The researcher is of the opinion that parents find it difficult to handle an adolescent with an intellectual disability and to cope effectively with the challenges that emerge. The adolescent with an intellectual disability can be described as a complex development phase and presents specific challenges that demands more than that of an adolescent without an intellectual disability. The purpose of the research study was to address the needs of parents of adolescents with intellectual disabilities. A qualitative research approach was used to achieve an in-depth and integrated view of the social world of the participants (Fouché & Delport, 2011b:64). During the research study, 22 participants were identified through an accidental sample and contributed to the research study. Data was collected during five focus group interviews with the help of a semi-structured interview framework. During the research study, all ethical aspects were applied. The data obtained during the research study was thematically analyzed. During the study the following themes were identified: * Theme 1 Lack of knowledge and understanding of intellectual disability. * Theme 2 Social- and behavioural implications of an intellectual disability. * Theme 3 The influence of the adolescent‟s intellectual disability on parents and/or teachers. * Theme 4 Resources. The research study has shown that access to relevant information of intellectual disability for parents and teachers are limited and that intellectual disability can be regarded as a very complex psychological disorder. Parents and teachers of such children experience positive and negative emotions in terms of the adolescent‟s disorder. Lack of parental involvement and financial resources inhibit the guidance of the adolescent with an intellectual disability. Parents and teachers recognize that they need additional resources that will guide them in terms of the child‟s intellectual disability. During the research study six resources were identified namely: training, skills, community support, professional services, educational opportunities, and future - and job opportunities. / MSW (Child Protection), North-West University, Potchefstroom Campus, 2014

Teaching is a stressful occupation. Teacher stress can be described as the experiences by teachers of psychological distress such as anxiety, depression and nervousness and languishing, resulting from aspects of their workload and school setting. Stress manifests itself in various ways including psychological, emotional, and social changes. Teachers demonstrate individual discrepancies in their responses to stressors. South Africa is as a multicultural environment with previously segregated school settings based on race. Research revealed that it is possible that the functionality of schools, usually related to school setting, has implications for the psychological well-being of teachers. As comparative study between group White teacher-Black teacher data are limited, this study analysed aspects of psychological well-being to show that race, associated with school setting, can be pervasive determinate of positive mental health. The current study, which is a secondary analysis of the Sympathetic Activity and Ambulatory Blood Pressure in Africans (SABPA) 2008-2009 data, aimed at explaining the similarities and differences by identifying aspects most likely to influence psychological well-being between a White teacher group and a Black teacher group in the North West Province in South Africa. One research question was formulated to reach the purpose of the research and is: How does the psychological well-being of Black and White teachers in different school settings in the North West Province in the South African context compare? A sample consisting of White (208) and Black (200) teachers completed the Mental Health Continuum – Short Form (MHC-SF; Keyes, 2002) to measure positive mental health: the Patient Health Questionnaire (PHQ-9; Kroenke, Spitzer, & Williams, 2001) to measure depression, the Fortitude Questionnaire (FORQ: Pretorius, 1998) to measure social support, and the Teacher Stress Inventory (TSI, Boyle, Borg, Falzon, & Baglioni Jr., 1995) during the SABPA study. Data from various self-reported psychological questionnaires completed by the two teacher groups were included and analysed by means of bivariate correlations of the two teacher groups, t-test comparisons, cross tabulations of categories of positive mental health as well as of depression, and multiple regression. Significant associations were found for the following: teacher stress related to general resources (TSI), teacher stress related to teaching and classroom management (TSI), positive self-appraisal, social support from family, social support from friends and others (FORQ), emotional well-being, and psychological well-being (MHC), for both the White and Black teacher groups. According to regression analysis, in the White teacher group, 11.9% of total variance in teacher stress was accounted for by depression while positive metal health explained 7% of teacher stress. For the Black teacher group, only 2.4% of the total variance of teacher stress was explained by depression and 0.1% by positive mental health. The conclusion is that all teachers experience stress and depression, but according to these results, the effect of stress on well-being seems to be higher among the White group. Although the Black teachers report higher levels of stress, they flourish. In closing, from this comparative study, it was recommended that data between resource availability and school setting pertaining to White-Black teacher groups matched by psychological well-being need to be obtained. Much needed consideration should be given to the development of interventions that explore aspects of psychological well-being of teachers in different school settings. Furthermore, cultural background in the school setting that contributes towards psychological well-being should be considered and applied to guide interventions in the North West Province in South Africa. / MSc (Research Psychology)|cNorth-West University, Potchefstroom Campus|d2014

The researcher is of the opinion that parents find it difficult to handle an adolescent with an intellectual disability and to cope effectively with the challenges that emerge. The adolescent with an intellectual disability can be described as a complex development phase and presents specific challenges that demands more than that of an adolescent without an intellectual disability. The purpose of the research study was to address the needs of parents of adolescents with intellectual disabilities. A qualitative research approach was used to achieve an in-depth and integrated view of the social world of the participants (Fouché & Delport, 2011b:64). During the research study, 22 participants were identified through an accidental sample and contributed to the research study. Data was collected during five focus group interviews with the help of a semi-structured interview framework. During the research study, all ethical aspects were applied. The data obtained during the research study was thematically analyzed. During the study the following themes were identified: * Theme 1 Lack of knowledge and understanding of intellectual disability. * Theme 2 Social- and behavioural implications of an intellectual disability. * Theme 3 The influence of the adolescent‟s intellectual disability on parents and/or teachers. * Theme 4 Resources. The research study has shown that access to relevant information of intellectual disability for parents and teachers are limited and that intellectual disability can be regarded as a very complex psychological disorder. Parents and teachers of such children experience positive and negative emotions in terms of the adolescent‟s disorder. Lack of parental involvement and financial resources inhibit the guidance of the adolescent with an intellectual disability. Parents and teachers recognize that they need additional resources that will guide them in terms of the child‟s intellectual disability. During the research study six resources were identified namely: training, skills, community support, professional services, educational opportunities, and future - and job opportunities. / MSW (Child Protection), North-West University, Potchefstroom Campus, 2014

Teaching is a stressful occupation. Teacher stress can be described as the experiences by teachers of psychological distress such as anxiety, depression and nervousness and languishing, resulting from aspects of their workload and school setting. Stress manifests itself in various ways including psychological, emotional, and social changes. Teachers demonstrate individual discrepancies in their responses to stressors. South Africa is as a multicultural environment with previously segregated school settings based on race. Research revealed that it is possible that the functionality of schools, usually related to school setting, has implications for the psychological well-being of teachers. As comparative study between group White teacher-Black teacher data are limited, this study analysed aspects of psychological well-being to show that race, associated with school setting, can be pervasive determinate of positive mental health. The current study, which is a secondary analysis of the Sympathetic Activity and Ambulatory Blood Pressure in Africans (SABPA) 2008-2009 data, aimed at explaining the similarities and differences by identifying aspects most likely to influence psychological well-being between a White teacher group and a Black teacher group in the North West Province in South Africa. One research question was formulated to reach the purpose of the research and is: How does the psychological well-being of Black and White teachers in different school settings in the North West Province in the South African context compare? A sample consisting of White (208) and Black (200) teachers completed the Mental Health Continuum – Short Form (MHC-SF; Keyes, 2002) to measure positive mental health: the Patient Health Questionnaire (PHQ-9; Kroenke, Spitzer, & Williams, 2001) to measure depression, the Fortitude Questionnaire (FORQ: Pretorius, 1998) to measure social support, and the Teacher Stress Inventory (TSI, Boyle, Borg, Falzon, & Baglioni Jr., 1995) during the SABPA study. Data from various self-reported psychological questionnaires completed by the two teacher groups were included and analysed by means of bivariate correlations of the two teacher groups, t-test comparisons, cross tabulations of categories of positive mental health as well as of depression, and multiple regression. Significant associations were found for the following: teacher stress related to general resources (TSI), teacher stress related to teaching and classroom management (TSI), positive self-appraisal, social support from family, social support from friends and others (FORQ), emotional well-being, and psychological well-being (MHC), for both the White and Black teacher groups. According to regression analysis, in the White teacher group, 11.9% of total variance in teacher stress was accounted for by depression while positive metal health explained 7% of teacher stress. For the Black teacher group, only 2.4% of the total variance of teacher stress was explained by depression and 0.1% by positive mental health. The conclusion is that all teachers experience stress and depression, but according to these results, the effect of stress on well-being seems to be higher among the White group. Although the Black teachers report higher levels of stress, they flourish. In closing, from this comparative study, it was recommended that data between resource availability and school setting pertaining to White-Black teacher groups matched by psychological well-being need to be obtained. Much needed consideration should be given to the development of interventions that explore aspects of psychological well-being of teachers in different school settings. Furthermore, cultural background in the school setting that contributes towards psychological well-being should be considered and applied to guide interventions in the North West Province in South Africa. / MSc (Research Psychology)|cNorth-West University, Potchefstroom Campus|d2014

The aim of this study was to determine the relationship between the Big Five personality traits and mental health within a cohort of black African teachers. A review of literature revealed that teachers frequently experience mental- and general health problems (e.g. Ngidi & Sibaya, 2002; Olivier & Venter, 2003; Johnson, Cooper, Cartwright, Donald, Taylor & Millet, 2005; Parker, Martin, Colmar, & Liem, 2012). However, very little could be found on personality traits and how this relates to the health and well-being of teachers, especially in the challenging South African context. This study forms part of the SABPA (Sympathetic Activity and Ambulatory Blood Pressure in Africans) project conducted within AUTHeR (Africa Unit for Transdisciplinary Health Research). The overarching purpose of this multidisciplinary project was to investigate the markers of bio-psycho-social health in urbanized teachers. This longitudinal project ran from January 2008 to November 2012 and involved a total of 409 Black and White secondary school teachers. The research was conducted in the North West province of South-Africa. This study focused on the 200 urbanized Black teachers who were recruited by means of convenience sampling from the Dr. Kenneth Kaunda educational district in the Potchefstroom area in the North West province during 2008. The sample included 101 men and 99 women, ranging between the ages of 25 and 60 years. Ethical permission for the SABPA and FORT3 projects was obtained from the ethics committee of the North-West University (ethical clearance numbers NWU-00036-07-S6 and NWU-00002-07-A2 respectively). Participants filled out informed consent forms prior to data collection, and after the objectives of the study and the research procedures were explained to them, all their questions were answered. Data collection for the baseline phase of the project lasted for 50 days during February to May 2008. Four participants arrived at the North-West University (NWU) Metabolic Unit on the Potchefstroom campus after work each day. After being welcomed and oriented, a battery of psychometric tests was administered in English. A secondary analysis was performed on data obtained by means of the Basic Traits Inventory-Short, Mental Health Continuum-Short Form and the General Health Questionnaire-28 in order to determine the relationship between personality functioning and mental health of the participants. Results showed that this cohort of teachers from the North West province experience distress in the workplace, but that they also experience surprisingly high levels of mental health. The findings suggest that there are few differences between the male and female subgroups in this regard. The study also found that there is indeed a relationship between personality traits and the general- and mental health of participants. Neuroticism showed a significant positive correlation with psychological distress, while Conscientiousness showed a significant negative correlation. All five personality traits showed significant correlations with the mental health of educators. Neuroticism correlated negatively with mental health, while Extraversion, Openness to Experience, Conscientiousness and Agreeableness correlated positively with mental health. Furthermore, certain personality traits (i.e. Neuroticism and Extraversion) were shown to be significant predictors of teachers’ levels of general and mental health. The strong association found between this cohort of teachers’ personality functioning and their general and mental health contributes toward an understanding of the processes that underlie the distress and mental health of teachers, and could play an important role in future attempts toward health promotion. / MSc (Clinical Psychology), North-West University, Potchefstroom Campus, 2014

The aim of this study was to determine the relationship between the Big Five personality traits and mental health within a cohort of black African teachers. A review of literature revealed that teachers frequently experience mental- and general health problems (e.g. Ngidi & Sibaya, 2002; Olivier & Venter, 2003; Johnson, Cooper, Cartwright, Donald, Taylor & Millet, 2005; Parker, Martin, Colmar, & Liem, 2012). However, very little could be found on personality traits and how this relates to the health and well-being of teachers, especially in the challenging South African context. This study forms part of the SABPA (Sympathetic Activity and Ambulatory Blood Pressure in Africans) project conducted within AUTHeR (Africa Unit for Transdisciplinary Health Research). The overarching purpose of this multidisciplinary project was to investigate the markers of bio-psycho-social health in urbanized teachers. This longitudinal project ran from January 2008 to November 2012 and involved a total of 409 Black and White secondary school teachers. The research was conducted in the North West province of South-Africa. This study focused on the 200 urbanized Black teachers who were recruited by means of convenience sampling from the Dr. Kenneth Kaunda educational district in the Potchefstroom area in the North West province during 2008. The sample included 101 men and 99 women, ranging between the ages of 25 and 60 years. Ethical permission for the SABPA and FORT3 projects was obtained from the ethics committee of the North-West University (ethical clearance numbers NWU-00036-07-S6 and NWU-00002-07-A2 respectively). Participants filled out informed consent forms prior to data collection, and after the objectives of the study and the research procedures were explained to them, all their questions were answered. Data collection for the baseline phase of the project lasted for 50 days during February to May 2008. Four participants arrived at the North-West University (NWU) Metabolic Unit on the Potchefstroom campus after work each day. After being welcomed and oriented, a battery of psychometric tests was administered in English. A secondary analysis was performed on data obtained by means of the Basic Traits Inventory-Short, Mental Health Continuum-Short Form and the General Health Questionnaire-28 in order to determine the relationship between personality functioning and mental health of the participants. Results showed that this cohort of teachers from the North West province experience distress in the workplace, but that they also experience surprisingly high levels of mental health. The findings suggest that there are few differences between the male and female subgroups in this regard. The study also found that there is indeed a relationship between personality traits and the general- and mental health of participants. Neuroticism showed a significant positive correlation with psychological distress, while Conscientiousness showed a significant negative correlation. All five personality traits showed significant correlations with the mental health of educators. Neuroticism correlated negatively with mental health, while Extraversion, Openness to Experience, Conscientiousness and Agreeableness correlated positively with mental health. Furthermore, certain personality traits (i.e. Neuroticism and Extraversion) were shown to be significant predictors of teachers’ levels of general and mental health. The strong association found between this cohort of teachers’ personality functioning and their general and mental health contributes toward an understanding of the processes that underlie the distress and mental health of teachers, and could play an important role in future attempts toward health promotion. / MSc (Clinical Psychology), North-West University, Potchefstroom Campus, 2014

The aim of this study was to explore whether general self–efficacy would moderate the relationship between stress and positive mental health in participants from an African context. Literature supported the concept that stress has a negative influence on mental health and that this interaction may be moderated by cognitive resources. General self–efficacy is a cognitive resource that may act as a moderator in the negative association between stress and positive mental health. Although general self–efficacy is thought to be a universal construct, little empirical research on it has been conducted in an African context. An African socio–cultural context is often described as more collectivistic and characterised by social harmony and interdependence. A sample of 1050 participants from both urban (n=451) and rural (n=599) settings completed Setswana versions of the four relevant questionnaires, i.e. the Mental Health Continuum - Short Form (MHC–SF, Keyes, 2006), used to measure positive mental health, the General Health Questionnaire (GHQ, Goldberg & Hillier, 1979), used to measure the experience of stress, the Generalized Self–Efficacy Scale (GSE, Jerusalem & Schwarzer, 1992) and the New General Self–Efficacy Scale (NGSE, Chen, Gully & Eden, 2001), both measuring general self–efficacy. Data were collected in a quantitative cross–sectional survey design with the aid of 16 trained bilingual (English and Setswana speaking) fieldworkers. Results showed negative correlations between the GHQ (SS, AS, SD, and DS) and MHC–SF (EWB, PWB, and SWB). Results indicated that general self–efficacy moderated the negative effect of manifestation of stress as shown by indices of psychological distress on emotional, psychological and social well–being. Thus, it is found that higher levels of self–efficacy are beneficial for the well–being of individuals in this African sample. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.

The aim of this study was to explore whether general self–efficacy would moderate the relationship between stress and positive mental health in participants from an African context. Literature supported the concept that stress has a negative influence on mental health and that this interaction may be moderated by cognitive resources. General self–efficacy is a cognitive resource that may act as a moderator in the negative association between stress and positive mental health. Although general self–efficacy is thought to be a universal construct, little empirical research on it has been conducted in an African context. An African socio–cultural context is often described as more collectivistic and characterised by social harmony and interdependence. A sample of 1050 participants from both urban (n=451) and rural (n=599) settings completed Setswana versions of the four relevant questionnaires, i.e. the Mental Health Continuum - Short Form (MHC–SF, Keyes, 2006), used to measure positive mental health, the General Health Questionnaire (GHQ, Goldberg & Hillier, 1979), used to measure the experience of stress, the Generalized Self–Efficacy Scale (GSE, Jerusalem & Schwarzer, 1992) and the New General Self–Efficacy Scale (NGSE, Chen, Gully & Eden, 2001), both measuring general self–efficacy. Data were collected in a quantitative cross–sectional survey design with the aid of 16 trained bilingual (English and Setswana speaking) fieldworkers. Results showed negative correlations between the GHQ (SS, AS, SD, and DS) and MHC–SF (EWB, PWB, and SWB). Results indicated that general self–efficacy moderated the negative effect of manifestation of stress as shown by indices of psychological distress on emotional, psychological and social well–being. Thus, it is found that higher levels of self–efficacy are beneficial for the well–being of individuals in this African sample. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.

This study was informed by a phenomenon observed by a variety of members from the multidisciplinary team at an acute psychiatric facility, where the researcher works daily. It appeared to clinicians as if the individual between the ages of 18 and 25 years was reluctant to engage in therapeutic intervention. The researcher considered current literature and discovered that this phenomenon seems to be globally relevant and an issue in the field of mental health. Emerging adulthood is the developmental phase that occupies the transitional period between adolescence and adulthood. The life phase is an essential developmental phase where an identity is established and skills are acquired to equip the individual through his/her life process. Emerging adulthood is predominantly defined by the individual’s progress to independence and autonomy and the establishment of a personal and societal identity. Developmental tasks include taking responsibility for him/herself, deciding on future career paths and re-evaluating introjected values to form an independent belief system. Literature indicates that emerging adults’ life phase can cause severe distress due to a variety of social and personal stressors. Emerging adults who are enrolled in university often face additional stressors with regards to adapting to campus life, academic pressure and a need to establish themselves within their new environments. A high prevalence and onset of mental health disorders is noted not only in the general emerging adult population, but also in the population of emerging adults who attend university. Despite the increase in stressful experiences the percentage of emerging adults who experience distress is not reflected in the percentage of emerging adults who actually seek and receive therapeutic intervention as a means to manage their distress. As therapeutic intervention is seen as an effective tool in managing distress, the fact that emerging adults negate the help is a clear area of concern. This urged the researcher to closely consider which factors might lead to negation of therapeutic services by the emerging adult. The study was performed at a South African university where students residing in campus residences where approached to volunteer their participation. In total fifteen participants participated in one of three focus groups with the focus on understanding which factors contribute to the negation of therapeutic services by emerging adults. The data crystallised into eleven main themes with different subthemes to support and describe the relevant main theme. The themes clearly emphasised the lack of awareness, pervasiveness of stigmatisation and the internalised beliefs emerging adults have about themselves and therapy that induce help negation. In addressing the issue of help negation in emerging adults this study suggests solutions and actions to the role players involved in the therapeutic intervention of emerging adults that would support the promotion of mental wellbeing and mental health awareness. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

This study was informed by a phenomenon observed by a variety of members from the multidisciplinary team at an acute psychiatric facility, where the researcher works daily. It appeared to clinicians as if the individual between the ages of 18 and 25 years was reluctant to engage in therapeutic intervention. The researcher considered current literature and discovered that this phenomenon seems to be globally relevant and an issue in the field of mental health. Emerging adulthood is the developmental phase that occupies the transitional period between adolescence and adulthood. The life phase is an essential developmental phase where an identity is established and skills are acquired to equip the individual through his/her life process. Emerging adulthood is predominantly defined by the individual’s progress to independence and autonomy and the establishment of a personal and societal identity. Developmental tasks include taking responsibility for him/herself, deciding on future career paths and re-evaluating introjected values to form an independent belief system. Literature indicates that emerging adults’ life phase can cause severe distress due to a variety of social and personal stressors. Emerging adults who are enrolled in university often face additional stressors with regards to adapting to campus life, academic pressure and a need to establish themselves within their new environments. A high prevalence and onset of mental health disorders is noted not only in the general emerging adult population, but also in the population of emerging adults who attend university. Despite the increase in stressful experiences the percentage of emerging adults who experience distress is not reflected in the percentage of emerging adults who actually seek and receive therapeutic intervention as a means to manage their distress. As therapeutic intervention is seen as an effective tool in managing distress, the fact that emerging adults negate the help is a clear area of concern. This urged the researcher to closely consider which factors might lead to negation of therapeutic services by the emerging adult. The study was performed at a South African university where students residing in campus residences where approached to volunteer their participation. In total fifteen participants participated in one of three focus groups with the focus on understanding which factors contribute to the negation of therapeutic services by emerging adults. The data crystallised into eleven main themes with different subthemes to support and describe the relevant main theme. The themes clearly emphasised the lack of awareness, pervasiveness of stigmatisation and the internalised beliefs emerging adults have about themselves and therapy that induce help negation. In addressing the issue of help negation in emerging adults this study suggests solutions and actions to the role players involved in the therapeutic intervention of emerging adults that would support the promotion of mental wellbeing and mental health awareness. / MA (Psychology), North-West University, Potchefstroom Campus, 2014