Coping and resilience occurs on a regular basis within the lives of children residing in at-risk communities. Coping refers to an action or behaviour on behalf of the child with the aim of diminishing the burden of psychological and emotional stressors. Coping can be achieved by means of internal factors, such as avoidance, positive cognitive restructuring, and wishful thinking, as well as by means of external factors such as social support. Resilience was operationalized as the ability of the child to bounce back from adversity or stress in order to achieve positive developmental outcomes. This ability to overcome adverse events can be achieved by means of external as well as internal factors, and thus resilience is understood as a socio-ecological construct (Ungar, 2008). Hence a theoretical link between the two constructs has been identified in relevant literature, since both coping and resilience refer to children‟s ability to deal with stress and adversity they encounter. A quantitative method of research was chosen for this study in order to investigate the relationship between coping behaviour and resilience processes. The sample consisted of 262 primary school pupils aged 10 to 14, residing in a severely socio-economically deprived community in Vereeniging, Gauteng. An equal distribution of gender was achieved in the sample. Two questionnaires were administered to determine the coping behaviour and resilience processes of participants, namely The Children‟s Coping Strategy Checklist (CCSC) compiled by Ayers and Sandler (1999), and the Resilience and Youth Developmental Model (RYDM) by West.Ed (1999; 2002). Both measures were administered in Afrikaans, which was the medium of teaching in the school. All ethical requirements for a study of this nature were met with precision. Descriptive statistics regarding the sample revealed that the majority of the participants were aged 12 years, in Grade 6 and Afrikaans speaking. Furthermore the measuring instruments yielded acceptable reliability coefficients, with the CCSC as well as the RYDM obtaining a value of ρ = 0,98. Measurement model 1, consisting of an eleven-factor structure (coping consisting of six factors and resilience of five factors) indicated the best fit, with a Chi-square (χ²) value of 4667,30; CFI of 0,95, and a TLI value of 0,95. Furthermore, significant but tenuous statistically correlational relationship was observed between coping and resilience. A coping measurement model could be conceptualized from the results of this study. Possible limitations of the study were that: The data was collected in 2010, with secondary analysis being the focus of this study; the CCSC as well as the RYDM are relatively new measures within a South African context, and although both were translated for use in this project, cultural equivalence was not ensured. Possible recommendations for further studies may include the development of standardised South African measures, as well as qualitative studies to explore and provide an in-depth understanding of coping behaviour and resilience processes in children. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

The study determines the effects of resilience training on team performance. An investigation was undertaken to: * establish a theoretical foundation for using resilience training to improve performance; * identify parameters and criteria for determining the effects of resilience training on the individual within the team; * gain insight on how learners experienced the resilience training; and * whether they implemented the resilience training within the workplace. This study included the review of literature on various motivational theories, resilience, psycho-education, adult learning and team performance. It also included an empirical investigation on the effects of resilience training on the individual within the team and the team performance as such. Data was collected against the main research question: What is the effect of strengths-focussed training on team performance? / Educational Studies / M.Ed. (Didactics)

Cette recherche a été initiée à partir des constats suivants : les étudiants en soins infirmiers français réussissent en majorité à achever leurs scolarités en dépit d’un vécu de stress important durant celles-ci, les conduisant parfois au burnout. Grâce à une approche exploratoire avec en premier une revue de littérature puis une enquête auprès de 30 participants à l’aide d’entretiens semi-directifs analysés de manière thématique, nous avons étudié ces phénomènes sous l’angle de la vulnérabilité et de la résilience. D’une part, les principaux résultats nous permettent de confirmer que la formation infirmière place l’individu dans une situation de vulnérabilité conjoncturelle. Les facteurs personnels de vulnérabilité soulignés sont entre autres : le processus de transformation identitaire opérant lors de la scolarité, les enjeux dus à un apprentissage durant la jeunesse (alterner formation et premier travail d’étudiant, apprendre à s’autogérer dans un premier appartement, s’éloigner pour la première fois du cocon familial, etc.) ou plus tard dans la vie adulte (revenir à un statut financier plus précaire, se faire encadrer par des plus âgés que soi, assumer son rôle de parent en plus de celui de ses travaux d’étudiants, etc.). Les principaux facteurs de vulnérabilité liés à l’environnement sont : la mesure difficile de l’écart entre l’idéal et la réalité, le vécu émotionnel durant l’apprentissage en stage auprès des patients, des encadrants sur le terrain souvent en souffrance dans leur travail et dont la relation pédagogique avec l’apprenti est détériorée. Les symptômes qui en découlent vont d’un simple stress, à des angoisses, des insomnies, ou encore une perte d’espoir par exemple. Ces symptômes sont parfois l’expression d’un syndrome de stress post-traumatique ou d’un burnout. D’autre part, l’enquête a révélé que des processus résilients peuvent être observés pendant les études. D’un point de vue des facteurs de protection, l’apprentissage en lui-même et des pédagogues soutenants favorisent le processus de mentalisation. Des mécanismes de défense sont également activés durant la formation comme l’altruisme lors de la relation d’aide ou l’affiliation au cours des nombreux temps de partage entre pairs. Des tuteurs potentiels de résilience à la disposition des étudiants ont été identifiés : les apprenants entre eux, les formateurs, les directeurs, les cadres de santé/maître de stage, les infirmiers, les aides-soignants et des psychologues. Nous avons identifié leurs caractéristiques comme la bienveillance dont ils font preuve, le rôle de garant de la loi, de l’éthique et de la déontologie… Enfin, nous avons analysé les nouveaux éléments apportés par cette recherche et nous les avons éclairés par des investigations complémentaires dans la littérature. Nous avons notamment comparé les publications internationales sur les risques de burnout des étudiants en soins infirmiers. Nous avons approfondi la principale caractéristique de leurs tuteurs de résilience qui est ressortie de notre enquête : la compassion. Enfin, nous avons envisagé le suivi pédagogique et l’analyse de pratique professionnelle comme deux séquences d’apprentissage permettant d’accompagner la résilience. / The vast majority of French nursing students succeed in their studies despite having experienced stress factors, that can often be associated or, indeed, lead to burnout. We conducted a literature review followed by a semi-structured interview of 30 nursing students. The aim was to explore the concepts of vulnerability and resilience and how nursing students use these to succeed in their studies. Our main results confirm that nursing training places students in a situation of temporary vulnerability. Personal factors of vulnerability identified were: the stakes due to learning during the youth or later in adult life and the process of identity. The main factors of vulnerability relating to the environment were; the difficulty in measuring the gap between the ideal and reality, the emotional experience with the patient during their placement and establishment of difficult relationships with supervisors, who are often suffering in their work. The main consequences observed were stress, anxiety, insomnia, or loss of hope. These symptoms are sometimes the expression of post-traumatic stress disorder or of a professional burnout.On the other hand, the survey revealed that resilient processes can be observed during the studies. The main protective factors identified in the study that gave the students resilience were ; learning in oneself and supportive teachers, which allows the mentalization process. Defense mechanisms are also activated during training. Altruism in the supportive relationship both with mentors and the camaradery formed with fellow students were particularly evident amongst the interview responses. Potential sources of resilience identified were: student groups, trainers, directors, health managers / supervisors, nurses, nursing aides and psychologists. In summary, we have analyzed the new elements that this research has shown and compared to previous studies that have been conducted about the risk of among nursing students. We identified the main characteristic of their resilience tutors that emerged from our investigation: compassion. Finally, we considered the pedagogical follow-up and the analysis of professional practice as the two sequences of learning to promote resilience.

The purpose of this study was to gain an in-depth understanding of whether or not, and how teachers in a resource-constrained rural school sustain their motivation in and commitment to teaching over a life-span. The Social Cognitive Career Theory was chosen as theoretical framework because it recognises the importance that factors in the environment play when the career paths of individuals unfold. A conceptual framework for ‘teacher career resilience’ was developed by merging current thinking on resilience, teacher resilience and career resilience. The life-history design was framed methodologically as biographical research with participatory principles. Teacher participants (n=5, 3=female and 2=male) were selected according to purposive sampling. Data were generated through participatory interview-conversations, which were audio-recorded and transcribed verbatim, as well as memory books, joint photograph-taking and field notes in a researcher diary. Five themes emerged from the guided phenomenological analysis process (Hycner, 1985) and narrative comparison. First, this study exposes illiteracy of learners’ parents, demotivated learners, and a negative national teacher fraternity as sources of adversity not previously noted as significant for teachers in rural settings. Second, rural teachers in this study drew strength from their own life experiences of adversity (being from rural areas themselves); and they relied on their own agency in problem solving. Third, in addition participating rural teachers make use of encouraging memories of their own teachers from childhood and partake in informal professional development activities such as collaborative peer discussions rather than mentoring to grow professionally. Fourth, participating teachers in rural resource-constrained South Africa thus use similar internal protective resources (problem solving, strategizing, cognitive restructuring and emotional regulation) in their adaptive coping repertoire to those of other teachers globally. Fifth, teachers did not enter the teaching profession in the same way as has been documented elsewhere; but entered the teaching profession as a result of socio-political and financial influences, chance happenings and the influence of significant teachers in their past. Teachers seem to balance their use of protective resources between internal and external resources in their current practice. Over time, however they draw more on internal protective resources. Teachers conceptualised their teacher career resilience on a continuum: persevering through adversity, both as young children, and as growing professionals. They use their self-efficacy beliefs, embedded in an adversity drenched past, to manage, overcome and cope despite current chronic adversity. Teachers’ overt behavior in adaptive coping processes was dependent on the interrelatedness between their attributes (especially internal protective resources), the environment (chronic adversity) and the continuous loop of influence (appraisal) between these three factors. Teachers became skilled in resilience processes because of the chronic adversity they face. Teachers’ self-efficacy beliefs about their adaptive coping extended beyond what they themselves can achieve to what their efforts in teaching may mean to model hope to learners, as their teachers modelled to them, fostering a certain altruistic career anchor. / Thesis (PhD)--University of Pretoria, 2013. / gm2014 / Educational Psychology / unrestricted

Produkter med digitala element utsätts alltmer frekvent för framgångsrika cyberattacker och därmed har EU introducerat Cyber Resilience Act. Förordningen har blivit godkänd och förväntas träda i kraft under 2024, men tillverkningsföretagen behöver inte uppfylla kraven förrän 2027. Det huvudsakliga kravet i förordningen är att tillverkningsföretag inte får ha några kända säkerhetsluckor i produkter med digitala element. Denna studie, Digital säkerhet i tillverkningssektorn, undersöker hur tillverkningsföretag förhåller sig till förordningen samt hur tillverkningsföretag förebygger, identifierar och hanterar säkerhetsluckor i produkter med digitala element. En kvalitativ metod genomfördes där nio respondenter intervjuades. Studien Digital säkerhet i tillverkningssektorn visar att tillverkningsföretagens förhållningssätt gentemot förordningen baseras på mognad och medvetenhet. Penetrationstest, sårbarhetshantering och patchhantering är de främsta metoderna som används för att förebygga, identifiera och hantera säkerhetsluckor. Människans kunskap är viktig för att skapa cyberresiliens, men varierar utifrån hur avancerad tekniken är i företaget och hur mycket mänsklig expertis som finns inom området. / Products with digital elements are increasingly subject to successful cyber attacks and with that the EU has introduced the Cyber Resilience Act. The regulation has been approved and is expected to enter into force in 2024, but the manufacturing companies do not have to meet the requirements until 2027. The main requirement of the regulation is that manufacturing companies must not have any known security gaps in products with digital elements. This study, Digital security in the manufacturing sector, examines how manufacturing companies relate to the regulation and how manufacturing companies prevent, identify and manage security gaps in products with digital elements. A qualitative method was carried out where nine respondents were interviewed. The study Digital security in the manufacturing sector shows that the manufacturing companies' approach to the regulation is primarily based on their maturity and awareness. Penetration testing, vulnerability management, and patch management are the main methods used to prevent, identify and manage security gaps. Human knowledge is important for creating cyber resilience, but varies based on how advanced the technology is in a company and how much human expertise there is within the field.

Master of Science / Department of Psychological Sciences / Clive J. Fullagar / The field of Industrial/Organizational Psychology has begun to incorporate elements from the growing field of Positive Psychology which has been manifest in Positive Organizational Scholarship (POS) and Positive Organizational Behavior (POB). This study examined two POB constructs, Psychological Capital (PsyCap) and Flow in a lab-based virtual-world simulation while utilizing Fredrickson’s (2001) broaden-and-build theory of positive emotions. It was hypothesized that PsyCap would predict flow experiences and that those flow experiences would predict several outcomes, namely performance, affect, and resilience. It was found that individuals higher in Psychological Capital tended to experience more flow in a flow inducing task. During that task, individuals in flow performed better and experienced more positive affect than individuals who experienced lower levels of flow. Additionally, flow in that task was able to predict performance, affect, and resilience in a later, overly challenging task. Implications for these findings are discussed as well as limitations and future directions.

Master of Science / School of Family Studies and Human Services / Melinda Markham / Resiliency in the low-income population includes individual as well as familial and community achievement. In order to break down the barriers of poverty, all three must be interconnected. This report provides a review of the current literature on factors that affect individuals and families to become resilient and what programs are available for support along the way. Circles Manhattan is one program in the Manhattan, Kansas community that rallies around individuals and families in poverty and works to see them through to earning 200% of the Federal Poverty Guidelines. This report also provides an evaluation of the Circles Manhattan Circle Leader training using pre-evaluation, post-evaluation, and weekly evaluation tools. Based on the results of the evaluation, recommendations are made for the future of Circles Manhattan as well as for researchers studying the topic of resiliency and poverty.

The purpose of this dissertation was to explore the experiences of sixteen Sub-Saharan African post-secondary students, and how they were able to succeed in spite of tremendous odds. The study was also designed to investigate ways to enhance educational attainment among recent immigrant students in Canadian schools and universities. The study was dedicated to advancing the understanding of recent immigrant students, from Sub-Saharan Africa, who had faced life challenges and multiple traumas. With a focus on their well-being, the development of this new knowledge will help policymakers and educators to develop strategies to enable culturally, linguistically, and socio-economically diverse students to reach their potential in their new country. The students selected for the study were resilient individuals who were seen as successful. Success stories of immigrant students from Sub-Saharan Africa who had overcome turmoil in their lives were investigated. These were newcomers to Canada who had succeeded against all odds both in Africa and Canada. This study was based on the premise that in a community all individuals may have access to the same resources, but unlike others, some individuals manage to overcome the problems that confront others (Pascale et al., 2010). These individuals are unique in their communities and their outcomes have deviated in a positive way from the norm (Pascale et al., 2010). The practices and insights of sixteen Sub-Saharan African students that had proven to be the key to their resilience and success were described from in-depth interviews. Further understandings were derived from structured narrative analysis. Using a qualitative research approach, this study developed insights into: the factors that hinder or enhance educational attainment and well-being among students; the perceptions of those students and the practices used by those who influence, support and educate them; and understanding of the practices that stimulate interests and contribute positively toward enhancing the education attainment and well-being of Sub-Saharan African students. The factors that enhance educational attainment and well-being among students were investigated through the use of support structures. These identified support structures were parental support, the social support they received from friends and social networks, religious/spiritual support, the support they received from their communities, physical support, financial support, the motivations or inspirations they received from teachers, school/university support, and career support. The findings of this study expand and enrich both local and international literature on issues relating to youth or students who have experienced turmoil in their lives, and some of the factors that contribute to their resilience and well-being. These findings further shed light on the topic of enhancing education attainment and the subject of well-being of ethnic minorities and, in particular, Sub-Saharan African immigrant students who have experienced turmoil in their lives. While this topic has been gaining interest in recent years, the formulation and implementation of strategic educational practices to promote educational attainment and well-being for African or Sub-Saharan African students is in its infancy in Canadian. Hence, the new knowledge and insights presented within this study will help policymakers, support persons, and educators to develop strategies that will enable and encourage such students to thrive and flourish.

The aim of this study was to explore how effectively educators in primary schools in the Thabo Mofutsanyana district (rural QwaQwa area, Free State province) affected by the HIV/AIDS pandemic can be supported to cope more resiliently with the pandemic's challenges, using the Resilient Educators programme (REds). REds has been piloted with urban educators previously, but not with rural educators. In order for me to achieve this aim, I used mixed methods to gather data: qualitative and quantitative data were gathered in the pre- and post-tests (before and after the implementation of REds) to comment on participant empowerment. I interpreted the data to comment on whether and how the REds programme supported educators affected by HIV/AIDS. Previous Reds piloting was done with urban educators. My piloting would explore if and how REds would enable rural educators. To actualise the study, I recruited ten participants (two males and eight females), but only the eight females completed the study. My participants were Sesotho-speaking educators frorn one of the primary schools in the rural area in the Thabo Mofutsanyana district (QwaQwa area) and all were affected by the pandemic. My findings indicated that REds was a meaningful intervention, but that it needs to be improved as regards the following: • Facilitators should take note of the strengths that participants have relating to HIV/AIDS. • Future REds should encourage positive interpersonal relationships. • The entire staff and different stakeholders in the community should be involved in future REds participation. • REds should be an ongoing intervention strategy for supporting infected educators and those otherwise affected by the pandemic. / M.Ed., North-West University, Vaal Triangle Campus, 2010

Streetism is a world-wide, socio-economic problem and vulnerable children continue to migrate to the streets due to personal and contextual reasons. Attempts have been made to prevent streetism however; these interventions tend to ignore the need to recognise and incorporate the views of street children. In other words, current interventions are based on the views of adults (adultist views) working in the field of social work and psychology excepting the views of street children themselves. This is where this study is located. The study sought to explore the views of street children on how streetism can be prevented. This study was a qualitative, phenomenological study in which semi-structured focus group interviews were used as data collection methods. Twenty street children volunteered to participate in this study. All of the children fell into the category of children on the streets who still had connections with their parents and guardians. Their ages ranged between 10 and 16, and were all attending school. The following themes emerged from the data: families should be strengthened to prevent streetism, sound peer support can prevent streetism, schools can be used to prevent streetism, having access to social services can prevent streetism, churches can prevent streetism, a supportive community can prevent streetism and access to government services can prevent streetism. These findings provide insight into how, according to the views of street children, streetism can be prevented. The findings add to theory and have implications for practice. / MEd (Educational Psychology), North-West University, Vaal Triangle Campus, 2014