education psychologist can implement the newly adapted EPI as diagnostic instrument and conduct the planning of his therapy accordingly / Daar bestaan nie 'n sp sifieke meetinstrument wat primere leerders se emosies kan bepaal nie. 'n Groot behoefte bestaan egter aan s6 'n betroubare meetinstrument. 'n Bestaande meetinstrument vir die meting van persoonlikheid, naamlik die Emotions Profile Index (EPI) is as nuwe meetinstrument vir die meting van emosies van primere leerders aangepas en ge"implementeer. Die vraelyste is tydens 'n empiriese ondersoek deur die ouers van 144 graad 3 en 4 leerders voltooi. Die betroubaarheid van die nuwe meetinstrument is besonder haag en staneges is oak vir die onderskeie emosies, antwerp. Die slotsom waartoe gekom is, is dat die opvoedkundige sielkundige die nuut aangepaste EPI as diagnostiseringsmiddel kan aanwend en sy terapiebeplanning hiervolgens kan doen. / Educational Studies / M. Ed. (Voorligting)

Text in Afrikaans / Health care has typical challenges and stress factors as employees deal with people in a very personal manner. This exclusively client-centred environment requires special skills from employees if they wish to perform well. In addition to excellent interpersonal and stress management skills, they need to be able to handle their own and patients' emotions well. These skills can be referred to as emotional intelligence competencies. Emotional intelligence is a relatively new concept with many possibilities if applied correctly. This study involves 114 employees, their colleagues and supervisors in two health-care organisations. The 360° Emotional Competency Profiler was used together with the internal performance evaluation scores, and statistical techniques such as t-tests and discriminant analysis were utilized. It was found that certain emotional intelligence dimensions and work performance are related to a certain extent. However, other factors also need to be considered if one wants to make predictions in this regard. / Die gesondheidsorgomgewing het unieke uitdagings en stresfaktore omdat werknemers op 'n baie persoonlike vlak met mense werk. Die uitsluitlik klientgesentreerde omgewing verg spesiale vaardighede indien werknemers goed wil presteer. Buiten uitstekende interpersoonlike- en streshanteringsvaardighede, moet hulle ook in staat wees om hulle eie en huile pasiente se gevoelens te kan hanteer. Hierdie vaardighede kan na verwys word as emosionele intelligensievaardighede. Emosionele intelligensie is 'n relatief nuwe konsep wat baie toepassingsmoontlikhede het indien dit reg aangewend word. Hierdie studie betrek 114 beskikbare werknemers en hulle kollegas en toesighouers in twee gesondheidsorgorganisasies. Die 360° Emotional Competency Profiler is saam met die interne prestasie-beoordelingstellings gebruik en daar is gebruik gemaak van statistiese tegnieke soos f-toetse en diskriminantontleding. Daar is bevind dat sekere emosionele intelligensie dimensies in 'n sekere mate 'n onderlinge verband toon met werksprestasie. Ander faktore moet egter ook in ag geneem word indien mens 'n voorspelling in hierdie verband wil maak. / Industrial and Organisational Psychology / MCOM (Industrial and Organisational Psychology)