This is a secondary research study and is part of a broader project on the relational experiences between older persons and younger people. The focus of this study is on the nature of intergenerational transmission from the perspective of older persons. Intergenerational transmission is the process by which knowledge, resources and support are transferred between generations. In terms of the current study, a specific focus was not undertaken as it was the intention to determine what would emanate from the data. Transmission can take place through teaching, observation, modelling and story-telling. This process can take place both from the older to the younger generation (downwards) and from the younger to the older generation (upwards). Downward transmission from older to younger persons may serve to satisfy the need for generativity, according to the lifespan development theory. A generative need is associated with the desire to teach and mentor the younger generation and to pass on a positive legacy. Intergenerational transmission is also facilitated if generational members adopt the perspective of the generational other, according to generational intelligence theory. This research is motivated by the observation that previous studies had for the most part been conducted internationally, with little focus on intergenerational transmission. Effective intergenerational relationships and transmission have the potential to fulfil the needs both of the younger and the older generations and therefore merit investigation. Secondary data were used for this research. Data from an original study that focused on the relational experiences of older persons in relation to young adults were used. The orginal study included a sample of 18 (7 men and 11 women) older persons from the Service Centre in Potchefstroom. They were aged between 60 and 84 and were either Afrikaans- or English-speaking. Inclusion criteria also stated that the older persons had to function independently and not demonstrate any visible cognitive disability. Previous particpation in research on relational experiences with younger generations was an exclusion criterion. Data were obtained by means of the Mmogo-method®. This is a visual research method that is based on projection. Participants are provided with materials such as clay, straws and colourful beads. Based on an open-ended prompt, namely to show how they experience their relationships with persons younger than 25, visual and textual data were obtained. Secondary data analyses were conducted by using sequential and visual analysis to explore the nature of transmission from the perspective of older persons. Trustworthiness was ensured during data analysis by various methods. Conceptual coherence of the topic was ensured by using literature to support the research question and themes that emerged from the data analysis. The method of data gathering was chosen with the specific intention of attaining rich personal perspectives as well as a collective experience from participants, thus ensuring data saturation. The researcher also attempted to demonstrate integrity and transparency throughout the process by providing a clear and detailed audit trail. Both upward and downward transmissions were perceived by the older generation as being present. Both these transmissions were described as being conditionally dependent. Conditions included age, competency, regular contact, using a person-centred approach and transferring knowledge in a systematic manner. Specific commodities were transmitted from the older persons to the younger people and vice versa. The older persons transmitted skills, emotional and physical care, values and the teachings of their heritage. The older persons, in their turn, experienced young people as transferring knowledge about technology and new innovations as well as positive attitudes to their elders. Some of the older people described how they used prescriptive methods when transmitting to the younger generation whereas others felt that more faciltative methods were more effective. The older generation experienced the response of the younger generation to downward transmission as either receptive or resistant. Descriptions of their motivation for transmission to the younger generation indicated that it might be generativity or a feeling of obligation. Findings from this study could be used to facilitate programmes that promote intergenerational relationships and transmission. Findings may also be valuable in terms of stimulating further research enquiry. / MSc (Clinical Psychology), North-West University, Potchefstroom Campus, 2015

This is a secondary research study and is part of a broader project on the relational experiences between older persons and younger people. The focus of this study is on the nature of intergenerational transmission from the perspective of older persons. Intergenerational transmission is the process by which knowledge, resources and support are transferred between generations. In terms of the current study, a specific focus was not undertaken as it was the intention to determine what would emanate from the data. Transmission can take place through teaching, observation, modelling and story-telling. This process can take place both from the older to the younger generation (downwards) and from the younger to the older generation (upwards). Downward transmission from older to younger persons may serve to satisfy the need for generativity, according to the lifespan development theory. A generative need is associated with the desire to teach and mentor the younger generation and to pass on a positive legacy. Intergenerational transmission is also facilitated if generational members adopt the perspective of the generational other, according to generational intelligence theory. This research is motivated by the observation that previous studies had for the most part been conducted internationally, with little focus on intergenerational transmission. Effective intergenerational relationships and transmission have the potential to fulfil the needs both of the younger and the older generations and therefore merit investigation. Secondary data were used for this research. Data from an original study that focused on the relational experiences of older persons in relation to young adults were used. The orginal study included a sample of 18 (7 men and 11 women) older persons from the Service Centre in Potchefstroom. They were aged between 60 and 84 and were either Afrikaans- or English-speaking. Inclusion criteria also stated that the older persons had to function independently and not demonstrate any visible cognitive disability. Previous particpation in research on relational experiences with younger generations was an exclusion criterion. Data were obtained by means of the Mmogo-method®. This is a visual research method that is based on projection. Participants are provided with materials such as clay, straws and colourful beads. Based on an open-ended prompt, namely to show how they experience their relationships with persons younger than 25, visual and textual data were obtained. Secondary data analyses were conducted by using sequential and visual analysis to explore the nature of transmission from the perspective of older persons. Trustworthiness was ensured during data analysis by various methods. Conceptual coherence of the topic was ensured by using literature to support the research question and themes that emerged from the data analysis. The method of data gathering was chosen with the specific intention of attaining rich personal perspectives as well as a collective experience from participants, thus ensuring data saturation. The researcher also attempted to demonstrate integrity and transparency throughout the process by providing a clear and detailed audit trail. Both upward and downward transmissions were perceived by the older generation as being present. Both these transmissions were described as being conditionally dependent. Conditions included age, competency, regular contact, using a person-centred approach and transferring knowledge in a systematic manner. Specific commodities were transmitted from the older persons to the younger people and vice versa. The older persons transmitted skills, emotional and physical care, values and the teachings of their heritage. The older persons, in their turn, experienced young people as transferring knowledge about technology and new innovations as well as positive attitudes to their elders. Some of the older people described how they used prescriptive methods when transmitting to the younger generation whereas others felt that more faciltative methods were more effective. The older generation experienced the response of the younger generation to downward transmission as either receptive or resistant. Descriptions of their motivation for transmission to the younger generation indicated that it might be generativity or a feeling of obligation. Findings from this study could be used to facilitate programmes that promote intergenerational relationships and transmission. Findings may also be valuable in terms of stimulating further research enquiry. / MSc (Clinical Psychology), North-West University, Potchefstroom Campus, 2015

Hierdie studie fokus op die moontlike verband tussen die emosionele intelligensie en akademiese prestasie van eerstejaarkoshuisstudente aan die Universiteit van Pretoria. Verder is bepaal of subgroepe van die eerstejaarkoshuispopulasie betekenisvolle verskille ten opsigte van die komponente van emosionele intelligensie toon. Hierdie studie kan van waarde wees ten opsigte van die mentorstelsel van die Studentevoorligtingsdepartement aan die Universiteit van Pretoria. Die inligting verkry in hierdie studie kan aangewend word om psigo-opleidingsprogramme en dienste van Studentevoorligting so te rig ten einde akademiese uitsakking te verminder en studente in die akademiese en sosiale aanpassingsproses op universiteitsvlak by te staan. Verskillende teoriee van emosionele intelligensie word bespreek, met die fokus op Reuven Bar-On se siening van emosionele intelligensie. Die komponente van emosionele intelligensie word in detail bespreek. Die uitsakking van eerstejaarstudente, faktore wat akademiese prestasie be"invloed, faktore uniek tot kultuurandersoortige studente en faktore bepalend vir akademiese sukses word bespreek. Die verband tussen akademiese sukses en die verskeie komponente van emosionele intelligensie word aangedui. Die literatuur toon dan ook dat die 15 komponente van emosionele intelligensie 'n bepalende invloed op akademiese prestasie het en akademiese sukses betekenisvol be"invloed. 'n Opname-ontwerp is in die studie gebruik. Die finale steekproef het uit eerstejaarkoshuisstudente bestaan wat die Emotional Quotient Inventory (Bar-On, 1996c), 'n vraelys wat emosionele intelligensie en die komponente van emosionele intelligensie meet, voltooi het. 'n Biografiese vraelys is ingesluit vir doeleindes van steekproefbeskrywing. Die statistiese verwerkings van die resultate is deur middel van variansie-analise en t-toetse gedoen. Verskeie statisties betekenisvolle intergroepverskille is tussen die geslagsgroepe en taalgroepe aangedui. Alhoewel daar nie 'n betekenisvolle verband tussen die saamgestelde emosionele intelligensie-skaal en akademiese prestasie verkry is nie, toon die resultate verkry deur variansie-analise en t-toetse vir die vergelyking van prestasiegroepe, dat die volgende subskale van die EQ-i tussen goeie en swak presteerders onderskei en as voorspellers van akademiese prestasie beskou kan word: selfaktualisering, realiteitstoetsing, strestoleransie, optimisme, probleemoplossing en kwaliteit van lewe. Hipotese 1, wat stel dat daar 'n verband tussen emosionele intelligensie en die akademiese prestasie van eerstejaarkoshuisstudente bestaan, word verwerp. Hipotese 2, 3 en 4 wat stel dat beduidende verskille tussen verskillende geslags-, taal- en prestasiegroepe verkry sal word ten opsigte van sommige van die emosionele intelligensie-komponente, word aanvaar. Die resultate verkry in die studie kan gebruik word ten einde dienste wat deur middel van die mentorstelsel van die Studentevoorligtingsdepartement van die Universiteit van Pretoria aan eerstejaarkoshuisstudente gebied word, te rig. / Dissertation (MA)--University of Pretoria, 1997. / gm2014 / Psychology / unrestricted

This is a qualitative study born out of personal experiences throughout my life, including my 25 years of ministry. The theme of the study is relevant for pastors’ identity and ministry in a postmodern world. Many people, including pastors, suffer from emotional wounds. These wounds play a significant role in shaping pastors’ lives. Carl Jung’s conviction that analysts can help their patients in an effective way when they themselves are wounded healers and Henri Nouwen’s understanding of the wounded healer metaphor for pastoral care, are employed to discuss the theme of the study. Nouwen’s own spirituality plays a vital role in his unpacking of the metaphor. A fairly recent development in psychological circles, namely emotional intelligence, is employed as instrument to aid pastors in becoming aware of their emotional wounds. This study argues that pastors who are emotionally intelligent wounded healers will be better able to guide and sustain others towards healing. Chapter 1 presents the reason for undertaking the study. It is argued that pastors experience cognitive dissonance as a consequence of the shift from a modern to a postmodern paradigm. Theological traditions and concepts concerning Biblical authority, play a vital role in the experience of cognitive dissonance. The interpretation of Jesus as “the human face of God” is presented as a model for pastors’ relationships to others. A survey of relevant literature in pastoral theology and pastoral care is followed by a description of the value of autobiographical biblical criticism for pastoral care. Because Carl Jung used the wounded healer metaphor to describe analysts’ disposition in therapeutic situations, chapter 2 explores the value of Jung’s psychology for the theme of the study. The wounded healer metaphor Jung used goes back to an ancient Greek myth. Therefore mythology, theories of myth and the value of myths for pastoral care are discussed. Chapter 3 investigates Henri Nouwen’s interpretation of the wounded healer metaphor as related in a Talmudic tractate. The relevance of several of his works to the theme of the study, especially The wounded healer, is discussed. Chapter 4 is concerned with the way in which concepts about God influence the way pastors think about the Bible, people and authority. The study argues that a “soft” authority is congruent with the way in which Jesus interpreted God as his Father. Various other metaphors for God are related to the theme of the study as well. The concept of emotional intelligence and its relevance to the theme of the study is expounded in chapter 5. Different theories of the concept are discussed and the choice for the theory of John Mayer, Peter Salovey and David Caruso is motivated. The chapter shows the value of intelligent processing of emotions for pastors’ personal lives and their ministry. Chapter 6 presents the findings of the study and concludes with a short autobiographical description of my own position. / Thesis (PhD (Practical Theology))--University of Pretoria, 2008. / Practical Theology / unrestricted

Please read the abstract in the section 00front of this document / Thesis (PhD (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / unrestricted

Cultural intelligence (referred to as CQ) has gained increasing attention from research. This is because of the modern-day relevance to globalisation, international management and work diversification. Demographical shifts towards a more diverse South African population contribute to various challenges for successful cross-cultural interactions for young Afrikaans-speaking South Africans. Selective perception, social categorisation, stereotyping, attribution and diversity among South Africa‟s different cultures (race, gender, language, vocabulary, content, accent and appearances) are barriers that must be overcome. The study was a quantitative study. A cross-sectional survey was used to collect the data and to achieve the research objectives. Convenience and quota sampling methods were used to include a sample of young South Africans from a higher education institution (N=252). The participants were young South African students, white, Afrikaans speaking and between the ages of 18 and 22. Questionnaires were distributed, and the participants completed the questionnaire during class and were given 2 hours to complete the questionnaires. The statistical analysis was carried out with the IBM SPSS statistics and the Mplus 7.11 programme. Product-moment correlation coefficients were used to specify the relationships between the variables and multiple regressions to determine which dimensions of personality and identity predicted CQ. The general objective of this research is to determine the relationship between Identity, Personality and Cultural Intelligence among young South Africans. The Erickson Psychosocial Stage Inventory (EPSI) and the Multi-Ethnic Identity Measure (MEIM) was used to measure personal, ethnic and religious identity. The SAPI-questionnaire was used to measure the constructs, conscientiousness, extraversion, openness, soft-heartedness, relationship-harmony, intellect, integrity and facilitating. Furthermore, the Four Factor Model of Cultural Intelligence Scale was applied to measure the dimensions of CQ, namely, meta-cognitive CQ, cognitive CQ, motivational CQ and behavioural CQ. This study indicated a positive relationship between cognitive CQ and the other three components of CQ. Conscientiousness, emotional stability, extroversion, facilitating, intellect and openness related positively to meta-cognitive CQ. Facilitating, intellect and openness were found to be positively related with motivational CQ. Furthermore, conscientiousness, emotional stability, extroversion, intellect, relationship harmony and soft-heartedness related positively with behavioural CQ. Religious identity has a negative effect on cognitive CQ. Furthermore, intellect, facilitating and ethnic identity predicted meta-cognitive CQ. Soft-heartedness, facilitating, extroversion and religious identity had a positive effect on motivational CQ, influencing young Afrikaans speaking South Africans interest and drive in adapting to cultural differences. Furthermore, soft-heartedness and conscientiousness had a positive effect on behavioural CQ. Recommendations were made for future research and for practise. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

Cultural intelligence (referred to as CQ) has gained increasing attention from research. This is because of the modern-day relevance to globalisation, international management and work diversification. Demographical shifts towards a more diverse South African population contribute to various challenges for successful cross-cultural interactions for young Afrikaans-speaking South Africans. Selective perception, social categorisation, stereotyping, attribution and diversity among South Africa‟s different cultures (race, gender, language, vocabulary, content, accent and appearances) are barriers that must be overcome. The study was a quantitative study. A cross-sectional survey was used to collect the data and to achieve the research objectives. Convenience and quota sampling methods were used to include a sample of young South Africans from a higher education institution (N=252). The participants were young South African students, white, Afrikaans speaking and between the ages of 18 and 22. Questionnaires were distributed, and the participants completed the questionnaire during class and were given 2 hours to complete the questionnaires. The statistical analysis was carried out with the IBM SPSS statistics and the Mplus 7.11 programme. Product-moment correlation coefficients were used to specify the relationships between the variables and multiple regressions to determine which dimensions of personality and identity predicted CQ. The general objective of this research is to determine the relationship between Identity, Personality and Cultural Intelligence among young South Africans. The Erickson Psychosocial Stage Inventory (EPSI) and the Multi-Ethnic Identity Measure (MEIM) was used to measure personal, ethnic and religious identity. The SAPI-questionnaire was used to measure the constructs, conscientiousness, extraversion, openness, soft-heartedness, relationship-harmony, intellect, integrity and facilitating. Furthermore, the Four Factor Model of Cultural Intelligence Scale was applied to measure the dimensions of CQ, namely, meta-cognitive CQ, cognitive CQ, motivational CQ and behavioural CQ. This study indicated a positive relationship between cognitive CQ and the other three components of CQ. Conscientiousness, emotional stability, extroversion, facilitating, intellect and openness related positively to meta-cognitive CQ. Facilitating, intellect and openness were found to be positively related with motivational CQ. Furthermore, conscientiousness, emotional stability, extroversion, intellect, relationship harmony and soft-heartedness related positively with behavioural CQ. Religious identity has a negative effect on cognitive CQ. Furthermore, intellect, facilitating and ethnic identity predicted meta-cognitive CQ. Soft-heartedness, facilitating, extroversion and religious identity had a positive effect on motivational CQ, influencing young Afrikaans speaking South Africans interest and drive in adapting to cultural differences. Furthermore, soft-heartedness and conscientiousness had a positive effect on behavioural CQ. Recommendations were made for future research and for practise. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

The construct of self-regulation has been well researched, however, no comprehensive approach is available for promoting self-regulation as a strength operating in an integrated process, and, furthermore, current research gives limited consideration regarding the role of creativity in the self-regulation process. The objective of this study was to explore the relation between self-regulation and creativity, and to promote self-regulation as a psychological strength by means of a creativity programme in the field of painting in a group of individuals. Self-regulation is described in the literature as a skill that is acquired through an interaction of neurological and environmental factors that enables a person to intentionally accept agency of his or her actions. Creative self-regulation is conceptualised as the ability to generate original, novel and appropriate behaviour while constantly adjusting and adapting behaviour with a view to attain goals and promoting psychological well-being. A qualitative, interpretative design was used in the initial empirical inquiry to explore the subjective experience of 14 established painters in terms of their creativity as a self-regulatory process during the practice of their art. Data was obtained from a questionnaire specifically designed for this study. Thematic data analysis supported the findings of the literature regarding the crucial similarities between self-regulation and creativity, and particular themes concerning the self-regulatory aspects of creativity, such as intrinsic motivation, self-efficacy, self-control, and mindfulness were identified. Additionally, creativity appeared to strongly favour assimilation, which was ascribed to perseverance and a strong identification with goals. Based on the findings of the first two phases of the study, a painting programme was developed with a view to promote self- regulation as an adaptive life skill through the facilitation of creativity. Relevant guidelines for effective programme development have been incorporated into this programme. In the subsequent empirical study the painting programme was assessed, by means of a mixed experimental control group consisting of 18 patients in a private psychiatric clinic. Pre- and post-testing were conducted by means of the Basic Psychological Needs Scale (General) (BPNS-Gen); the 14 item Freiburg Mindfulness Inventory (FMI), as well as the Shortened Self Regulation Questionnaire (SSRQ) to determine whether any improvement in self-regulation occurred within the group. Quantitative data provided information on differences within and between the experimental and control groups, while an additional qualitative m South African children are exposed to an enormous amount of risk factors to their development and adjustment. Research reveals that, in all probability, they do not have sufficient protective factors at their disposal to cope with such stressors. The resilience (in other words the exposure to risk factors and the presence of protective factors) of a group of children, Grade R to Grade 2, in the Klerksdorp area, was analysed by means of focus groups and questionnaires. The focus groups were conducted with 14 teachers and the questionnaires were completed by 30 parents. The study reveals that the children in this group do not exhibit adequate resilience. The results identified themes such as self-esteem, creativity, assertiveness, emotional expression, emotional regulation, impulsivity, self-motivation, social responsibility and empathy. A programme (based on the Alvord-Baker model of social skills), focusing these themes, was developed in order to facilitate resilience. The Alvord-Baker model of social skills focuses on a pro-active orientation. The Resilience programme consists of eight sessions of one hour duration. During the sessions, music, dance and art activities are presented by way of groups. The themes of the sessions were intrapersonal factors (for example self-esteem and assertiveness), interpersonal factors (for example empathy and social responsibilty), stressmanagement (for example emotional expression and emotional regulation, as well as impulse control), general mood (for example self-motivation) and problem solving (for example creativity and emotional creativity). To determine the effectiveness of the compound programme, quantitative dominated, mixed methods were used. This means that, even though a quantitative research design was used (namely a two group, pre-test, post-test design), a qualitative procedure (namely a focusgroup and interviews), was used in addition. The selected group consisted of 22 children (Grade R=7, Grade 1=7, Grade 2=8), of whom 11 were male and 11 female. The participants were selected systematically from two schools (School1=12, School 2=10). The experimental (n=10) and control (n=12) groups underwent pre- and post-testing (30 days after completion of the intervention). The Resilience programme was only presented to the experimental group. The battery of tests that was compiled to evaluate the effectiveness of the Resilience programme consisted of the Torrance Tests of Creative Thinking (Torrance, 1974) and the Behavior and Emotional Rating Scale-BERS (Epstein & Sharma, 19980. In addition, focus groups with the teachers involved were used, as well as interviews with the parents of the children from the experimental group. The experimental group showed improvement in certain aspects of resilience, for example intrapersonal strengths, interpersonal strengths, affective trengths, school functioning, family involvement, verbal fluancy, flexibility and originality, as well as figurative fluancy, flexibility and originality. The differences between the experimental and control groups were smaller than expected. It can be stated, however, that the Resilience programme was effective in facilitating resilience in the group of children. A limitation of the study was that the practical significance was small and only statistically significant in a few cases. The parents and teachers could have been involved more actively in the process. Furthermore, it seems as if that future resilience programmes should be of longer duration in order for participants to have more opportunity to internalise and generalise the acquired skills. It is recommended that resilience programmes should form part of the school curriculum in learning areas such as Life orientation. ethod was used for examining the progress of the experimental group during the course of the programme. The results indicated that the programme brought about a significant positive change in self-regulation among the experimental group. Certain self-regulation factors, especially mindfulness, but also autonomy, decision-making, and self-evaluation appeared to have improved to a practically significant degree, whilst perseverance showed a lesser improvement of medium effect. This study therefore concluded that creativity appears to equip a person with specific skills that play a crucial role in the facilitation of self- regulation in all the phases of goal-directed behaviour. The limitations of this study were discussed and recommendations for further research and practical implementation were made. / Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.

The aim of this investigation was to determine the effect of the psychological variables on the academic performance of first year students at the University of Potchefstroom. The reason that research in this field is important is that it can address the negative influence that the high failure rate of the first year students have on the community, the economy, and the severe financial and personal strain. Academic performance is the product of various inter-related factors. It is however difficult to get a representative model of all these factors. This is because academic performance, especially at university level, is an extremely complex and multi-facetted system. These factors need to be examined in conjunction with one another. A clear definition of the criteria used for academic performance evaluation is essential. A distinction is made between first year students that are successful in their studies as opposed to those that are not. A successful first year student is defined as a student who is credited with a pass mark in all the subjects required for that year of study, for the course taken. An unsuccessful first year student is a student that fails 50% or more of the subjects required for his I her course in that year, thus forcing the student to prolong the duration of the total study period by at least one year. A literature survey was done, in an attempt to identify and discuss some of the factors that influence academic performance. Various researchers' opinion on these factors were highlighted. The variables were grouped under the following headings: biographic, socio-economic, cognitive, personality, and academic factors. The following empirical tests were used: Senior Aptitude Test (SAT), the Ninteen Field Interest Inventory (19-FII), the Personal, Home, Social and Formal Relations Questionnaire (PHSF) and the Survey of Study Habits and Attitudes (SSHA). The study population consisted of academically successful and unsuccessful first year students that started their studies in 1998 at the University of Potchefstroom. The population included diversity in terms of faculty, race and gender. Detailed statistics were used to correlate the variables by means of graphs for each assessment technique. Statistical variance is shown in tabular form. Psychological differences between men and women are highlighted, as well as differences between race groups and faculties. The empirical study shows that there definitely are psychological factors that play a role in academic performance. A correlation between intelligence, personality, career interests, study habits and attitude, and the academic performance of the student is shown. From the literature, and on grounds of the empirical study done, it can be shown that psychological variables do influence the academic performance of the student, and that there is a correlation between the variables and academic performance. / Thesis (M.A.)--Potchefstroom University for Christian Higher Education, 2000

The construct of self-regulation has been well researched, however, no comprehensive approach is available for promoting self-regulation as a strength operating in an integrated process, and, furthermore, current research gives limited consideration regarding the role of creativity in the self-regulation process. The objective of this study was to explore the relation between self-regulation and creativity, and to promote self-regulation as a psychological strength by means of a creativity programme in the field of painting in a group of individuals. Self-regulation is described in the literature as a skill that is acquired through an interaction of neurological and environmental factors that enables a person to intentionally accept agency of his or her actions. Creative self-regulation is conceptualised as the ability to generate original, novel and appropriate behaviour while constantly adjusting and adapting behaviour with a view to attain goals and promoting psychological well-being. A qualitative, interpretative design was used in the initial empirical inquiry to explore the subjective experience of 14 established painters in terms of their creativity as a self-regulatory process during the practice of their art. Data was obtained from a questionnaire specifically designed for this study. Thematic data analysis supported the findings of the literature regarding the crucial similarities between self-regulation and creativity, and particular themes concerning the self-regulatory aspects of creativity, such as intrinsic motivation, self-efficacy, self-control, and mindfulness were identified. Additionally, creativity appeared to strongly favour assimilation, which was ascribed to perseverance and a strong identification with goals. Based on the findings of the first two phases of the study, a painting programme was developed with a view to promote self- regulation as an adaptive life skill through the facilitation of creativity. Relevant guidelines for effective programme development have been incorporated into this programme. In the subsequent empirical study the painting programme was assessed, by means of a mixed experimental control group consisting of 18 patients in a private psychiatric clinic. Pre- and post-testing were conducted by means of the Basic Psychological Needs Scale (General) (BPNS-Gen); the 14 item Freiburg Mindfulness Inventory (FMI), as well as the Shortened Self Regulation Questionnaire (SSRQ) to determine whether any improvement in self-regulation occurred within the group. Quantitative data provided information on differences within and between the experimental and control groups, while an additional qualitative m South African children are exposed to an enormous amount of risk factors to their development and adjustment. Research reveals that, in all probability, they do not have sufficient protective factors at their disposal to cope with such stressors. The resilience (in other words the exposure to risk factors and the presence of protective factors) of a group of children, Grade R to Grade 2, in the Klerksdorp area, was analysed by means of focus groups and questionnaires. The focus groups were conducted with 14 teachers and the questionnaires were completed by 30 parents. The study reveals that the children in this group do not exhibit adequate resilience. The results identified themes such as self-esteem, creativity, assertiveness, emotional expression, emotional regulation, impulsivity, self-motivation, social responsibility and empathy. A programme (based on the Alvord-Baker model of social skills), focusing these themes, was developed in order to facilitate resilience. The Alvord-Baker model of social skills focuses on a pro-active orientation. The Resilience programme consists of eight sessions of one hour duration. During the sessions, music, dance and art activities are presented by way of groups. The themes of the sessions were intrapersonal factors (for example self-esteem and assertiveness), interpersonal factors (for example empathy and social responsibilty), stressmanagement (for example emotional expression and emotional regulation, as well as impulse control), general mood (for example self-motivation) and problem solving (for example creativity and emotional creativity). To determine the effectiveness of the compound programme, quantitative dominated, mixed methods were used. This means that, even though a quantitative research design was used (namely a two group, pre-test, post-test design), a qualitative procedure (namely a focusgroup and interviews), was used in addition. The selected group consisted of 22 children (Grade R=7, Grade 1=7, Grade 2=8), of whom 11 were male and 11 female. The participants were selected systematically from two schools (School1=12, School 2=10). The experimental (n=10) and control (n=12) groups underwent pre- and post-testing (30 days after completion of the intervention). The Resilience programme was only presented to the experimental group. The battery of tests that was compiled to evaluate the effectiveness of the Resilience programme consisted of the Torrance Tests of Creative Thinking (Torrance, 1974) and the Behavior and Emotional Rating Scale-BERS (Epstein & Sharma, 19980. In addition, focus groups with the teachers involved were used, as well as interviews with the parents of the children from the experimental group. The experimental group showed improvement in certain aspects of resilience, for example intrapersonal strengths, interpersonal strengths, affective trengths, school functioning, family involvement, verbal fluancy, flexibility and originality, as well as figurative fluancy, flexibility and originality. The differences between the experimental and control groups were smaller than expected. It can be stated, however, that the Resilience programme was effective in facilitating resilience in the group of children. A limitation of the study was that the practical significance was small and only statistically significant in a few cases. The parents and teachers could have been involved more actively in the process. Furthermore, it seems as if that future resilience programmes should be of longer duration in order for participants to have more opportunity to internalise and generalise the acquired skills. It is recommended that resilience programmes should form part of the school curriculum in learning areas such as Life orientation. ethod was used for examining the progress of the experimental group during the course of the programme. The results indicated that the programme brought about a significant positive change in self-regulation among the experimental group. Certain self-regulation factors, especially mindfulness, but also autonomy, decision-making, and self-evaluation appeared to have improved to a practically significant degree, whilst perseverance showed a lesser improvement of medium effect. This study therefore concluded that creativity appears to equip a person with specific skills that play a crucial role in the facilitation of self- regulation in all the phases of goal-directed behaviour. The limitations of this study were discussed and recommendations for further research and practical implementation were made. / Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.