Pregnancy can be a very difficult time of transition for some women as they have to adapt, change and prepare for the role and responsibility that awaits them after their baby is born. This is especially challenging for first-time mothers as they experience higher levels of anxiety and uncertainty than more experienced mothers. From a fortogenic perspective, pregnancy can be viewed as a developmental opportunity for maturation and growth. With high levels of psychological well-being the new mother will be able achieve optimal functioning by being a sensitive and responsive and confident in her abilities to care for her new-born baby. There is substantial evidence to show that spirituality is strongly associated with psychological well-being, but the lived experiences of first-time mothers have not yet been explored. Therefore this study aims to explore a group of first-time mothers‟ experiences of meaningfulness during their third trimester of pregnancy by focusing on their spirituality. Qualitative research and a phenomenological design were used to gain in-depth understanding of the experiences of first-time mothers. The Mmogo-Method® and reflective journals were used as data-gathering techniques and visual and textual data were captured. The data were analysed by using thematic analysis (textual) and comparing the symbolic values (visual) with the research question. This group of first-time mothers expressed a very personal and intimate relationship with a Divine reality that they rely on and from it they derive a sense of meaningfulness. This sense of meaning stems from their belief that the Divine reality is the giver of life; they were given a responsibility to carry new life. Unconditional trust in the Divine reality makes them willing to surrender control of their lives and accept the responsibility they were given. They find meaning, which potentially has implications for higher levels of psychological well-being. The findings of this research provide the basis for developing interventions for mothers-to-be to make sense of their pregnancy by relying on their pre-existing spiritual frameworks. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

Pregnancy can be a very difficult time of transition for some women as they have to adapt, change and prepare for the role and responsibility that awaits them after their baby is born. This is especially challenging for first-time mothers as they experience higher levels of anxiety and uncertainty than more experienced mothers. From a fortogenic perspective, pregnancy can be viewed as a developmental opportunity for maturation and growth. With high levels of psychological well-being the new mother will be able achieve optimal functioning by being a sensitive and responsive and confident in her abilities to care for her new-born baby. There is substantial evidence to show that spirituality is strongly associated with psychological well-being, but the lived experiences of first-time mothers have not yet been explored. Therefore this study aims to explore a group of first-time mothers‟ experiences of meaningfulness during their third trimester of pregnancy by focusing on their spirituality. Qualitative research and a phenomenological design were used to gain in-depth understanding of the experiences of first-time mothers. The Mmogo-Method® and reflective journals were used as data-gathering techniques and visual and textual data were captured. The data were analysed by using thematic analysis (textual) and comparing the symbolic values (visual) with the research question. This group of first-time mothers expressed a very personal and intimate relationship with a Divine reality that they rely on and from it they derive a sense of meaningfulness. This sense of meaning stems from their belief that the Divine reality is the giver of life; they were given a responsibility to carry new life. Unconditional trust in the Divine reality makes them willing to surrender control of their lives and accept the responsibility they were given. They find meaning, which potentially has implications for higher levels of psychological well-being. The findings of this research provide the basis for developing interventions for mothers-to-be to make sense of their pregnancy by relying on their pre-existing spiritual frameworks. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

The health and wellbeing of pregnant women are considered to be an international priority by the World Health Organization (WHO). Even though pregnant women constitute a large part of the population globally and in South Africa, there is a lack of research regarding their psychological wellbeing. It is known that a psychologically well-functioning pregnant woman has the capacity to attach to her baby and to be an effective parent. The WHO places emphasis on the health of pregnant women not only because they are crucial to the survival and reproduction of humanity, but also because they are more vulnerable during pregnancy and need extra support. Pregnancy is associated with many physical and psychological changes and has a major impact on a woman’s life. Although there are challenges associated with pregnancy, it can also be a special experience of psychological and personal growth. Most previous studies have focused on the medical, biological, and pathological aspects of pregnancy. Although this research is important, it is crucial that psychological well-being during pregnancy is investigated in order to find ways to proactively strengthen it. Research showed that women whose psychological well-being is lacking are vulnerable and prone to developing mental disorders. A pregnant woman who is psychologically well is better equipped to form a healthy attachment with her baby, cope with her newfound parenthood, and is less likely to develop pregnancy-related mental illness. It is clear that the presence of meaningfulness in life leads to enhanced psychological well-being. This study is conducted from a psychofortological perspective and focuses on exploring and gaining a deeper understanding of first-time pregnant women’s experiences of meaningfulness during their pregnancy. A qualitative, phenomenological approach was used to gain a deep understanding of the women’s experience of meaningfulness. Reflexive journals and the Mmogo-method® were used to gather data. After a thematic analysis was done on the visual (the presentations and participant’s explanations thereof) and textual (reflexive journals) data a deeper understanding was gained of the participants’ experiences of meaningfulness during pregnancy. According to the data spirituality and relationships contributed most to their experience of meaningfulness during pregnancy. This study focused only on how meaningfulness was found in the participant’s various relationships during their pregnancy. The main relationships that were identified were with their husband, their unborn baby, and with their parents. A rich description of these relationships helped to deepen our understanding of the first-time pregnant women’s experience of meaningfulness. The findings from this study make a valuable contribution to the improved understanding of the concept meaningfulness in the specific life domain of relationships and in the context of pregnancy. This confirmed the structure of the Meaning Model of Wissing and Delle Fave (2014) and deepened our understanding of the ‘meaningfulness in life’ category. This understanding is valuable as it can be used proactively to develop programmes to enhance pregnant women’s psychological well-being. No previous research in this regard in the South African context specifically could be found. Literature indicated that there is a lack of research to better our understanding of meaningfulness in different life domains and contexts, especially from a psychofortological perspective. This study’s contribution is significant as it not only deepens our understanding of meaningfulness experienced during pregnancy and the role relationships play, but also because it can make a valuable contribution to informing, developing, and implementing intervention programmes to proactively enhance the psychological well-being of pregnant women in South Africa. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2015

The health and wellbeing of pregnant women are considered to be an international priority by the World Health Organization (WHO). Even though pregnant women constitute a large part of the population globally and in South Africa, there is a lack of research regarding their psychological wellbeing. It is known that a psychologically well-functioning pregnant woman has the capacity to attach to her baby and to be an effective parent. The WHO places emphasis on the health of pregnant women not only because they are crucial to the survival and reproduction of humanity, but also because they are more vulnerable during pregnancy and need extra support. Pregnancy is associated with many physical and psychological changes and has a major impact on a woman’s life. Although there are challenges associated with pregnancy, it can also be a special experience of psychological and personal growth. Most previous studies have focused on the medical, biological, and pathological aspects of pregnancy. Although this research is important, it is crucial that psychological well-being during pregnancy is investigated in order to find ways to proactively strengthen it. Research showed that women whose psychological well-being is lacking are vulnerable and prone to developing mental disorders. A pregnant woman who is psychologically well is better equipped to form a healthy attachment with her baby, cope with her newfound parenthood, and is less likely to develop pregnancy-related mental illness. It is clear that the presence of meaningfulness in life leads to enhanced psychological well-being. This study is conducted from a psychofortological perspective and focuses on exploring and gaining a deeper understanding of first-time pregnant women’s experiences of meaningfulness during their pregnancy. A qualitative, phenomenological approach was used to gain a deep understanding of the women’s experience of meaningfulness. Reflexive journals and the Mmogo-method® were used to gather data. After a thematic analysis was done on the visual (the presentations and participant’s explanations thereof) and textual (reflexive journals) data a deeper understanding was gained of the participants’ experiences of meaningfulness during pregnancy. According to the data spirituality and relationships contributed most to their experience of meaningfulness during pregnancy. This study focused only on how meaningfulness was found in the participant’s various relationships during their pregnancy. The main relationships that were identified were with their husband, their unborn baby, and with their parents. A rich description of these relationships helped to deepen our understanding of the first-time pregnant women’s experience of meaningfulness. The findings from this study make a valuable contribution to the improved understanding of the concept meaningfulness in the specific life domain of relationships and in the context of pregnancy. This confirmed the structure of the Meaning Model of Wissing and Delle Fave (2014) and deepened our understanding of the ‘meaningfulness in life’ category. This understanding is valuable as it can be used proactively to develop programmes to enhance pregnant women’s psychological well-being. No previous research in this regard in the South African context specifically could be found. Literature indicated that there is a lack of research to better our understanding of meaningfulness in different life domains and contexts, especially from a psychofortological perspective. This study’s contribution is significant as it not only deepens our understanding of meaningfulness experienced during pregnancy and the role relationships play, but also because it can make a valuable contribution to informing, developing, and implementing intervention programmes to proactively enhance the psychological well-being of pregnant women in South Africa. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2015

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

On the Potchefstroom Campus of the North–West University, where the predominant language of instruction is Afrikaans, non–Afrikaans speaking students are accommodated due to the use of interpreting services. Educational interpreting implies in–class simultaneous interpreting of Afrikaans lectures into English by trained under– and postgraduate students. The aim of this research was to determine the impact of the Tomatis Method, a method of sound stimulation, on educational interpreters and explore their experience of the Tomatis programme. The research set out to answer the following questions: (i) Will attendance of a Tomatis programme impact educational interpreters by: improving interpreting performance; enhancing attention, concentration and personality functioning; reducing negative mood states; and enhancing the positive mood state vigour? (ii) What will participants report about their experience during and after the Tomatis programme? To study the TM’s effects on participants, quantitative and qualitative data were combined using a mixed methods triangulation design. After obtaining informed consent, participants were randomly assigned to an experimental (n = 9) and control group (n = 9). Participants comprised of nine male and nine female, under– and postgraduate students between the ages of 19 and 36. The experimental group attended 60 half–hour sessions, during which they listened to gradually filtered music, followed by a two–month break for integration of the sound stimuli and, finally, another 60 half–hour sessions of audio–vocal training. A panel of interpreting experts and a speech therapist evaluated both groups’ interpreting performance (IPE) pre– and post–program. Both groups also completed assessments on personality (NEO PI–R) and concentration and memory (WAIS III) pre– and post programme, while the experimental participants additionally completed the Profile of Mood States (POMS) pre–, in– and postprogramme. Three focus group discussions during the course of the Tomatis programme enabled participants to verbalize their experiences of the programme and how it impacted their interpreting process. Despite a bias in favour of the control group during the interpreting performance postassessment, findings suggested that interpreters benefited from the Tomatis programme in several areas of interpreting and in regards to personal experiences. Regarding interpreting performance, a significant improvement concerning Interpreting Technique occurred in favour of the experimental group. This advance can be explained by participants’ qualitative responses regarding improved interpreting efficiency, speech production and listening skills. Experimental participants’ decreased Fatigue–Inertia; increased Extraversion, Activity and Vigour; and experiences of enhanced relaxation possibly contributed to improved interpreting performance. Moreover, the experimental group’s positive feedback about the enriching effect of the Tomatis programme on their personal lives strengthened the value of the TM for individual growth and psychological well–being. The control group showed some enhancement in aspects of interpreting and sub–domains of personality, but only managed to outperform the experimental group on one subscale, namely Feelings, a facet of the domain Openness of the NEO–PI(R). Thus, it appears that the Tomatis programme had a significantly positive impact on interpreters’ performance and that their experience of the interpreting process was enhanced during and after the programme. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

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

On the Potchefstroom Campus of the North–West University, where the predominant language of instruction is Afrikaans, non–Afrikaans speaking students are accommodated due to the use of interpreting services. Educational interpreting implies in–class simultaneous interpreting of Afrikaans lectures into English by trained under– and postgraduate students. The aim of this research was to determine the impact of the Tomatis Method, a method of sound stimulation, on educational interpreters and explore their experience of the Tomatis programme. The research set out to answer the following questions: (i) Will attendance of a Tomatis programme impact educational interpreters by: improving interpreting performance; enhancing attention, concentration and personality functioning; reducing negative mood states; and enhancing the positive mood state vigour? (ii) What will participants report about their experience during and after the Tomatis programme? To study the TM’s effects on participants, quantitative and qualitative data were combined using a mixed methods triangulation design. After obtaining informed consent, participants were randomly assigned to an experimental (n = 9) and control group (n = 9). Participants comprised of nine male and nine female, under– and postgraduate students between the ages of 19 and 36. The experimental group attended 60 half–hour sessions, during which they listened to gradually filtered music, followed by a two–month break for integration of the sound stimuli and, finally, another 60 half–hour sessions of audio–vocal training. A panel of interpreting experts and a speech therapist evaluated both groups’ interpreting performance (IPE) pre– and post–program. Both groups also completed assessments on personality (NEO PI–R) and concentration and memory (WAIS III) pre– and post programme, while the experimental participants additionally completed the Profile of Mood States (POMS) pre–, in– and postprogramme. Three focus group discussions during the course of the Tomatis programme enabled participants to verbalize their experiences of the programme and how it impacted their interpreting process. Despite a bias in favour of the control group during the interpreting performance postassessment, findings suggested that interpreters benefited from the Tomatis programme in several areas of interpreting and in regards to personal experiences. Regarding interpreting performance, a significant improvement concerning Interpreting Technique occurred in favour of the experimental group. This advance can be explained by participants’ qualitative responses regarding improved interpreting efficiency, speech production and listening skills. Experimental participants’ decreased Fatigue–Inertia; increased Extraversion, Activity and Vigour; and experiences of enhanced relaxation possibly contributed to improved interpreting performance. Moreover, the experimental group’s positive feedback about the enriching effect of the Tomatis programme on their personal lives strengthened the value of the TM for individual growth and psychological well–being. The control group showed some enhancement in aspects of interpreting and sub–domains of personality, but only managed to outperform the experimental group on one subscale, namely Feelings, a facet of the domain Openness of the NEO–PI(R). Thus, it appears that the Tomatis programme had a significantly positive impact on interpreters’ performance and that their experience of the interpreting process was enhanced during and after the programme. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

The relationship between emotional intelligence (EI) and psychological well–being has been empirically and theoretically elaborated. This suggests that highly emotional intelligent individuals are likely to experience higher psychological well–being if compared to individuals with lower EI (Gallagher & Vella–Brodrick, 2008; Mikolajczak, Nelis, Hansenne, & Quoidbach, 2008; Mavroveli, Petrides, Rieffe, & Baker,2007; Schutte, Malouff, Thorsteinsson, Bhullar, & Rooke, 2007; Zeidner, Matthews, & Roberts, 2009). On the other hand, the role of gender has been found to be influential as well as contradictory in both EI and psychological well–being. Gender has been shown to differentially influence both emotional intelligence and psychological well–being (Castro–Schilo & Kee, 2010; McIntryre, 2010; Schutte, Malouf, Simunek, McKenly & Holland, 2002;Thomsen, Mehlesen, Viidik, Sommerlund & Zachariae, 2005). Therefore, the aim of this study was to explore the role of gender as moderator in the relationship between emotional intelligence and aspects of psychological well–being (positive affect, negative affect and satisfaction with life). EI was measured with the Emotional Intelligence Scale (Schutte et al., 1998) while psychological well–being was measured with the Satisfaction With Life Scale (Diener, Emmons, Larsen & Griffen (1985) and the Affectometer 2 (Kamman & Flett, 1983). A cross–sectional survey design based on the study by Williams, Wissing, Rothmann and Temane (2009) was implemented after informed consent had been obtained. A sample of 459 participants consisting of both males (n= 59.5%) and females (n=32.9%) with an average age between 25 to 44 years. A 2–step hierarchical regression analysis was conducted to determine, in the first place, the influence of EI on psychological well–being, followed by the interaction between gender and EI. The findings indicate that gender moderated only the relationship between EI and negative affect. The influence of EI on the two dependent variables, namely positive affect and satisfaction with life, was not moderated by gender. The conclusion is thus made that gender’s role as a moderator between EI and psychological well–being is evaluated only between EI’s ability to reduce the perception and experience of negative components on one’s life. Limitations of the study include the use of a cross–sectional design that lacks continuous monitoring of variables across time. The use of self–report measures indicating only subjective self–report by the participants themselves without other triangulating or collateral information is another limitation. As well as the lack of control for other moderator variables such as age, urban–rural context, and educational attainment that may play a role, but have not been taken into account. Future research can investigate other possible predicting variables (e.g. interpersonal relationships, social skills, coping and social support) on gender as moderator. These predicting variables can possibly explain additional variance in psychological well–being. The outcomes of the moderating role of gender in the relationship between EI and psychological well–being can be investigated by means of alternative measures that would explore the different levels of functioning along the mental health continuum for males and females alike. / Thesis (M.Sc. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.

The relationship between emotional intelligence (EI) and psychological well–being has been empirically and theoretically elaborated. This suggests that highly emotional intelligent individuals are likely to experience higher psychological well–being if compared to individuals with lower EI (Gallagher & Vella–Brodrick, 2008; Mikolajczak, Nelis, Hansenne, & Quoidbach, 2008; Mavroveli, Petrides, Rieffe, & Baker,2007; Schutte, Malouff, Thorsteinsson, Bhullar, & Rooke, 2007; Zeidner, Matthews, & Roberts, 2009). On the other hand, the role of gender has been found to be influential as well as contradictory in both EI and psychological well–being. Gender has been shown to differentially influence both emotional intelligence and psychological well–being (Castro–Schilo & Kee, 2010; McIntryre, 2010; Schutte, Malouf, Simunek, McKenly & Holland, 2002;Thomsen, Mehlesen, Viidik, Sommerlund & Zachariae, 2005). Therefore, the aim of this study was to explore the role of gender as moderator in the relationship between emotional intelligence and aspects of psychological well–being (positive affect, negative affect and satisfaction with life). EI was measured with the Emotional Intelligence Scale (Schutte et al., 1998) while psychological well–being was measured with the Satisfaction With Life Scale (Diener, Emmons, Larsen & Griffen (1985) and the Affectometer 2 (Kamman & Flett, 1983). A cross–sectional survey design based on the study by Williams, Wissing, Rothmann and Temane (2009) was implemented after informed consent had been obtained. A sample of 459 participants consisting of both males (n= 59.5%) and females (n=32.9%) with an average age between 25 to 44 years. A 2–step hierarchical regression analysis was conducted to determine, in the first place, the influence of EI on psychological well–being, followed by the interaction between gender and EI. The findings indicate that gender moderated only the relationship between EI and negative affect. The influence of EI on the two dependent variables, namely positive affect and satisfaction with life, was not moderated by gender. The conclusion is thus made that gender’s role as a moderator between EI and psychological well–being is evaluated only between EI’s ability to reduce the perception and experience of negative components on one’s life. Limitations of the study include the use of a cross–sectional design that lacks continuous monitoring of variables across time. The use of self–report measures indicating only subjective self–report by the participants themselves without other triangulating or collateral information is another limitation. As well as the lack of control for other moderator variables such as age, urban–rural context, and educational attainment that may play a role, but have not been taken into account. Future research can investigate other possible predicting variables (e.g. interpersonal relationships, social skills, coping and social support) on gender as moderator. These predicting variables can possibly explain additional variance in psychological well–being. The outcomes of the moderating role of gender in the relationship between EI and psychological well–being can be investigated by means of alternative measures that would explore the different levels of functioning along the mental health continuum for males and females alike. / Thesis (M.Sc. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.