This study focuses on the experiences that educators have of their relationships with adolescents involved in drug use. It has been recognised over time that school communities are becoming more important with regards to the impact they have on learners, in particular the impact that learner-educator relationships have on the wellbeing of learners. A qualitative, phenomenological design was therefore used in order to ascertain the educators’ lived experiences. In total, sixteen educators were purposely selected from a secondary school in the area of Delft in Cape Town. In-depth interviews were conducted with all sixteen participants after which a World Café group session was organised in which the same 16 educators participated. These methods collected rich information. The results of the study are reported in an article. The aim of the article was to explore educators’ lived experiences of their relationships with adolescent learners involved in drug use. The study has shown that educators can have positive relationships with learners involved in drug use despite the challenges they face. It seems that it is most likely to occur when the educator feels motivated to nurture these relationships – possibly experiencing personal well-being – and uses a variety of skills and strengths to attempt to achieve this goal. This has implications for how other cases with learners involved in drug use should be treated and how the educators and school can assist these learners. Recommendations that emerged as a result of this study are to make educators aware of their own personal well-being and the importance of nurturing their wellbeing, in order to enable them to, in turn, nurture positive relationships with learners involved in drug use. Schools themselves can also play a role in creating an organisational culture that places emphasis on the relational and personal well-being of teachers as well as students. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

This study focuses on the experiences that educators have of their relationships with adolescents involved in drug use. It has been recognised over time that school communities are becoming more important with regards to the impact they have on learners, in particular the impact that learner-educator relationships have on the wellbeing of learners. A qualitative, phenomenological design was therefore used in order to ascertain the educators’ lived experiences. In total, sixteen educators were purposely selected from a secondary school in the area of Delft in Cape Town. In-depth interviews were conducted with all sixteen participants after which a World Café group session was organised in which the same 16 educators participated. These methods collected rich information. The results of the study are reported in an article. The aim of the article was to explore educators’ lived experiences of their relationships with adolescent learners involved in drug use. The study has shown that educators can have positive relationships with learners involved in drug use despite the challenges they face. It seems that it is most likely to occur when the educator feels motivated to nurture these relationships – possibly experiencing personal well-being – and uses a variety of skills and strengths to attempt to achieve this goal. This has implications for how other cases with learners involved in drug use should be treated and how the educators and school can assist these learners. Recommendations that emerged as a result of this study are to make educators aware of their own personal well-being and the importance of nurturing their wellbeing, in order to enable them to, in turn, nurture positive relationships with learners involved in drug use. Schools themselves can also play a role in creating an organisational culture that places emphasis on the relational and personal well-being of teachers as well as students. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Relationships, according to national and international research, play a crucial role in the promotion of holistic well-being in school communities. However, the central role of relationships in school communities is not fully appreciated in the South African context. Concurrently, a gap in research on the promotion of relational well-being in South African school communities exists. The importance of addressing this shortcoming is especially evident when viewing recent research literature and media reports on dysfunctional behaviour in school communities, such as violence, bullying, child abuse, inappropriate sexual behaviour, and alcohol and substance abuse. These dysfunctional behaviours indicate the extent to which relational well-being is currently compromised in South African school communities. This study intends to address the abovementioned gap in knowledge regarding the promotion of relational well-being in school communities. The aim was obtained by involving a group of postgraduate students, enrolled for a Master’s or Doctoral programme with a focus on relational well-being, and who work in school environments in various capacities and contexts. The research was informed by a combination of theoretical lenses that offer a holistic, multi-dimensional, strength-based approach to the understanding of relational well-being, and acknowledge the complexity of relationships. A qualitative phenomenological research design was applied using the World Café method, to facilitate a space within which these students could reflect on the promotion of relational well-being in school communities. A total of 29 participants, selected by means of purposive and convenience sampling, were involved in a World Café event, and twenty of these participants completed an open-ended questionnaire, developed with the aim of crystallising the data obtained from the World Café. Thematic analysis of the data was conducted and four main themes were identified: Firstly, the participants reflected on the complex, integrated nature of the process of promoting relational well-being, from an eco-systemic perspective. Based on this understanding, they viewed members of the school community as inseparably integrated and bi-directionally influencing one another, as also indicated by complex dynamic interactive systems theorists. They also mentioned that certain environmental influences could impair relational well-being. Secondly, they reflected on the promotion of relational well-being as a collaborative and inclusive process that involves all the members of the school community and requires all of them to take responsibility. The teachers’ and school managements’ role as leaders in facilitating the process was specifically highlighted, although the parents/caretakers were also seen as bearing a responsibility in this regard. Therefore, home-school collaboration was emphasised. Thirdly, they reflected on the challenges relating to the promotion of relational well-being in school communities. These challenges encompassed the need to equip and support teachers and parents to be able to promote relational well-being, addressing the imbalanced focus on academics and achievement in schools at the expense of relationships, and the need to promote relational well-being more proactively by addressing the way in which limited time and large class sizes jeopardise relational well-being. Lastly, perceived key elements of interrelatedness for the promotion of relational well-being in school communities were highlighted. These key elements include respectful engagements, acceptance of one another, positive communication based on trust, a sense of belonging or connectedness, and care and support. In view of the findings of the study, recommendations are made to the Department of Education as well as to school management teams. Finally, recommendations regarding future research are offered. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Relationships, according to national and international research, play a crucial role in the promotion of holistic well-being in school communities. However, the central role of relationships in school communities is not fully appreciated in the South African context. Concurrently, a gap in research on the promotion of relational well-being in South African school communities exists. The importance of addressing this shortcoming is especially evident when viewing recent research literature and media reports on dysfunctional behaviour in school communities, such as violence, bullying, child abuse, inappropriate sexual behaviour, and alcohol and substance abuse. These dysfunctional behaviours indicate the extent to which relational well-being is currently compromised in South African school communities. This study intends to address the abovementioned gap in knowledge regarding the promotion of relational well-being in school communities. The aim was obtained by involving a group of postgraduate students, enrolled for a Master’s or Doctoral programme with a focus on relational well-being, and who work in school environments in various capacities and contexts. The research was informed by a combination of theoretical lenses that offer a holistic, multi-dimensional, strength-based approach to the understanding of relational well-being, and acknowledge the complexity of relationships. A qualitative phenomenological research design was applied using the World Café method, to facilitate a space within which these students could reflect on the promotion of relational well-being in school communities. A total of 29 participants, selected by means of purposive and convenience sampling, were involved in a World Café event, and twenty of these participants completed an open-ended questionnaire, developed with the aim of crystallising the data obtained from the World Café. Thematic analysis of the data was conducted and four main themes were identified: Firstly, the participants reflected on the complex, integrated nature of the process of promoting relational well-being, from an eco-systemic perspective. Based on this understanding, they viewed members of the school community as inseparably integrated and bi-directionally influencing one another, as also indicated by complex dynamic interactive systems theorists. They also mentioned that certain environmental influences could impair relational well-being. Secondly, they reflected on the promotion of relational well-being as a collaborative and inclusive process that involves all the members of the school community and requires all of them to take responsibility. The teachers’ and school managements’ role as leaders in facilitating the process was specifically highlighted, although the parents/caretakers were also seen as bearing a responsibility in this regard. Therefore, home-school collaboration was emphasised. Thirdly, they reflected on the challenges relating to the promotion of relational well-being in school communities. These challenges encompassed the need to equip and support teachers and parents to be able to promote relational well-being, addressing the imbalanced focus on academics and achievement in schools at the expense of relationships, and the need to promote relational well-being more proactively by addressing the way in which limited time and large class sizes jeopardise relational well-being. Lastly, perceived key elements of interrelatedness for the promotion of relational well-being in school communities were highlighted. These key elements include respectful engagements, acceptance of one another, positive communication based on trust, a sense of belonging or connectedness, and care and support. In view of the findings of the study, recommendations are made to the Department of Education as well as to school management teams. Finally, recommendations regarding future research are offered. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The purpose of this study was to explore and describe post-graduate students‟ reflections on relational qualities that may enhance relational well-being in South African school communities. The research formed part of a broader research project, entitled “Relational well-being in school communities”. The researcher applied the Gestalt paradigm and the theories of existential dialogue and the field theory to this study. A qualitative, interpretive, descriptive design was followed. Non-probability purposive sampling was used whereby 14 participants were purposively selected based on their involvement in a cohort workshop organised by the Centre for Child, Youth and Family Studies (CCYF) in Wellington in the Western Cape. Data was collected through a World Café session with the post-graduate students. Thematic data analysis was used to identify themes among the data. The findings indicated a distinction between relational qualities embedded in the self, relational qualities that are essential for social connection and relational qualities that are critical in leadership. The findings suggest that the presence of relational qualities in individuals, the school community as a social context and the leadership in the school can contribute to relational well-being in school communities. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The purpose of this study was to explore and describe post-graduate students‟ reflections on relational qualities that may enhance relational well-being in South African school communities. The research formed part of a broader research project, entitled “Relational well-being in school communities”. The researcher applied the Gestalt paradigm and the theories of existential dialogue and the field theory to this study. A qualitative, interpretive, descriptive design was followed. Non-probability purposive sampling was used whereby 14 participants were purposively selected based on their involvement in a cohort workshop organised by the Centre for Child, Youth and Family Studies (CCYF) in Wellington in the Western Cape. Data was collected through a World Café session with the post-graduate students. Thematic data analysis was used to identify themes among the data. The findings indicated a distinction between relational qualities embedded in the self, relational qualities that are essential for social connection and relational qualities that are critical in leadership. The findings suggest that the presence of relational qualities in individuals, the school community as a social context and the leadership in the school can contribute to relational well-being in school communities. / MA (Psychology), North-West University, Potchefstroom Campus, 2014