The teaching profession is widely regarded as being very stressful (Klassen, Usher & Bong, 2010; Otero, Castro, Santiago & Villardefrancosl, 2010). South African teachers, especially Black teachers working in previously disadvantaged areas, have to cope with serious stressors such as overcrowded classrooms and limited resources on a daily basis (Ngidi & Sibaya, 2002; Moloi, 2010). Occupational stress of this nature is known to have significant negative implications for well-being, and chronic stress has been linked to mood and anxiety disorders, and other forms of psychopathology (Bellingrath, Weigl & Kudielka, 2009; Brock & Buckley, 2012; Mundai, 2010). However, psychological buffers could enable individuals to sustain normal development and even experience well-being, despite the presence of long-term stress (Friborg, Hjemdal, Rosenvinge & Martinussen, 2003; Ryff & Singer, 2003). Noted among these so-called protective factors, the process of self-regulation has been found to be predictive of positive outcomes with regard to physiological and psychological well-being (Hofer, Busch & Kärtner, 2011; Peterson & Seligman, 2004). Self-regulation has, however, been found to represent a resource susceptible to depletion with repeated use, and there have been contradictory reports regarding the long-term sustainability of self-regulation capacity (Converse & DeShon, 2009; Ryan & Deci, 2008). No longitudinal studies could be found that explore the natural progression of self-regulation in a highly stressful context, and how changes in self-regulation are associated with changes in stress and well-being levels. This thesis consists of three sub-studies that are reported in three manuscripts. In the first of these sub-studies the levels of occupational stress and mental well-being in a cohort of Black South African teachers were investigated, including how these two variables are related to each other. The second sub-study aimed firstly to investigate the association between self-regulation and Black South African teachers’ self-reported levels of mental well-being. Secondly, it aimed to determine the role of the sub-constructs of the self-regulation process in the teachers’ selfreported levels of mental well-being. The aim of the third article was also two-fold. It first aimed to determine the natural progression of self-regulation within a highly stressful work context over a period of three years. It then aimed to determine how long-term changes in the selfregulation of individuals finding themselves in high-stress working conditions are associated with changes in their self-reported levels of stress and mental well-being. Black South African teachers (N=200, 101 men, 99 women) of ages ranging from 25 to 65 years from the North-West province of South Africa participated in the baseline phase of the SABPA project in 2008. Of the original 200 participants, a total of 173 teachers (88 men, 85 women) took part in data collection for the follow-up study in 2011. Data were collected by making use of quantitative measures (Teacher Stress Inventory (Boyle, Borg, Falzon & Baglion, 1995); General Health Questionnaire-28 (Goldberg & Hillier, 1979); Mental Health Continuum-Short Form (Keyes, 2006); Short Self-Regulation Questionnaire (Carey, Neal & Collins, 2004)) that have been validated for use in the South African context. The findings indicate that this group of teachers experienced high levels of stress, and symptoms indicative of mental illness to an extent that warrants psychiatric intervention. However, participants also reported higher than expected levels of mental health. The findings further indicated that self-regulation contributed positively to the participants’ mental health levels. The longitudinal findings also indicated improvements in this group of teachers’ selfregulation levels over time, and that these long-term changes in self-regulation were positively associated with changes in participants’ mental health. Recommendations for future investigations on the role of self-regulation in well-being that flowed from this research include extending research to other cultural groups and general populations; use of multiple or mixedmethod approaches to provide more insight into the participants’ short- and long-term experience of their working environment, their levels of stress and well-being and their self-regulation levels; investigating the psychological perspective on stress and exploring the concept of optimal self-regulation and the maintenance thereof. The study provided a holistic insight into the importance of self-regulation as protective factor in a highly stressed context, especially with regards to the promotion of mental well-being on a short term and long term basis. / PhD (Psychology), North-West University, Potchefstroom Campus, 2014

Currently the entire South African industry of Environmental Control Officers (ECOs) is unregulated, yet ECOs have the important task of checking and verifying compliance to environmental regulatory and performance requirements. According to international best practice principles for Environmental Impact Assessment (EIA), the process should be made credible through independent checks and verification (IAIA, 1999:3). According to the Environmental Impact Assessment Management Strategy Subtheme 5, quality assurance can only be attained when practitioners fulfil competence and ethical practice criteria. In this document the South African Department of Environmental Affairs (SADEA) also noted that there is currently no home for ECOs, yet this is where effective monitoring and enforcement could significantly improve environmental outcomes. The central objective of this dissertation was to investigate the need for regulation of the South African ECO industry. Data obtained from the questionnaires indicated that 100% of respondents were in agreement that there is a need for regulation of the South African ECO industry. One of the key motivational factors identified by respondents was quality assurance, which is important, as the environmental legislative regime changes constantly. Various other factors were identified other than quality assurance and were labelled “drivers”. These include establishment of minimum standards in respect of qualifications and/or experience (core competencies), establishment of a professional code of conduct and ethics that enhances accountability and professionalism, skills improvement through continual professional development (CPD), enhancement of credibility, independence of practitioners, enhancement of skills for capacity building, protection of clients against substandard work and overall lack of professionalism, and finally creation of a source of information support and interaction. It was important to determine what drives the regulation of an industry, in order to establish whether the South African ECO industry has similar drivers justifying regulation. The establishment of qualification and competency requirements was an important objective of this research, as a set of these requirements is an essential toolkit for operating ECOs and key stakeholders of the industry. Various registration and competence requirements for ECOs were identified from the literature review and responses to the questionnaires and interviews. With this research the author also intended to establish which current accreditation bodies could be considered for registration of ECOs and regulation of the South African ECO industry. The dissertation concludes by emphasising the importance of regulating the South African ECO industry, as this will ensure that compliance monitoring takes place effectively. / M Environmental Management, North-West University, Potchefstroom Campus, 2014

The teaching profession is widely regarded as being very stressful (Klassen, Usher & Bong, 2010; Otero, Castro, Santiago & Villardefrancosl, 2010). South African teachers, especially Black teachers working in previously disadvantaged areas, have to cope with serious stressors such as overcrowded classrooms and limited resources on a daily basis (Ngidi & Sibaya, 2002; Moloi, 2010). Occupational stress of this nature is known to have significant negative implications for well-being, and chronic stress has been linked to mood and anxiety disorders, and other forms of psychopathology (Bellingrath, Weigl & Kudielka, 2009; Brock & Buckley, 2012; Mundai, 2010). However, psychological buffers could enable individuals to sustain normal development and even experience well-being, despite the presence of long-term stress (Friborg, Hjemdal, Rosenvinge & Martinussen, 2003; Ryff & Singer, 2003). Noted among these so-called protective factors, the process of self-regulation has been found to be predictive of positive outcomes with regard to physiological and psychological well-being (Hofer, Busch & Kärtner, 2011; Peterson & Seligman, 2004). Self-regulation has, however, been found to represent a resource susceptible to depletion with repeated use, and there have been contradictory reports regarding the long-term sustainability of self-regulation capacity (Converse & DeShon, 2009; Ryan & Deci, 2008). No longitudinal studies could be found that explore the natural progression of self-regulation in a highly stressful context, and how changes in self-regulation are associated with changes in stress and well-being levels. This thesis consists of three sub-studies that are reported in three manuscripts. In the first of these sub-studies the levels of occupational stress and mental well-being in a cohort of Black South African teachers were investigated, including how these two variables are related to each other. The second sub-study aimed firstly to investigate the association between self-regulation and Black South African teachers’ self-reported levels of mental well-being. Secondly, it aimed to determine the role of the sub-constructs of the self-regulation process in the teachers’ selfreported levels of mental well-being. The aim of the third article was also two-fold. It first aimed to determine the natural progression of self-regulation within a highly stressful work context over a period of three years. It then aimed to determine how long-term changes in the selfregulation of individuals finding themselves in high-stress working conditions are associated with changes in their self-reported levels of stress and mental well-being. Black South African teachers (N=200, 101 men, 99 women) of ages ranging from 25 to 65 years from the North-West province of South Africa participated in the baseline phase of the SABPA project in 2008. Of the original 200 participants, a total of 173 teachers (88 men, 85 women) took part in data collection for the follow-up study in 2011. Data were collected by making use of quantitative measures (Teacher Stress Inventory (Boyle, Borg, Falzon & Baglion, 1995); General Health Questionnaire-28 (Goldberg & Hillier, 1979); Mental Health Continuum-Short Form (Keyes, 2006); Short Self-Regulation Questionnaire (Carey, Neal & Collins, 2004)) that have been validated for use in the South African context. The findings indicate that this group of teachers experienced high levels of stress, and symptoms indicative of mental illness to an extent that warrants psychiatric intervention. However, participants also reported higher than expected levels of mental health. The findings further indicated that self-regulation contributed positively to the participants’ mental health levels. The longitudinal findings also indicated improvements in this group of teachers’ selfregulation levels over time, and that these long-term changes in self-regulation were positively associated with changes in participants’ mental health. Recommendations for future investigations on the role of self-regulation in well-being that flowed from this research include extending research to other cultural groups and general populations; use of multiple or mixedmethod approaches to provide more insight into the participants’ short- and long-term experience of their working environment, their levels of stress and well-being and their self-regulation levels; investigating the psychological perspective on stress and exploring the concept of optimal self-regulation and the maintenance thereof. The study provided a holistic insight into the importance of self-regulation as protective factor in a highly stressed context, especially with regards to the promotion of mental well-being on a short term and long term basis. / PhD (Psychology), North-West University, Potchefstroom Campus, 2014

Currently the entire South African industry of Environmental Control Officers (ECOs) is unregulated, yet ECOs have the important task of checking and verifying compliance to environmental regulatory and performance requirements. According to international best practice principles for Environmental Impact Assessment (EIA), the process should be made credible through independent checks and verification (IAIA, 1999:3). According to the Environmental Impact Assessment Management Strategy Subtheme 5, quality assurance can only be attained when practitioners fulfil competence and ethical practice criteria. In this document the South African Department of Environmental Affairs (SADEA) also noted that there is currently no home for ECOs, yet this is where effective monitoring and enforcement could significantly improve environmental outcomes. The central objective of this dissertation was to investigate the need for regulation of the South African ECO industry. Data obtained from the questionnaires indicated that 100% of respondents were in agreement that there is a need for regulation of the South African ECO industry. One of the key motivational factors identified by respondents was quality assurance, which is important, as the environmental legislative regime changes constantly. Various other factors were identified other than quality assurance and were labelled “drivers”. These include establishment of minimum standards in respect of qualifications and/or experience (core competencies), establishment of a professional code of conduct and ethics that enhances accountability and professionalism, skills improvement through continual professional development (CPD), enhancement of credibility, independence of practitioners, enhancement of skills for capacity building, protection of clients against substandard work and overall lack of professionalism, and finally creation of a source of information support and interaction. It was important to determine what drives the regulation of an industry, in order to establish whether the South African ECO industry has similar drivers justifying regulation. The establishment of qualification and competency requirements was an important objective of this research, as a set of these requirements is an essential toolkit for operating ECOs and key stakeholders of the industry. Various registration and competence requirements for ECOs were identified from the literature review and responses to the questionnaires and interviews. With this research the author also intended to establish which current accreditation bodies could be considered for registration of ECOs and regulation of the South African ECO industry. The dissertation concludes by emphasising the importance of regulating the South African ECO industry, as this will ensure that compliance monitoring takes place effectively. / M Environmental Management, North-West University, Potchefstroom Campus, 2014

Mynbou is belangrik vir die ekonomie van ʼn land en word daarom aangemoedig. Mynbou is in wese onvolhoubaar vanuit ʼn omgewingsbewaring perspektief. Artikel 24 van die Grondwet van die Republiek van Suid-Afrika, 1996 bepaal dat die staat die omgewing moet beskerm vir huidige en toekomstige geslagte, maar dat regverdige ontwikkeling toegelaat moet word. Landbou is net so belangrik vir ʼn land se ekonomie as vir sy mense. Artikel 27(b) van die Grondwet maak voorsiening vir ʼn reg op toegang tot voldoende voedsel en water. Landbou kan, net soos mynbou, ʼn impak op die omgewing hê. Dit gebeur egter dat mynbou in konflik met landbou kom, in die sin dat grond gesteriliseer word sodat dit nie meer vir landboudoeleindes gebruik kan word nie en gevolglik ook nie meer tot voedselsekerheid kan bydra nie. Die Nasionale Waterwet 36 van 1998 bepaal dat dit van kardinale belang is dat Suid-Afrika se waterhulpbronne beskerm, gebruik, ontwikkel, bewaar, bestuur en beheer word. Dit geld vir beide mynbou en landbou. In die Kalahari-distrik ontstaan daar konflik tussen die boere en myne (hoofsaaklik Sishen- en Khumani-ysterertsmyne) rakende watergebruik. Groot hoeveelhede water word uit die grond gepomp vir mynbou-aktiwiteite en om in die mynwerkers se daaglikse behoeftes te voorsien. Mynbou mag moontlik ʼn impak op voedselsekerheid hê, aangesien weiding verswak en die kameeldoringbome, wat voedsel aan diere in hierdie omgewing verskaf, moontlik kan doodgaan en ekosisteme vernietig word weens die watertekort. Dit is dus nodig om vas te stel hoe die reg moontlike konflik tussen die regte van myne en boere sal aanspreek en oplos. Deur die verloop van die studie word verskeie onderliggende en funderende temas aangespreek, onder andere: (a) Artikel 24 van die Grondwet, die reg op toegang tot voldoende voedsel en water; (b) mynbou en landbou se watergebruik, hoe konflik rakende water gereguleer word en die toepassing daarvan op die Kalahari. / LLM (Environmental Law and Governance), North-West University, Potchefstroom Campus, 2015

Mynbou is belangrik vir die ekonomie van ʼn land en word daarom aangemoedig. Mynbou is in wese onvolhoubaar vanuit ʼn omgewingsbewaring perspektief. Artikel 24 van die Grondwet van die Republiek van Suid-Afrika, 1996 bepaal dat die staat die omgewing moet beskerm vir huidige en toekomstige geslagte, maar dat regverdige ontwikkeling toegelaat moet word. Landbou is net so belangrik vir ʼn land se ekonomie as vir sy mense. Artikel 27(b) van die Grondwet maak voorsiening vir ʼn reg op toegang tot voldoende voedsel en water. Landbou kan, net soos mynbou, ʼn impak op die omgewing hê. Dit gebeur egter dat mynbou in konflik met landbou kom, in die sin dat grond gesteriliseer word sodat dit nie meer vir landboudoeleindes gebruik kan word nie en gevolglik ook nie meer tot voedselsekerheid kan bydra nie. Die Nasionale Waterwet 36 van 1998 bepaal dat dit van kardinale belang is dat Suid-Afrika se waterhulpbronne beskerm, gebruik, ontwikkel, bewaar, bestuur en beheer word. Dit geld vir beide mynbou en landbou. In die Kalahari-distrik ontstaan daar konflik tussen die boere en myne (hoofsaaklik Sishen- en Khumani-ysterertsmyne) rakende watergebruik. Groot hoeveelhede water word uit die grond gepomp vir mynbou-aktiwiteite en om in die mynwerkers se daaglikse behoeftes te voorsien. Mynbou mag moontlik ʼn impak op voedselsekerheid hê, aangesien weiding verswak en die kameeldoringbome, wat voedsel aan diere in hierdie omgewing verskaf, moontlik kan doodgaan en ekosisteme vernietig word weens die watertekort. Dit is dus nodig om vas te stel hoe die reg moontlike konflik tussen die regte van myne en boere sal aanspreek en oplos. Deur die verloop van die studie word verskeie onderliggende en funderende temas aangespreek, onder andere: (a) Artikel 24 van die Grondwet, die reg op toegang tot voldoende voedsel en water; (b) mynbou en landbou se watergebruik, hoe konflik rakende water gereguleer word en die toepassing daarvan op die Kalahari. / LLM (Environmental Law and Governance), North-West University, Potchefstroom Campus, 2015

This study focuses on the use of a bridging technique to overcome contact–making barriers in adolescents. Contact is regarded as an integral part of all human experiences, but barriers (also called contact boundary disturbances) often hinder effective contact–making with the environment. To overcome contact boundary disturbances, several model bridges were constructed prior to the study and these were used as a metaphor during the intervention phase with adolescents. The goal of the research was to determine whether a technique called “bridging” could overcome contact boundary disturbances in adolescents in therapy. The research was conducted from an existential–phenomenological Gestalt approach. Combined quantitative and qualitative approaches were followed and a single system experimental design, A–B–A–A, was applied. A total of 14 adolescent participants between the ages of 11 and 14 were purposefully selected from three different schools in the Gauteng Province, South Africa, as well as their parents and teachers. Quantitative data were collected from the pre–intervention assessment, the post–intervention assessment and a follow–up assessment where questionnaires were completed by the researcher for each of the adolescent participants. The follow–up assessment was done four weeks after the postassessment in order to determine the consistency of the intervention. These questionnaires were analysed according to the semantic differential scale, and raw scores were plotted on line and bar graphs in order to assess the contact skills and contact boundary disturbances in the participating adolescents. Qualitative data were collected through semi–structured interviews with parents and teachers and through therapeutic interventions with adolescents. The data were analysed using the Creswell spiral and the a priori and inductive coding approaches. Three main themes were identified which were contact boundary disturbances, personal emotional factors and behavioural factors. Quantitative and qualitative data results and findings were discussed in context, to the relevant literature. The findings of the data indicated that the bridging technique can be useful in working with adolescents in therapy to overcome contact–making barriers. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

This study focuses on the use of a bridging technique to overcome contact–making barriers in adolescents. Contact is regarded as an integral part of all human experiences, but barriers (also called contact boundary disturbances) often hinder effective contact–making with the environment. To overcome contact boundary disturbances, several model bridges were constructed prior to the study and these were used as a metaphor during the intervention phase with adolescents. The goal of the research was to determine whether a technique called “bridging” could overcome contact boundary disturbances in adolescents in therapy. The research was conducted from an existential–phenomenological Gestalt approach. Combined quantitative and qualitative approaches were followed and a single system experimental design, A–B–A–A, was applied. A total of 14 adolescent participants between the ages of 11 and 14 were purposefully selected from three different schools in the Gauteng Province, South Africa, as well as their parents and teachers. Quantitative data were collected from the pre–intervention assessment, the post–intervention assessment and a follow–up assessment where questionnaires were completed by the researcher for each of the adolescent participants. The follow–up assessment was done four weeks after the postassessment in order to determine the consistency of the intervention. These questionnaires were analysed according to the semantic differential scale, and raw scores were plotted on line and bar graphs in order to assess the contact skills and contact boundary disturbances in the participating adolescents. Qualitative data were collected through semi–structured interviews with parents and teachers and through therapeutic interventions with adolescents. The data were analysed using the Creswell spiral and the a priori and inductive coding approaches. Three main themes were identified which were contact boundary disturbances, personal emotional factors and behavioural factors. Quantitative and qualitative data results and findings were discussed in context, to the relevant literature. The findings of the data indicated that the bridging technique can be useful in working with adolescents in therapy to overcome contact–making barriers. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

Alternativ splicing av pre-mRNA ger upphov till proteindiversitet. Histonmodifieringar kopplas till den alternativa splicingens reglering genom adaptorsystem som overfor den epigenetiska informationen direkt till splicingfaktorerna. De cis- agerande RNA- elementen pa exoner och introner med tillhorande trans- reglerande splicingfaktorer paverkas darfor direkt av specifika histonmodifieringar. En sammankopplande integrerad modell over en rad DNA- baserade processer foreslas. Denna komplexa modell ger en bild av interaktioner och paverkan mellan dessa delar. Kromatin remodellering kravs for bildandet av eukromatin. Nukleosomers placering vid exonrika regioner med specifika modifieringsmonster pekar ut exonerna samt mojliggor inbindning av RNA polymeras II som med sin CTD doman rekryterar bade splicing- och modifieringsfaktorer. Transkriptionshastigheten paverkas av nukleosomplaceringen vilket i sin tur paverkar rekrytering av spliceosomens komponenter, andra trans- agerande regulatorer och aven pre-mRNA sekvensens sekundarstruktur. Kromatin- adaptorkomplex laser av specifika histonmodifieringar och overfor informationen till splicingapparaten. Detta skapar mojlighet till den viktiga cell- och vavnadsspecifika alternativa splicingens reglering. I den integrerade modellen blir komplexiteten tydligare dar alla dessa processer interagerar med varandra och de cis- regulatoriska sekvenserna pa premRNA transkriptet. / Alternative splicing of pre-mRNA generates protein diversity. Histone modifications are connected to the regulation of alternative splicing through adaptor systems that transfers the epigenetic information directly to the splicing factors. The cis- acting RNA elements on the exons and introns together with the trans- regulating splicing factors are therefore directly affected of specific histone modifications. An integrated model over several DNA process mechanisms is suggested. This complex model explains the interactions of the different parts and how they affect each other. Chromatin remodelers are required to obtain euchromatin. Nucleosome positioning at exon rich regions with a specific modification pattern point out where the exons are, and this enable the RNA polymerase II to find and bind to the DNA. It’s CTD domain recruits both splicing- and modifications factors. The transcription rate is also affected of the nucleosome positioning and that in turn affects the recruitment of the components of the spliceosomen, other trans- acting regulators and even the formation of the secondary structure of the pre-mRNA transcript. Chromatin- adaptor complex reads specific histone modifications and transfers this information to the splicing apparatus. All this creates the possibility to regulate important cell- and tissue specific alternative splicing patterns. The integrated model makes the complex processes more clearer when all these integrates with each other and the cis- acting regulating elements on the pre-mRNA transcript.

The general aim for this research was to explore and describe the risk and protective variables in the bio–psychosocial field of adolescents with Cystic Fibrosis (CF) and to describe how these variables impact multi–dimensionally on such adolescents. From the literature search it seemed as if interventions regarding CF focus mainly on the medical condition. No literature could be found on the experiences of adolescents with CF. It is clear that there is a dearth of research on adolescents with CF in general but also specifically on the bio–psychosocial impact of this illness on adolescents in this challenging time of maturing. The research design was a case study and focused on exploration and description of risk and protective factors in the bio–psychosocial fields of adolescents with CF. Semi–structured interviews were used as a data collecting method. Questions were open–ended, but focused on the experience of adolescents having CF. Thematic analysis was used for data analysis based on the following steps, which entailed among others transcribing data, reading, re–reading, translation, coding, identifying and describing themes. Facing a chronic illness and the intensive medical treatment required is a harsh reality that influences the entire field of adolescents with CF. This research results expanded knowledge of CF in adolescents within a Gestalt field perspective. Themes identified outline risk and protective factors related to faith, daily routines and especially the effect of medical procedures on time management, emotions, health and body–related aspects, frequent hospitalisation, social support and future concerns. If the risk and protective variables in the field of adolescents with CF is better understood from their own perspective, it is assumed that trans–disciplinary interventions with a multi–dimensional focus will be targeted more accurately in intervention strategies for this vulnerable group. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.