In South Africa, January 2011 was characterised by above average rainfall which resulted in many provinces being flooded. On the 17th of January 2011, the government of South Africa declared the City of Tshwane a National Disaster Area. It is in the city of Tshwane where a hotel was flooded causing great damage and disruption to the lives of the hotel workers. Given the lack of existing research focusing on the social dimensions of natural disasters, this provided an opportunity to study the social impact of the flood on the community of hotel workers at a Pretoria hotel. Four sub-aims were set for the study, which involved an exploration of the strengths that were exhibited, discovered or developed as a result of the flood; investigating the subjective experiences in relation to the flood; exploring the interactional patterns and relationships of the hotel workers; as well as investigating how the leadership of the hotel impacted on the manner in which the hotel workers dealt with the flood. A qualitative methodology, guided by a social constructivist epistemology was adopted as basis for the study. Data was gathered by means of individual semi-structured interviews, semi-structured questionnaires, and a focus group interview with a number of employees at the hotel. The data was subjected to qualitative content and grounded theoretical analysis. Five main themes emerged from the analysis, which include: Emotional responses, which included negative emotions such as shock, fear, frustration and anger, as well as positive emotions such as happiness and appreciation; a variety of interactional patterns and relationships; increased cohesiveness; enhanced leadership, and the development of group resilience. / MA, Medical Sociology, North-West University, Vaal Triangle Campus, 2012

This phenomenological study explored how physical activity is experienced as a means for resilience as well as the defining characteristics and meaning of that experience. Four participants were interviewed, aged 18 to 21 years; all of which were receiving a university education at the time of the interviews. Physical activity has been connected to various physical, intellectual, psychological, and social benefits during adolescence. The participants in this study described their journeys to achieving wellness despite growing up with adversities collectively deemed as adverse. Interpretative phenomenological analysis (IPA) was the methodology utilized to investigate the data generated through several semi-structured in depth interviews with the participants. The analyzed data formed the overarching theme of self development in the face of adversity, which was evident throughout the three superordinate themes: channeling energy, nurturing relationships, and challenging the self. The participants explained their passages through adolescence amidst adversities to be ones full of ups and downs, but ultimately progress towards their current accomplishments, goals, dreams, and personal growth. The themes are discussed within the context of the current literature and then followed by recommendations for future research, considerations for professionals, and a conclusion including words of wisdom from the participants.

The world of work in South Africa has and is still changing. These changes include the introduction of the Employment Equity Act, Broad Based Black Economic Empowerment and the advancement in technologies. In addition, South Africa is now a globalised country and this means that it is faced with the challenge of keeping up with the trends of doing business and working in line with other globalised countries. The effect of tllis in the teaching environment may be linked to the high demands and changes placed on teachers. They have to increase the standard of education and change old ways of teaching. With these rapid changes and demands teachers may feel that they are not competent enough and have limited resources to achieve what it is expected of them by the Government. Consequently, this causes a feeling of job insecurity amongst teachers, especially when they feel that what the government is demanding of them do not compare to the resources available. Job insecurity has an influence on the individual as well as the organisation. On the individual's side, it results in reduced levels of psychological well-being characterised by incidents such as anxiety, social dysfunction, irritation and strain-related psychosomatic complaints. With regard to the organisation, some individuals psychologically withdraw from the job or the whole organisation when they experience a feeling of job insecurity. In addition, there is an increase in absenteeism. Although a feeling of job insecurity is a reality in thc South African world of work, only limited numbers of programmes are implemented to address the problem. To overcome a feeling of job insecurity, employees need to be resilient. When faced with challenges, stressful events and changes individuals cope and adapt in varied ways and show varying degrees of resilience. Furthermore, there is a lack of research on the relationship between job insecurity, general health and resilience of teachers in South Africa. The objective of this study was to determine whether a relationship exist between job insecurity, general health and resilience. The cross-sectional research design was used with a survey technique to collect data from an available random sample of teachers in the Sedibeng West District. The measuring battery consisted of four questionnaires namely; a Job Insecurity Questionnaire (JIQ), 28-item version of the General Health Questionnaire (GHQ), Resilience Scale (RS) and a Biographical Questionnaire. A positive correlation was obtained between job insecurity and psychological distress, suggesting that increased levels of job insecurity are associated with increased levels of psychological distress. Negative correlations were found between job insecurity and resilience as well as resilience and general health, suggesting that individuals who have high levels of resilience also have low levels on job insecurity and psychological distress respectively. A statistically significant difference was found on job insecurity with regard to cultural groups and the employment contract of teachers. Conclusions were drawn from the findings and recommendations were made for the Department of Education and future research. / The world of work in South Africa has and is still changing. These changes include the introduction of the Employment Equity Act, Broad Based Black Economic Empowerment and the advancement in technologies. In addition, South Africa is now a globalised country and this means that it is faced with the challenge of keeping up with the trends of doing business and working in line with other globalised countries. The effect of this in the teaching environment may be linked to the high demands and changes placed on teachers. They have to increase the standard of education and change old ways of teaching. With these rapid changes and demands teachers may feel that they are not competent enough and have limited resources to achieve what it is expected of them by the Government. Consequently, this causes a feeling of job insecurity amongst teachers, especially when they feel that what the government is demanding of them do not compare to the resources available. Job insecurity has an influence on the individual as well as the organisation. On the individual's side, it results in reduced levels of psychological well-being characterised by incidents such as anxiety, social dysfunction, irritation and strain-related psychosomatic complaints. With regard to the organisation, some individuals psychologically withdraw from the job or the whole organisation when they experience a feeling of job insecurity. In addition, there is an increase in absenteeism. Although a feeling of job insecurity is a reality in the South African world of work, only limited numbers of programmes are implemented to address the problem. To overcome a feeling of job insecurity, employees need to be resilient. When faced with challenges, stressful events and changes individuals cope and adapt in varied ways and show varying degrees of resilience. Furthermore, there is a lack of research on the relationship between job insecurity, general health and resilience of teachers in South Africa. The objective of this study was to determine whether a relationship exist between job insecurity, general health and resilience. The cross-sectional research design was used with a survey technique to collect data from an available random sample of teachers in the Sedibeng West District. The measuring battery consisted of four questionnaires namely; a Job Insecurity Questionnaire (JIQ), 28-item version of the General Health Questionnaire (GHQ), Resilience Scale (RS) and a Biographical Questionnaire. A positive correlation was obtained between job insecurity and psychological distress, suggesting that increased levels of job insecurity are associated with increased levels of psychological distress. Negative correlations were found between job insecurity and resilience as well as resilience and general health, suggesting that individuals who have high levels of resilience also have low levels on job insecurity and psychological distress respectively. A statistically significant difference was found on job insecurity with regard to cultural groups and the employment contract of teachers. Conclusions were drawn from the findings and recommendations were made for the Department of Education and future research. / Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2008.

This empirical research study focuses on the qualities of resilient adolescents in a technical school. The study indicates why some adolescents in a technical school are resilient, while other adolescents in this technical school are not resilient. Thirty resilient and thirty non-resilient adolescents in a technical school were chosen to participate in the empirical study. The empirical study consisted of quantitative research (a questionaire that was completed by the sixty adolescents), and qualitative research (three chosen resilient adolescents took part in an interview). This study is therefore a mixed methods study. The conclusions of the study were supported by the literature. The qualities of the resilient adolescent in a technical school are similar to the qualities of resilient adolescents in other contexts. Resilient adolescents in this technical school were characterized by protective factors and processes that had their roots in the individual, the community, culture and relationships. This study is an explorative study. More rigorous research is needed before this study's findings can be generalised. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

In the landscape of the 21st century, where competition in the financial sector is growing even more intense, the future will belong to those organisations that harness the power and potential of their human capital. It is the one huge reservoir left largely untapped, and those organisations which do this the best will be the business winners of this century. It makes sense then that different ways on how best to utilise and develop human capital for use as leverage in the competitive arena of the workplace should be investigated. Consequently, as an alternative to getting hindered by the swirling negativity and challenges, it was proposed that a positive approach is needed. It is believed that building positive psychological capacities within organisational contexts will be a powerful means of assisting South African organisations and employees to meet their new paradigm challenges. This will aid he successful transformation and augmentation and contribute to a truly ideal "Rainbow Nation" for South Africa. The researcher believes that this can be done by drawing from the positive psychology movement, where specifically selecting and developing certain positive psychological capacities may lead to desirable performance outcomes. The objective of the research was to determine if there was a relationship between positive psychological capacities (hope, optimism, resilience, self-efficacy), psychological empowerment and job performance of employees in a financial organisation. A correlational survey design was used. The study population (n = 155) consisted of call centre employees in a financial environment in Gauteng. The State Hope Scale, Life Orientation Inventory -Revised, Resilience Scale, Self-Efficacy Scale, Measuring Empowerment Questionnaire and a biographical questionnaire were used as measuring instruments. Cronbach alpha coefficients, factor analysis, Pearson product moment correlation coefficients and stepwise multiple regression analysis were used to evaluate the data. It was found that the research group was experiencing above average levels of hope and average/moderate levels of optimism. The study also revealed that high levels of resilience and self-efficacy, as well as above average levels of psychological empowerment were being experienced by the respondents. Correlation analyses reveal a statistical and practically significant positive relationship between hope and job performance. A statistically significant relationship was found between optimism and job performance and self-efficacy and job performance. However, no statistical or practically significant relationship was found to exist between resilience and job performance and between psychological empowerment and job performance. With regards to the relationships between the constructs, correlation analyses yielded a statistical and practically significant relationship between hope and optimism, hope and resilience, hope and self-efficacy, and hope and psychological empowerment. There is also a practical and statistically significant relationship between optimism and resilience; self-efficacy and resilience and between optimism and self-efficacy. However, no practically significant relationship was found between resilience and psychological empowerment and between self-efficacy and psychological empowerment. This study also investigated if the positive psychological capacities of hope, optimism, resilience and self-efficacy and psychological empowerment, could be used to predict job performance. It was found that hope, optimism and self-efficacy can be used to predict job performance. Resilience however was found not to be a predictor of job performance. Finally this study investigated if psychological empowerment could be used to predict job performance and it was found that psychological empowerment was unfortunately found not to be predictor of job performance. Finally, recommendations were made for the organisation under study, as well as for future research purposes. / Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2008

This Thesis explored a range of approaches to study the uncertainty and impacts associated with climate change at the farm scale in Scotland. The research objective was to use a process of uncertainty evaluation and simulation modelling to provide evidence of how primary production components of agriculture in Scotland may change under a future climate. The work used a generic Integrated Modelling Framework to structure the following sequence of investigations: Evaluate a Regional Climate Model‟s hindcast estimates (1960-1990) against observed weather data; Develop bias correction „downscaling factors‟ to be applied to the Regional Climate Model‟s future estimates; Evaluate the impacts of weather data sources (observed and modelled) on estimates made by a cropping systems model (CropSyst); Estimate values for a range of agro-meteorological metrics using observed and estimated downscaled future weather data; Simulate spring barley and winter wheat growth using CropSyst with observed and modelled weather data; Develop CropSyst in order to represent grass growth, evaluate estimates against a set of a priori criteria and determine suitability for use in a whole farm model. Conduct counter-factual assessments of the impacts of climate change and potential adaptation options using a whole farm model (LADSS). The study aimed to use tools on a spectrum of land use modelling complexity: agro-meteorological metrics (simple), CropSyst (intermediate), and the whole-farm integrated model (complex). Such an approach had a path dependency, in that to use the livestock system model component within the whole farm model, CropSyst had to make estimates of an acceptable quality for grass production. CropSyst however failed to meet the a priori evaluation criteria. This, coupled with technical and time constraints in running LADSS, led to the decision not to run the whole farm model. The findings were organised within the concepts of resilience and adaptive capacity. Results gained showed that the HadRM3 Regional Climate Model was capable of making both good and poor estimates of weather variables in the UK, and that downscaling improved the match between hindcast and observed weather data significantly. A sensitivity analysis involving introducing uncertainty from weather data sources within CropSyst showed that care was needed in interpreting estimates of future crop production. The agro-meteorological metrics indicated that whilst growing season length increases, the date of end of field capacity does not. The projected changes in crop production will likely be more positive if crop responses to elevated CO2 are considered. However, there will be additional constraints on crop growth due to increases in duration and magnitude of periods of growth limiting soil water deficits. Without adaptation to crop varieties with slower phenological development, yield decreases are seen in spring barley and winter wheat. The thesis concludes, whilst recognising the caveats and limitations of the methods used and the multiple range of external influencing issues, that the biophysical impacts at the farm scale in Scotland are within the boundaries of resilience, given that achievable adaptation options exist and are undertaken. The dynamics of farm scale management will need to adjust to cope with higher levels of water stress, but opportunities will also arise for greater flexibility in land use mixes. Crop yield can increase due to more favourable growing conditions and cultivar adaptations. These conclusions, when placed within the context of climate change impacts and adaptive cycles at a global scale, indicate that agriculture in Scotland has the potential to cope with the impacts but that substantial changes are required in farming practices.

This research paper forms the first half of this thesis exploring how the introduction of Secondary SEAL (SSEAL) has impacted on pupils’ emotional literacy and resiliency levels (as measured by the NfER Emotional Literacy Questionnaire and the Resiliency Scales For Children and Adolescents – A profile of personal strengths (RSCA) Questionnaire). The aim of Paper 1 is to explore whether the SSEAL programme is associated with relevant pupil skills, to show resilience with a difficult situation; be more in tune with their emotions and the emotions of those around them. The research questions for paper 1 were: Question 1: What are the associations between the introduction of SSEAL into a secondary school and Year 8 pupils' emotional literacy levels? Question 2: What are the associations between the introduction of SSEAL into a secondary school and Year 8 pupils' resilience levels? Question 3: How has the introduction of SEAL had an impact on pupils’ emotional literacy and resiliency levels since the introduction of SEAL into the school? Question 4: To what extent are there any gender differences from students’ responses on the emotional literacy and resiliency questionnaires? This paper adopted a pragmatic epistemological stance and used a mixed methods design, where quantitative data was gathered from teachers and Year 8 pupils using both the NfER Emotional Literacy Questionnaire and the Resiliency Scales for Children and Adolescents: A Profile of Personal Strengths Questionnaire. The quantitative data was triangulated with the semi-­‐structured interviews from Paper 2 to inform the results of research question 3. The sample was derived from three secondary schools in the East Midlands. There were 64 pupils (31 males and 33 females) and three form tutors who completed the questionnaires. The qualitative data was gained from 6 teachers from the three secondary schools in the East Midlands using a semi-­‐structured interview. The results gained from paper 1 found that there was not a significant result for pupils’ emotional literacy scores between 2009 and 2010 for schools X, Y and Z. There was a significant ANOVA result for the teacher’s version of the emotional literacy questionnaire. The results gained from the resiliency scores showed that School Y had a significant result for pupils’ resourcefulness scores and School Z had a significant result for pupils’ vulnerability scores. The ANOVA results showed that there was a significant result for both resourcefulness and vulnerability from the results gained in 2011. The correlational data for school X, Y and Z found an association between pupils’ emotional literacy and resilience scores. The data indicated that males scored lower on the emotional literacy and resiliency questionnaires to females. A significant result was found for male scores on the Vulnerability questionnaire between 2010-­‐2011 and there was a significant difference between males and females on the vulnerability questionnaire. In conclusion, it can be suggested that SEAL had not significantly had an impact on pupils’ emotional literacy, but had impacted on pupils’ resilience scores. Moreover, the qualitative data indicated that SEAL has made pupils more aware of their social and emotional needs and the emotional needs of others. Moreover, the results indicate that staff had become more aware of the social and emotional needs of their pupils. However, it can be concluded that the introduction of SEAL has not necessarily increased pupils’ emotional literacy or resilience and other factors including, the Key Stage Three curriculum and the pastoral system has had an impact on these. From these results, the role of the EP could be to support schools in applying appropriate social and emotional assessment tools and interventions and support staff to recognise a pupil with high/low emotional literacy and resilience and the most appropriate way to support these. The aim of Paper 2 was to focus on the processes involved within a secondary school when introducing SEAL and whether SEAL had an impact on school climate as perceived by school staff. The research questions for this study were: Question 1: How has SEAL been implemented into the school’s curriculum and pastoral system? Question 2: What are staff perceptions of school climate since the introduction of SEAL? Question 3: What are the most effective sources of analysis to explore how effectively SEAL has been introduced into a secondary school (including OFSTED reports, Questionnaires and semi-­‐structured interviews) and its impact on school climate? A pragmatic epistemological approach was adopted for this research study where a mixed design was implemented. Semi-­‐structured interviews were carried out with six teachers, (two members of staff from the three secondary schools). A school climate questionnaire (OCDQ-­‐RM) was administered to 42 teaching staff. The results from both the semi-­‐structured interviews and the OCDQ-­‐RM questionnaire were triangulated. A thematic analysis was completed on the semi-­‐structured interviews adopting Braun & Clarke’s (2003) model. The results indicate that the three schools implemented SEAL into their curriculum quite differently. School X implemented SEAL into all subjects using their curriculum competencies; School Y introduced SEAL into their creative arts curriculum and School Z introduced it into their Humanities and English curriculum. Each school introduced SEAL into their pastoral system in different ways – School X had an activity week, which involved the local community and completed CASE during tutor times and had SEAL-­‐type themes in assemblies. School Y explicitly taught two of the SEAL units per term through the PSHE curriculum, and during tutor time and as part of the assemblies the students engaged in ‘Thought of the week’. Students were involved in an activity day about ‘Being Healthy’. The school had training staff to use Circle of Friends with students. School Z used SEAL type themes as part of their Global-­‐Eye and Thinking Through Schools Programme, which were delivered during assemblies and in tutor time. The school had also trained Teaching Assistants to use the Circle of Friends programme with pupils. The results gained from the OCDQ-­‐RM indicate that school Z had a closed climate, school X had an engaged climate and school Y had an open climate. The conclusions from this study suggest that SEAL had not improved school climate (as perceived by school staff) although it had made staff more aware of what school climate is and had improved relationships between students and staff. Finally, the role of the educational psychologist is important when supporting a school when implementing a whole school social and emotional learning programme and when staff perceive the school climate as being Closed or Disengaged.

Climate change forecasts tell of significant challenges ahead for agrifood systems at all scales, from global to highly local. Farmers are often at the forefront of these challenges. How farmers perceive climate related risks, and the actions they take to protect or adapt their lives and livelihoods are therefore a critical area of inquiry. The purpose of this dissertation is to describe how farmers in Vermont, in the Northeastern U.S., think about climate change, and how their experiences and perceptions influence engagement with adaptation or mitigation activities. To this end, my research questions included: (1) what are farmers already doing to address climate impacts on their farms? (2) Do farmers perceive climate change to be a risk, and if so what are they doing to address it? (3) Are farmers and agricultural technical service providers in agreement about the current performance of climate change adaptation strategies? (4) Can a qualitative typology of farmers describe the degree to which they are resilient in the face of climate change? I conducted this research in the context of a larger, collaborative effort called the Vermont Agricultural Resilience in a Changing Climate Initiative (VAR), based at the University of Vermont. VAR served as an umbrella for transdisciplinary, participatory action research activities that capitalized on a diversity of perspectives and expertise, including the embedded knowledge of farmers and agricultural technical service providers. The VAR team as a whole and in sub-teams utilized a selection of research approaches including preliminary research activities that contributed to the development of research questions addressed in this dissertation, and primary research approaches used to answer those questions. This dissertation report consists of the following chapters: Chapters 1-2 present and introduction and background information related to climate change and agriculture, including a review of national, regional and site conditions as well as an overview of research purpose, approaches, methods, and theoretical frameworks applicable to the exploration of the questions and interpretation of findings. Chapters 3-6 address the following topics: (1) a case study in transdisciplinary participatory action research applied to climate change and agriculture in Vermont, (2) an analysis of farmer perceptions of climate related risk and associated on-farm adaptation strategies, (3) a report of farmer perceptions of climate change and comparison of farmer and technical service provider evaluations of potential climate change best management practices, and (4) a qualitative typology of farmer resilience. This research is some of the first to address these topics from the perspective of farmers in the Northeastern U.S. Through these chapters, an important story is told about role that climate change plays in farm management today. The broader application of these findings is in the design of thoughtful programming and policies that support agrifood system resilience. I argue that social programs and policies that address agriculture and climate change should be informed by the experiences of farmers. When we weave together the knowledge of agricultural practitioners and our best scientific knowledge, we can better prepare for the changes in agrifood systems that a changing climate will require of us.

The term "governance" encompasses both governmental and nongovernmental participation in collective choice and action. Law dictates the structure, boundaries, rules, and processes within which governmental action takes place, and in doing so becomes one of the focal points for analysis of barriers to adaptation as the effects of climate change are felt. Adaptive governance must therefore contemplate a level of flexibility and evolution in governmental action beyond that currently found in the heavily administrative governments of many democracies. Nevertheless, over time, law itself has proven highly adaptive in western systems of government, evolving to address and even facilitate the emergence of new social norms (such as the rights of women and minorities) or to provide remedies for emerging problems (such as pollution). Thus, there is no question that law can adapt, evolve, and be reformed to make room for adaptive governance. In doing this, not only may barriers be removed, but law may be adjusted to facilitate adaptive governance and to aid in institutionalizing new and emerging approaches to governance. The key is to do so in a way that also enhances legitimacy, accountability, and justice, or else such reforms will never be adopted by democratic societies, or if adopted, will destabilize those societies. By identifying those aspects of the frameworks for adaptive governance reviewed in the introduction to this special feature relevant to the legal system, we present guidelines for evaluating the role of law in environmental governance to identify the ways in which law can be used, adapted, and reformed to facilitate adaptive governance and to do so in a way that enhances the legitimacy of governmental action.

This thesis provides a critical review of the Transition movement, a grassroots response to peak oil and climate change, co-founded by this author. It focuses on two key aspects of the Transition approach, resilience and economic relocalisation, with the aim of analysing whether and how they can be implemented in a locality based on the Transition approach, and assessing what socio-economic and community-related structures would be necessary to implement such a process. The focus of the research is Totnes, Devon, which because of its status as the UK’s first Transition initiative and the longer history of various initiatives to promote local resilience, offers a valuable case study of attempts to practically implement resilience and localisation. A variety of research methods were employed, including surveys, focus groups, oral history and in-depth interviews, as well less conventional public participation methods such as Open Space and World Café. The first major finding was that Transition Town Totnes (TTT) has become a significant organisation in the town, with a high level of popular support. It was also found that the obstacles to resilience and relocalisation lie not, as was hypothesised, in a lack of skills or an absence of community cohesion, but in issues of governance and the need for increased social entrepreneurship. It was found that what researchers call the ‘Value Action Gap’ (i.e. the gap between people’s declared sympathies and intentions and their actions) exists in Totnes as much as anywhere else, but that some of TTT’s projects, such as ‘Transition Together’, are working imaginatively to overcome this and to reduce emissions. From this evidence is it concluded that Transition’s approach towards relocalisation and reducing carbon emissions can be argued to be effective in, generating engagement and initiating new enterprises. Like other ‘green’ initiatives, it struggles to engage those from more disadvantaged backgrounds, but some of its initiatives are showing promise for overcoming this. Its primary contribution is in suggesting a redefining of resilience, not as a state of preparedness for disaster, but as a desired characteristic of a sustainable society. A more resilient community, it is argued, would be one more in control of its food and energy production, as well as being one that enables inward financial investment. It also argues that the government focus on ‘localism’, the devolving of political power to the local level, ought to be expanded to include ‘localisation’, the strengthening of local production to meet local needs, a shift which would financially benefit local communities. It argues that the key challenge for Transition initiatives such as TTT is going to be scaling up from being ‘niche’ organisations to become economically viable organisations with a broad appeal and engagement, and also articulates the need for ‘Resilience Indicators’ which would allow communities to measure the degree to which their levels of resilience are increasing.