Several quantitative measures of spiritual well-being were developed with primary and secondary school students and teachers, and university education students, namely the Spiritual Health And Life-Orientation Measure, Feeling Good, Living Life, and the Quality Of Life Influences Survey. Spiritual dissonance was revealed by comparing respondents’ ‘ideals’ with ‘lived experiences’ in four domains of spiritual well-being. Teachers and university education students reported a decline in help being provided in schools to develop the relationships which foster school students’ spiritual well-being. / Doctor of Education EdD

For more than four decades, researchers have found depression to be a common mental illness among the elderly (Charatan, 1975; Sreevani & Reddemma, 2012). In Malaysia, the rates of depression among elderly residents of institutions are 67% higher than among elderly adults residing at home (Al-Jawad, Rashid, & Narayan, 2007). As in the United States, elderly Malaysian women are twice as likely to be diagnosed with depressive symptoms as elderly men (Salimah et al., 2008). Time and again, research has revealed that depression is a significant problem for individuals later in life and may affect their psychological well-being. The purpose of this cross-sectional study was to examine the relationship among depression and factors of psychological well-being among Malay, Chinese, and Indian elderly women living in four Rumah Seri Kenangans (RSKs), or public welfare institutions in Malaysia. Face-to-face interviews were conducted from August to October 2013 to measure participants' baseline depression, perceived social support, spiritual intelligence, self-esteem, and level of social desirability. A diverse group of 163 elderly women participated in this study, including 84 ethnic Malays (51.5%), 43 ethnic Chinese (26.4%), and 36 ethnic Indians (22.1%) with an average age of 70 (SD = 7.10). The results indicated that there were significant differences between the three ethnic groups in terms of their depression, spiritual intelligence, and perceived social support. Chinese elderly women were found to have higher baseline rates of depression, lower spiritual intelligence, and lower perceived social support than Malay as well as Indian elderly women. The results indicated that 37% of the combination of spiritual intelligence, perceived social support, self-esteem, and social desirability significantly predicted depression among elderly female participants (F(4,127)=22.77, p < .001). However, only perceived social support and self-esteem were found to be significant predictors of depression among the elderly women of the selected RSKs. These results led to some important implications for practitioners working with the elderly population in institutions, as well as for counselor educators. Limitations and recommendations for future research are also provided.

The main research question of the study was: How can spiritual intelligence (SQ) be developed in secondary school students? This was motivated out of concern for the moral degeneration that secondary school students experience in South Africa. The literature review focused on the nature of SQ and how it can foster adaptive functioning and transformation in adolescents and the complexity of Religion Education (RE) in South African secondary schools. A case was made for developing educational strategies that can develop SQ in adolescents and create educational environments that not only encourages students to engage in dialogue that involves a broader conversation about religion and spirituality, but also supports transformational learning. The empirical investigation to evaluate the approach and educational strategies that were used, implemented a qualitative case study design. Gardner’s Multiple Intelligence (MI) theory and the social constructivist theory were used as conceptual frameworks. Purposive and convenient sampling was employed to select ten Grade 11 students in a secondary school in Gauteng that reflected the demographics of the country’s population. Qualitative data collection included reflective activities and informal conversation interviews. Field notes were kept and all observations were documented in a self-reflective journal. This was followed by a focus group session and semi-structured interviews. Findings revealed that the educational strategies had the capacity to develop core traits and mental abilities of SQ, provide peak experiences and enhance virtuous behaviour in adolescents. It was concluded that education should include content around the nature of SQ in conjunction with reflective and experiential activities. SQ provided a platform for epistemic relativity. It was thus concluded that SQ can be deliberately developed in South African secondary school contexts. The recommendations focussed on the role of institutions of higher learning in sensitising stakeholders regarding the relevance of SQ in South African educational contexts; training of in-service teachers; the importance of Life Orientation (LO) as conveyer of SQ and the role of the LO teacher in cascading SQ down to school students. Finally, a SQ training workshop was proposed. The study concluded with recommendations for further research. The limitations of the study were also presented. / Psychology of Education / D. Ed. (Psychology of Education)

There is a rising global concern that centers on creating an ecologically, socially, and economically sustainable world for current and future generations. This rising sustainability consciousness is built on higher-level value systems that support the sacredness of people and nature. These values promote environmental and social responsibility as avenues to fair profits, and they are currently penetrating the global business environment. Because of their coevolutionary relationships with the business environment, business organizations are now faced with the need to craft efficient and effective triple bottom line strategies that allows them to earn profits in sustainable ways. Because sustainability is complex, multifaceted concept with deep spiritual roots, building triple bottom line strategies requires that organizations develop intangible spiritual capabilities (i.e. spiritual intelligence and spiritual capital) that are valuable, rare, holistic, socially complex, and causally ambiguous, making them difficult to imitate.

Until a slight 1% increase in FY2015, job satisfaction within the United States federal government had decreased between 2010 and 2014. However, even with the slight increase, the job satisfaction level was low which presents a cause for concern for federal government agencies. A growing body of research has indicated that employees are looking for ways to express their spiritual essence in the workplace. Research in this area has suggested that when organizations allow their employees to exercise their spiritual essence in the workplace it not only increases job satisfaction for the employee but also increases job performance. This study examined the correlation between spiritual intelligence, spiritual well-being, and job satisfaction among federal employees. The theory of multiple intelligences and the spillover theory provided the theoretical framework for the study. Data collected from 392 participants via Survey Monkey using the Spiritual Well-Being Scale (SWBS), Spiritual Intelligence Self-Report Inventory (SISRI-24), and the Minnesota Satisfaction Questionnaire-Short Form (MSQ) were analyzed to test the study hypotheses. The correlations based on data from the SWBS, SISRI-24, and MSQ were not statistically significant. However, results showed that participants were moderately spiritual beings with moderately high spiritual intelligence. Further research is warranted.

This study examined the relationship between spiritual intelligence (SI), emotional intelligence (EI), coping ability (CA), and burnout (BO) among humanitarian aid workers in Zimbabwe. A convenience sample of 296 (53% males and 47% females) humanitarian aid workers was used in the study. Correlation and multiple regression analyses were used to explore the contribution of SI, EI, and CA to the burnout. Results indicated that SI, EI, and CA are all significantly related to Burnout and its dimensions of emotional exhaustion (EE), depersonalisation (DP) and personal accomplishment (PA) in humanitarian aid workers. CA and EI significantly contributed to the variation of scores in EE and DP whereas SI did not. However, all the three variables significantly contributed to the variation in PA. Gender, age, employment status and tenure in NGO had no significant relationships with EE, DP, or PA whereas contract type, length of service, educational level and nature of work were associated with statistically significant differences in EE, DP, and PA. The research contributed to the understanding of burnout among aid workers in Zimbabwe. Humanitarian organisations can use the findings to come up with scientifically backed recruitment, selection, training, and staff wellbeing policies and programmes that help to reduce the impact of burnout in the humanitarian aid sector. / Psychology / D. Phil. (Consulting Psychology)

Thesis (MBA)--Stellenbosch University, 2006. / This study project sets out to examine the validity of an idea - an idea to create a study-abroad programme complemented by combining studies with mission work for Christian university undergraduates. In support of this idea, this study researches the overwhelming arguments that would validate the programme. The study then looks into how the programme can be designed and what its desired focus should be. In this study, the author first examines the prominent external forces that justify the programmes' needs. Two prominent forces include the lack of valued, quality leadership roles in today's business community, as well as the coming of a more integrated world where business managers must gain the skills to transact beyond borders. These two forces become the focal point of the education component, while the last external issue examined explores the business mission possibilities for southern Africa. The study then delves to understand how business schools are adapting to the issues of teaching leadership skills and the ability to transact beyond borders. The author finds that even though many schools have responded by adding soft skill courses such as leadership or internationalising their student bodies and curricula, many organisations are still reporting the lack of quality global leaders. With this, many organisations are creating Corporate Universities where they themselves educate their employees through the use of Action Based Learning (ABL). The author thus believes this ABL concept is a most effective tool in not only training for specific functions of business, but also in tacitly improving the soft skills of business management, which is becoming important for today's global leaders. Knowing these external and internal issues, the author studies the potential of such a programme by analysing a Christian university's existing curriculum and ABL missions structure, and then meets with prospective students, deans, professors, and administrators who may desire a programme that combines study abroad with mission work. The findings suggest that the focus of the programme narrow in on global based leadership education complemented with the use of Action Based Learning in the missions field to promote multidisciplined business missions. However, designing this Global Leadership Programme will require a model from which to begin. The author chose the Value Chain concept; however, Porter's (1985) Value Chain concept was thought to be too onerous for developing this short-term programme. The author then describes and illustrates the use of Sviokla and Rayport's Virtual Value Chain model (1994) and chose to use this model in designing the programme. As a result, the subsequent Chapters first establish direction by suggesting vision and mission statements and the Global Lead Programme objectives, and then research the content (what is offered) and context (how the content is offered) components of the model. In the end, the author concludes the study by offering insight into infrastructure (the enabler) considerations and options to enable the Global Lead Programme to grow and succeed.

Made available in DSpace on 2016-07-27T13:49:45Z (GMT). No. of bitstreams: 1 DEUSILENE SILVA DE LEAO.pdf: 4546671 bytes, checksum: a7673c3bc2fe7291f13e05f9cdab7794 (MD5) Previous issue date: 2009-09-28 / It s here proposed in this research a study of the human spirituality as intelligence. The primary purpose was to show that the human being is endowed with a spiritual understanding, that is, he carries within him a divine spark capable of making sense and meaning to his life, and that from this emerges the need for that human being to have a new vision of the world. The dissertation is divided into three chapters. The first deals with the contextualization of the historical process by which humanity has experienced, thus presenting a story about the paradigm of rationality and the transition to the new paradigm. The second explains how spirituality is understood in the traditional paradigm and the new paradigms, as well as the urgency and importance of spirituality as intelligence, highlighting it s urgency today. The third shows a correlation between concepts and theories presented in previous chapters, utilising Jesus as an example, a person who had the spiritual intelligence as an evident trace in his being. / Propõe-se nesta pesquisa a fazer um estudo da espiritualidade humana como inteligência. O intuito principal foi mostrar que o ser humano é dotado de uma inteligência espiritual, isto é, que ele carrega dentro de si uma centelha divina capaz de criar sentido e significado para a sua vida, e que disso emerge a necessidade de esse ser humano ter uma nova visão de mundo. A dissertação está dividida em três capítulos. O primeiro trata da contextualização do processo histórico pelo qual a humanidade vem passando, apresentando, assim, a história sobre o paradigma da racionalidade, assim como a passagem para o novo paradigma. O segundo expõe como a espiritualidade é compreendida no paradigma tradicional e o novo paradigma, bem como a urgência e relevância da espiritualidade como inteligência, destacando sua premente atualidade. O terceiro apresenta uma correlação entre conceitos e teorias apresentados nos capítulos antecedentes, utilizando como exemplo Jesus, uma pessoa que tinha a inteligência espiritual como traço evidente de seu ser.

This study seeks to investigate fear of death in first-year student nurses. It considers how this might be ameliorated through teaching and learning interventions that involve addressing emotional and spiritual intelligence within the affective domain. Fear of death, for this study, is defined as fear of death and of caring for dying people and their families. A pragmatic paradigm and a mixed method approach were used to explore the feelings and experiences of newly recruited student nurses in relation to fear of death and the care of the dying person and their families. Quantitative and qualitative methods were used to examine the impact of two different interventions intended to reduce the fear of death. A questionnaire was used to measure aspects of fear of death. The students were then randomly allocated to three groups. The members of two of the groups experienced an intervention, either a psychological self-help programme called 'Do Something Different', (Fletcher and Pine, 2009) or a weekly group meeting that explored relationships and the use of spiritual strategies based on Family Constellation theory (Hellinger, 2006). The third group acted as a control. After a period of time in clinical practice, the questionnaire was administered again and the results analysed and interpreted. The relationship between the students' fear of death and their age, previous experiences, ethnicity and spiritual beliefs was explored. Findings indicate that the interventions had a positive influence on reducing the students' fear of death. The qualitative part of the study involved semi-structured interviews with fifteen of the students who had completed both questionnaires. Their experiences of preparation for caring for dying people and of being in an intervention group were discussed. The interviews were analysed using interpretive phenomenological analysis (IPE). Influencing factors from home, such as cultural issues, and from within the clinical context, such as mentorship, were identified. The thesis contributes to nursing education and practice by showing that early preparation for caring for dying people can be effective in reducing fear of death. Results demonstrate that there is value in using strategies to help the student to develop emotional and spiritual intelligence in order to prepare for aspects of dying, before they experience the death of a patient. This preparation enhances the quality of the therapeutic relationship between student and patient. Another outcome is that students need a particular quality of support, at home and in clinical practice and that there are particular implications for Black, Asian and Minority Ethnic (BAME) students. Mentors of students need to be trained to be sensitive to the students' needs when caring for people who are dying. Greater attention to preparation for death and care of the dying is likely to enhance the provision of end of life care and may also reduce attrition in first-year student nurses.

A critical evaluation of the National Curriculum Statement (NCS) was undertaken to uncover strategies for infusing values across the curricula – values that may facilitate the development of spiritual intelligence (SQ) in adolescents. A literature study was conducted to determine whether SQ may be harnessed to cultivate values within an educational context. In addition, moral and spiritual development in adolescence was explored and a case made for values-education. An empirical investigation was undertaken using both a qualitative research design and semi-structured interviews. A purposive sample was used comprising 14 education specialists, principals and Life Orientation teachers from six secondary schools in Gauteng and Mpumalanga provinces. The most important finding was the fact that values-education in the NCS was problematic. The conclusion was thus drawn that teachers should be trained to incorporate values within curriculum activities − values that could engender SQ and, thus, address the moral dilemmas in our schools. / Psychology of Education / M. Ed. (Psychology of Education)