The aim of this study was to determine the relationship between the Big Five personality traits and mental health within a cohort of black African teachers. A review of literature revealed that teachers frequently experience mental- and general health problems (e.g. Ngidi & Sibaya, 2002; Olivier & Venter, 2003; Johnson, Cooper, Cartwright, Donald, Taylor & Millet, 2005; Parker, Martin, Colmar, & Liem, 2012). However, very little could be found on personality traits and how this relates to the health and well-being of teachers, especially in the challenging South African context. This study forms part of the SABPA (Sympathetic Activity and Ambulatory Blood Pressure in Africans) project conducted within AUTHeR (Africa Unit for Transdisciplinary Health Research). The overarching purpose of this multidisciplinary project was to investigate the markers of bio-psycho-social health in urbanized teachers. This longitudinal project ran from January 2008 to November 2012 and involved a total of 409 Black and White secondary school teachers. The research was conducted in the North West province of South-Africa. This study focused on the 200 urbanized Black teachers who were recruited by means of convenience sampling from the Dr. Kenneth Kaunda educational district in the Potchefstroom area in the North West province during 2008. The sample included 101 men and 99 women, ranging between the ages of 25 and 60 years. Ethical permission for the SABPA and FORT3 projects was obtained from the ethics committee of the North-West University (ethical clearance numbers NWU-00036-07-S6 and NWU-00002-07-A2 respectively). Participants filled out informed consent forms prior to data collection, and after the objectives of the study and the research procedures were explained to them, all their questions were answered. Data collection for the baseline phase of the project lasted for 50 days during February to May 2008. Four participants arrived at the North-West University (NWU) Metabolic Unit on the Potchefstroom campus after work each day. After being welcomed and oriented, a battery of psychometric tests was administered in English. A secondary analysis was performed on data obtained by means of the Basic Traits Inventory-Short, Mental Health Continuum-Short Form and the General Health Questionnaire-28 in order to determine the relationship between personality functioning and mental health of the participants. Results showed that this cohort of teachers from the North West province experience distress in the workplace, but that they also experience surprisingly high levels of mental health. The findings suggest that there are few differences between the male and female subgroups in this regard. The study also found that there is indeed a relationship between personality traits and the general- and mental health of participants. Neuroticism showed a significant positive correlation with psychological distress, while Conscientiousness showed a significant negative correlation. All five personality traits showed significant correlations with the mental health of educators. Neuroticism correlated negatively with mental health, while Extraversion, Openness to Experience, Conscientiousness and Agreeableness correlated positively with mental health. Furthermore, certain personality traits (i.e. Neuroticism and Extraversion) were shown to be significant predictors of teachers’ levels of general and mental health. The strong association found between this cohort of teachers’ personality functioning and their general and mental health contributes toward an understanding of the processes that underlie the distress and mental health of teachers, and could play an important role in future attempts toward health promotion. / MSc (Clinical Psychology), North-West University, Potchefstroom Campus, 2014

The aim of this study was to determine the relationship between the Big Five personality traits and mental health within a cohort of black African teachers. A review of literature revealed that teachers frequently experience mental- and general health problems (e.g. Ngidi & Sibaya, 2002; Olivier & Venter, 2003; Johnson, Cooper, Cartwright, Donald, Taylor & Millet, 2005; Parker, Martin, Colmar, & Liem, 2012). However, very little could be found on personality traits and how this relates to the health and well-being of teachers, especially in the challenging South African context. This study forms part of the SABPA (Sympathetic Activity and Ambulatory Blood Pressure in Africans) project conducted within AUTHeR (Africa Unit for Transdisciplinary Health Research). The overarching purpose of this multidisciplinary project was to investigate the markers of bio-psycho-social health in urbanized teachers. This longitudinal project ran from January 2008 to November 2012 and involved a total of 409 Black and White secondary school teachers. The research was conducted in the North West province of South-Africa. This study focused on the 200 urbanized Black teachers who were recruited by means of convenience sampling from the Dr. Kenneth Kaunda educational district in the Potchefstroom area in the North West province during 2008. The sample included 101 men and 99 women, ranging between the ages of 25 and 60 years. Ethical permission for the SABPA and FORT3 projects was obtained from the ethics committee of the North-West University (ethical clearance numbers NWU-00036-07-S6 and NWU-00002-07-A2 respectively). Participants filled out informed consent forms prior to data collection, and after the objectives of the study and the research procedures were explained to them, all their questions were answered. Data collection for the baseline phase of the project lasted for 50 days during February to May 2008. Four participants arrived at the North-West University (NWU) Metabolic Unit on the Potchefstroom campus after work each day. After being welcomed and oriented, a battery of psychometric tests was administered in English. A secondary analysis was performed on data obtained by means of the Basic Traits Inventory-Short, Mental Health Continuum-Short Form and the General Health Questionnaire-28 in order to determine the relationship between personality functioning and mental health of the participants. Results showed that this cohort of teachers from the North West province experience distress in the workplace, but that they also experience surprisingly high levels of mental health. The findings suggest that there are few differences between the male and female subgroups in this regard. The study also found that there is indeed a relationship between personality traits and the general- and mental health of participants. Neuroticism showed a significant positive correlation with psychological distress, while Conscientiousness showed a significant negative correlation. All five personality traits showed significant correlations with the mental health of educators. Neuroticism correlated negatively with mental health, while Extraversion, Openness to Experience, Conscientiousness and Agreeableness correlated positively with mental health. Furthermore, certain personality traits (i.e. Neuroticism and Extraversion) were shown to be significant predictors of teachers’ levels of general and mental health. The strong association found between this cohort of teachers’ personality functioning and their general and mental health contributes toward an understanding of the processes that underlie the distress and mental health of teachers, and could play an important role in future attempts toward health promotion. / MSc (Clinical Psychology), North-West University, Potchefstroom Campus, 2014

There is widespread concern for the mental well–being of adolescents. Various studies have indicated the deleterious consequences of bullying for both victims and bullies, implying the serious need for interventions to lower the incidence of bullying in schools. Descriptive data must inform the development of intervention programmes. The present study aimed to provide such data and to add to existing research on bullying in South African schools. This quantitative study investigated bullying behaviour in a parallel–medium, multi–racial high school in the North–West Province. The specific research aims were to examine the total incidence of bullying experiences and, specifically, frequency levels of being bullied according to age group and race group. Furthermore, gender differences in frequency levels of individual and group bullying, as well as gender–specific frequency levels of use of direct and indirect bullying tactics were examined. A one–shot cross–sectional survey design was employed. A randomly selected representative sample of 635 learners, comprising 274 boys and 361 girls, completed a self–report survey instrument, the Peer Relation Questionnaire (Neser, Ladikos and Prinsloo 2004), with regard to their bullying experiences. The Statistical Package for the Social Sciences (SPSS) was used to calculate frequencies, cross–tabulations and chi–square statistical tests. Results indicated that 52% of participants reported to have been the victims of bullying. A significant difference in distribution of bullying frequency was indicated for race groups, but not for age groups. Black and coloured learners in this school experienced a higher frequency of bullying than white learners, which indicates that racial dynamics has an important impact on bullying behaviour in this school. Bullying frequency in this high school is not significantly lower in senior secondary learners (learners 16 years and older) than in junior secondary learners (learners between 13 and 15 years), as was predicted by literature. In terms of gender differences, boys in this school were found to bully significantly more than girls. Furthermore, group bullying was found to be more prevalent than individual bullying in both genders. In this school boys and surprisingly girls too were shown to favour direct verbal bullying tactics (unpleasant teasing) and direct physical bullying tactics (hitting, kicking or pushing). This finding is a cause for concern as it is contradicted by literature which describes girls as preferring indirect bullying tactics (isolating the victim or threatening harm) to direct physical tactics, indicating that girls in this school use higher levels of physical aggression in bullying than the findings of other literature. The found high incidence levels of being bullied and bullying behaviour trends indicate a need for an anti–bullying intervention in this school, which includes learners of all age and race groups. The study's findings imply that such an intervention should include a focus on bullying of black and coloured learners and address racial dynamics in bullying. Furthermore intervention should address group and individual bullying, as well as the use of direct bullying tactics among both boys and girls, particularly direct physical tactics. Altough these findings are not generalisable to other South African schools, the need for further South African research to investigate unique trends in bullying behaviour is stressed. / Thesis (M.Sc. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.

There is widespread concern for the mental well–being of adolescents. Various studies have indicated the deleterious consequences of bullying for both victims and bullies, implying the serious need for interventions to lower the incidence of bullying in schools. Descriptive data must inform the development of intervention programmes. The present study aimed to provide such data and to add to existing research on bullying in South African schools. This quantitative study investigated bullying behaviour in a parallel–medium, multi–racial high school in the North–West Province. The specific research aims were to examine the total incidence of bullying experiences and, specifically, frequency levels of being bullied according to age group and race group. Furthermore, gender differences in frequency levels of individual and group bullying, as well as gender–specific frequency levels of use of direct and indirect bullying tactics were examined. A one–shot cross–sectional survey design was employed. A randomly selected representative sample of 635 learners, comprising 274 boys and 361 girls, completed a self–report survey instrument, the Peer Relation Questionnaire (Neser, Ladikos and Prinsloo 2004), with regard to their bullying experiences. The Statistical Package for the Social Sciences (SPSS) was used to calculate frequencies, cross–tabulations and chi–square statistical tests. Results indicated that 52% of participants reported to have been the victims of bullying. A significant difference in distribution of bullying frequency was indicated for race groups, but not for age groups. Black and coloured learners in this school experienced a higher frequency of bullying than white learners, which indicates that racial dynamics has an important impact on bullying behaviour in this school. Bullying frequency in this high school is not significantly lower in senior secondary learners (learners 16 years and older) than in junior secondary learners (learners between 13 and 15 years), as was predicted by literature. In terms of gender differences, boys in this school were found to bully significantly more than girls. Furthermore, group bullying was found to be more prevalent than individual bullying in both genders. In this school boys and surprisingly girls too were shown to favour direct verbal bullying tactics (unpleasant teasing) and direct physical bullying tactics (hitting, kicking or pushing). This finding is a cause for concern as it is contradicted by literature which describes girls as preferring indirect bullying tactics (isolating the victim or threatening harm) to direct physical tactics, indicating that girls in this school use higher levels of physical aggression in bullying than the findings of other literature. The found high incidence levels of being bullied and bullying behaviour trends indicate a need for an anti–bullying intervention in this school, which includes learners of all age and race groups. The study's findings imply that such an intervention should include a focus on bullying of black and coloured learners and address racial dynamics in bullying. Furthermore intervention should address group and individual bullying, as well as the use of direct bullying tactics among both boys and girls, particularly direct physical tactics. Altough these findings are not generalisable to other South African schools, the need for further South African research to investigate unique trends in bullying behaviour is stressed. / Thesis (M.Sc. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.

AFRIKAANS : Rasionaal: Die Suid-Afrikaanse konteks is heterogeen van aard en word gekenmerk deur ʼn kontinuum van ontwikkelende tot ontwikkelde gesondheidsdienste. Daar word beraam dat 55% van kinders (0-3 jaar) in landelike Suid-Afrikaanse gebiede woon, waar armoede heers en die infrastruktuur onvoldoende is. Die ongunstige omgewings omstandighede van talle kinders woonagtig in Suid-Afrika verhoog die risiko vir gestremdhede en plaas babas en kleuters in ʼn groter gevaar vir die ontwikkeling van ʼn kommunikasieafwyking, wat die behoefte aan effektiewe Vroeë Kommunikasie Intervensie (VKI) dienslewering in dié konteks beklemtoon. Primêre Gesondheidsorgklinieke (PGS) kan beskou word as die ideale konteks binne die Suid-Afrikaanse realiteit waar VKI programme en VKI dienslewering geïmplementeer kan word. Deur VKI dienslewering binne die Primêre Gesondheidsorgklinieke te implementeer, kan samewerkende dienslewering tussen VKI en Primêre Gesondheidsorg verhoog word. Beide die Primêre Gesondheidsorgmodel en die VKI benadering stel voorkoming en die vroeë identifikasie van afwykings as sentrale doelwit voor. Die implementering van VKI in die Suid-Afrikaanse Gesondheidsorgsisteem is deur talle navorsers geïdentifiseer as die wyse waarop die dienste aan babas en kleuters wat ʼn risiko toon vir die ontwikkeling van ʼn kommunikasieafwyking bevorder kan word. Deur die implementering van VKI dienslewering op die vlak van Primêre Gesondheidsorgklinieke, kan die basiese beginsels van VKI naamlik, dienslewering wat gemeenskapsgebaseerd, familie-gesentreerd, omvattend en gekoördineerd is, geïmplementeer word. Doel: Die hoofdoel van hierdie studie was om te bepaal in watter mate Gesondheidsorgklinieke in die Wes-Rand streek as konteks vir die toepassing van VKI kan dien. Metode: ʼn Beskrywende kwantitatiewe opname is as navorsingsontwerp vir beide fases benut. Ten einde die doel van die studie te bereik, is die navorsing in twee fases uitgevoer, omdat die navorsingsproses kronologiese verloop het en daar eerstens in fase een gefokus is op die konteks vir diensverskaffing, en tweedens in fase twee op die diensverskaffers. Fase een het ʼn konteks analise behels om sodoende die fisiese konteks waarbinne die sorggewers en hul kinders wat ʼn risiko vertoon vir die ontwikkeling van ʼn kommunikasieprobleem dienste ontvang, te beskryf en te evalueer deur die voltooiing van ʼn afmerklys wat vooraf deur die navorser opgestel is. Fase twee het ʼn triangulasie navorsingsmetode benut deur gebruik te maak van ʼn gestruktureerde onderhoudskedule, sowel as die voltooiing van ʼn opgestelde vraelys. Die afmerklys in fase een, die gestruktureerde onderhoudskedule, en die vraelys in fase twee het as data-insamelingstegnieke vir die navorsingsprojek gedien. Respondente en Deelnemers: Vir Fase 1 is 12 Primêre Gesondheidsorgklinieke in die drie sub-distrikte van die Wes-Rand distrik benut vir die konteksanalise. Vir Fase 2 is agt terapeute in hulle gemeenskapsdiensjaar wat werksaam is in die Wes-Rand distrik as deelnemers benut vir die bespreking van die vooraf geïdentifiseerde temas gedurende die gestruktureerde onderhoudskedule. 34 gemeenskapsverpleegkundiges van die Wes-Rand distrik is as respondente gebruik vir die voltooiing van die vraelys. Bevindinge: Die bevindinge het daarop gedui dat die Primêre Gesondheidsorgklinieke nie voldoende toegerus is vir die verskaffing van VKI dienslewering nie, ten spyte van die teenwoordigheid van risikofaktore onder die kliniekpopulasie. Verder was daar geen VKI bemarkings-, evaluasie- en intervensiemateriaal in die klinieke beskikbaar nie. Resultate het egter daarop gedui dat daar op ʼn weeklikse basis by elkeen van die Primêre Gesondheidsorgklinieke die moontlikheid bestaan van ʼn VKI span, aangesien daar ʼn spraak-taalterapeut, arbeidsterapeut, fisioterapeut, dieetkundige, maatskaplike werker, mediese dokter en verpleegkundige weekliks op dieselfde dag beskikbaar is. Die gemeenskapdiensjaarterapeute was positief ten opsigte van vroeë identifikasie en sekondêre voorkoming as sleutelkomponente van VKI. In teenstelling met die terapeute se positiwiteit t.o.v. vroeë identifikasie en voorkoming en in ooreenstemming met die bevindinge in Fase 1, was die terapeute van mening dat VKI tans nie suksesvol binne die Primêre Gesondheidsorgklinieke geïmplementeer sal kan word. Die gemeenskapsverpleegkundiges se kennis rakende VKI en aspekte wat verband hou met VKI was nie bevredigend nie. Die verpleegkundiges se houding jeens ʼn spanbenadering was positief, wat aan die spraak-taalterapeute die geleentheid bied om in samewerking met die verpleegkundiges die implementering van VKI binne hierdie konteks te motiveer en te implementeer. Gevolgtrekking: Die resultate van die navorsing hou implikasies in vir die rol van die spraak-taalterapeut ten opsigte van gemeenskapsgebaseerde intervensie, voorkoming, vroeë identifikasie, en die opleiding en bemagtiging van sorggewers en spanlede wat betref VKI binne die Suid-Afrikaanse Primêre Gesondheidsorgklinieke. Die behoefte aan verdere navorsing in die veld is deur die bevindinge van die studie beklemtoon. ENGLISH : Rationale: The South- African context is a heterogeneous context that is characterized by a continuum of developing to developed health care services. It is estimated that 55% of children (0 to 3 years) live in rural areas with insufficient infrastructure and under extreme conditions of poverty. Children living in South Africa are at greater risk for the development of a communication disorder due to the unfavourable environmental circumstances that they live in, which emphasizes the need for Early Communication Intervention (ECI) services in South Africa. Primary Health Care Clinics can be seen as the ideal context within South Africa where ECI programs and service delivery can be implemented. Both the Primary Health Care Model and the principles of ECI service delivery focuses on prevention and early identification of developmental disorders as their main goal. Many authors view the implementation of ECI in South Africa’s health system as the way in which the appropriate services can be provided to babies and infants that are at-risk for a communication disorder. Implementing ECI on the level of the Primary Healthcare will allow for the provision of services that are in accordance with the basic principles of service delivery stipulated by ASHA (1989), namely services that are community-based, family-centered, coordinated and comprehensive. Aim: The main purpose of the study was to determine the degree in which the Primary Health Care Clinics in the West-Rand district can be used for the implementation of Early Communication Intervention (ECI). Method: An exploratory, descriptive and contextual research design was implemented for both phases, which incorporated both quantitative and qualitative paradigms. This study was conducted in two phases. In Phase One a context analysis was conducted, where by a checklist was completed by the researcher, in order to describe and evaluate the context where children who are at risk for the development of a communication disorder, and their parents, may receive services. In Phase two a triangulation method was followed and the researcher made use of a structured interview to discuss the themes and a questionnaire in order to obtain information regarding the perception of the nurses and community service therapists on ECI services and the implementation of ECI services in the Primary Health Care Clinics. The checklist in phase one, the structured interview, and the questionnaire in phase two were used as data collection methods during this research project. Respondents and Participants: For the context analysis in Phase One, 12 Primary Health Care Clinics in the West-Rand district were used. Phase Two utilized 8 therapists as participants that were employed by the Wes-Rand health district to complete their community service year. 34 community nurses, employed by the West-Rand district were utilized as respondents and completed the questionnaire. Results: The findings of the study indicated that the Primary Health Care Clinics were not appropriately equipped for the implementation of ECI service delivery, despite the presence of risk-factors under babies and children visiting the clinics. There were no available ECI marketing-, assessment-, and intervention material at the clinics. It is promising to have found that there is the possibility of the implementation of an ECI team at each of the clinics, seeing that there is a speech-language therapist, occupational therapist, physiotherapist, dietician, social worker, medical doctor and nurse available on the same day on a weekly basis. The community service therapists were positive regarding early identification and the secondary prevention of communication disorders as key components of the ECI process. In contrast with their positive attitudes towards these aspects, they were of the opinion that due to proposed challenges in this context, at this stage, it will not be possible to implement the ECI process in the Primary Health Care Clinics. The community nurse’s knowledge regarding ECI and the aspects related to ECI were not appropriate. Despite this, they demonstrated a positive attitude towards the implementation of a team approach, which gives the speech-language therapist’s the opportunity to work with the nursing staff in a team approach, to implement ECI within the Primary Health Care Clinics. The participants in Phase Two were aware of the importance of ECI and the need for ECI services in this context, but they were of the opinion that the implementation of ECI in this Primary Health Care Context would not be possible due to a variety of reasons. The respondents in Phase Two demonstrated inappropriate knowledge and awareness regarding ECI, communication development, communication disorders and the role of the speech-language therapist and audiologist in the Primary Health Care Context. The majority of the respondents were positive about in-service ECI training, regardless of their limited knowledge thereof. Conclusion: The results have implications for the role of the speech-language therapist in terms of community-based intervention, prevention, early identification, parent training and informing colleagues about ECI within the South African Primary Health Care Clinics. The need for further research in this field is emphasized. Copyright / Dissertation (MComm Path)--University of Pretoria, 2009. / Speech-Language Pathology and Audiology / Unrestricted

Over the past few decades it has become evident that the work/family interface is a much broader concept that does not only stress the negative side of the relationship, but also include a positive side. This refers to the process by which participation in one role (e.g. work role) is made better or easier by virtue of participation in the other role (e.g. family role). South Africa is a multicultural society, which consists of four groups (i.e. Black, White, Coloured and Indian), speaking eleven official languages. All of these groups are faced with unique and different circumstances. Apart from cultural, ethnic and linguistic differences, other divergent elements may exist (i.e. values and norms). Therefore South African employees may experience the positive side of the work/family interface differently from employees within other countries. To add to the problem, it is not clear how South African employees‟ experiences of enrichment between work and family domains compare to the experiences of employees in other countries. Furthermore, to date no measuring instrument to assess the enrichment between work and family domains in both directions (work-to-family and family-to-work) exists, that is unique to the South African context. This could pose potential problems for organisations and for future studies on the positive side of work/family in South Africa. The objectives of this research were 1) to determine how the positive side of the work/family interface, particularly work-family enrichment, is conceptualised according to the literature; 2) to develop a new work-family enrichment instrument that is suitable for the South African context and that addresses conceptual and measurement issues relating to previous positive measurements of the work/family interface; 3) to investigate the psychometric properties of the newly developed work-family enrichment instrument; and 4) to assess antecedents and outcomes of work-family enrichment among employees within the South African context. The study consisted of four phases. During the first phase, following an extensive review of literature covering the positive side of the work/family interface, a theoretical framework was proposed for the study. Thereafter, a new instrument that measures work-family enrichment was developed based on the proposed theoretical framework. The instrument was tested via Rasch modelling with a pre-limenary study (N = 527), in order to overcome some of the measurement limitations from the previous positive work-family instruments. This test was followed by investigating the psychometric properties (i.e. construct validity, discriminant validity, convergent validity and external validity; N = 627) of the newly developed MACE Work-Family Enrichment Instrument. During the final phase, antecedents, work-family enrichment and outcomes were assessed in the South African context. In both phases 3 and 4, the following instruments (accompanied by the new instrument) were utilised, namely the Work Resources Scale, Home Resources Scale, Utrecht Work Engagement Scale, Family Engagement Scale, Job Satisfaction Scale, Career Satisfaction Scale, Life Satisfaction Scale, Family Satisfaction Scale and the Work-family Enrichment Scale. During the first phase, the literature revealed that the positive side of the work-family interface is presented by various concepts (i.e. work-family enhancement, work-family facilitation, work-family positive spillover and work-family enrichment). The review also revealed that, to date, the work-family enrichment concept has been the only concept in literature on the positive work/family interface that is grounded in a properly developed conceptualised theoretical model. The fundamental thinking behind the work-family enrichment model is that work and family each provides individuals with resources (i.e. skills and perspectives, psychological and physical, social-capital, flexibility, material) in the one domain, that may help the individual improve the quality of his/her performance in the other domain. These resources thus enable improved performance in the other role either directly (i.e. instrumental path) or indirectly (i.e. affective path). During the second phase a new work-family enrichment instrument was developed, namely the MACE Work-Family Enrichment Instrument. This instrument was based on the proposed work-family enrichment theoretical model for both directions (i.e. work-to-family and family-to-work). Initially 133 items were developed that the researcher obtained from the existing literature, and 161 items were self-developed. During the evaluation study, various problematic items were eliminated by using the Rasch measurement model. The third phase included the validation study in which the psychometric properties of the new MACE instrument was investigated. The results provided evidence for construct validity, discriminant validity and convergent validity, and showed significant relations with external variables. Adequate internal consistency was also found for the proposed scales. The final number of items retained after this phase in the development and pilot study of the MACE Work-Family Enrichment Instrument were 34. During the final phase, various relationships were pointed out between antecedents (i.e. various work resources and home resources), work-family enrichment dimensions, as well as dimensions and outcomes of this type of enrichment. These included work-engagement dimensions, family engagement dimensions, as well as satisfaction-dimensions for work, career, life and the family environment. The results of these relationships were found to be in accordance with other literature on the positive side of the work/family interface. The present study provided evidence for the psychometric properties of the new MACE instrument, which researchers and managers can use to investigate the specific enrichment between work and family domains of employees in a South African context. The results give researchers and managers insight into the specific antecedents (e.g. work resources) and outcomes (e.g. job satisfaction) that play a role in work-family enrichment. This insight can be used as basis on which interventions can be developed to deal with these issues currently. Recommendations were also made for future research. / PhD (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

Over the past few decades it has become evident that the work/family interface is a much broader concept that does not only stress the negative side of the relationship, but also include a positive side. This refers to the process by which participation in one role (e.g. work role) is made better or easier by virtue of participation in the other role (e.g. family role). South Africa is a multicultural society, which consists of four groups (i.e. Black, White, Coloured and Indian), speaking eleven official languages. All of these groups are faced with unique and different circumstances. Apart from cultural, ethnic and linguistic differences, other divergent elements may exist (i.e. values and norms). Therefore South African employees may experience the positive side of the work/family interface differently from employees within other countries. To add to the problem, it is not clear how South African employees‟ experiences of enrichment between work and family domains compare to the experiences of employees in other countries. Furthermore, to date no measuring instrument to assess the enrichment between work and family domains in both directions (work-to-family and family-to-work) exists, that is unique to the South African context. This could pose potential problems for organisations and for future studies on the positive side of work/family in South Africa. The objectives of this research were 1) to determine how the positive side of the work/family interface, particularly work-family enrichment, is conceptualised according to the literature; 2) to develop a new work-family enrichment instrument that is suitable for the South African context and that addresses conceptual and measurement issues relating to previous positive measurements of the work/family interface; 3) to investigate the psychometric properties of the newly developed work-family enrichment instrument; and 4) to assess antecedents and outcomes of work-family enrichment among employees within the South African context. The study consisted of four phases. During the first phase, following an extensive review of literature covering the positive side of the work/family interface, a theoretical framework was proposed for the study. Thereafter, a new instrument that measures work-family enrichment was developed based on the proposed theoretical framework. The instrument was tested via Rasch modelling with a pre-limenary study (N = 527), in order to overcome some of the measurement limitations from the previous positive work-family instruments. This test was followed by investigating the psychometric properties (i.e. construct validity, discriminant validity, convergent validity and external validity; N = 627) of the newly developed MACE Work-Family Enrichment Instrument. During the final phase, antecedents, work-family enrichment and outcomes were assessed in the South African context. In both phases 3 and 4, the following instruments (accompanied by the new instrument) were utilised, namely the Work Resources Scale, Home Resources Scale, Utrecht Work Engagement Scale, Family Engagement Scale, Job Satisfaction Scale, Career Satisfaction Scale, Life Satisfaction Scale, Family Satisfaction Scale and the Work-family Enrichment Scale. During the first phase, the literature revealed that the positive side of the work-family interface is presented by various concepts (i.e. work-family enhancement, work-family facilitation, work-family positive spillover and work-family enrichment). The review also revealed that, to date, the work-family enrichment concept has been the only concept in literature on the positive work/family interface that is grounded in a properly developed conceptualised theoretical model. The fundamental thinking behind the work-family enrichment model is that work and family each provides individuals with resources (i.e. skills and perspectives, psychological and physical, social-capital, flexibility, material) in the one domain, that may help the individual improve the quality of his/her performance in the other domain. These resources thus enable improved performance in the other role either directly (i.e. instrumental path) or indirectly (i.e. affective path). During the second phase a new work-family enrichment instrument was developed, namely the MACE Work-Family Enrichment Instrument. This instrument was based on the proposed work-family enrichment theoretical model for both directions (i.e. work-to-family and family-to-work). Initially 133 items were developed that the researcher obtained from the existing literature, and 161 items were self-developed. During the evaluation study, various problematic items were eliminated by using the Rasch measurement model. The third phase included the validation study in which the psychometric properties of the new MACE instrument was investigated. The results provided evidence for construct validity, discriminant validity and convergent validity, and showed significant relations with external variables. Adequate internal consistency was also found for the proposed scales. The final number of items retained after this phase in the development and pilot study of the MACE Work-Family Enrichment Instrument were 34. During the final phase, various relationships were pointed out between antecedents (i.e. various work resources and home resources), work-family enrichment dimensions, as well as dimensions and outcomes of this type of enrichment. These included work-engagement dimensions, family engagement dimensions, as well as satisfaction-dimensions for work, career, life and the family environment. The results of these relationships were found to be in accordance with other literature on the positive side of the work/family interface. The present study provided evidence for the psychometric properties of the new MACE instrument, which researchers and managers can use to investigate the specific enrichment between work and family domains of employees in a South African context. The results give researchers and managers insight into the specific antecedents (e.g. work resources) and outcomes (e.g. job satisfaction) that play a role in work-family enrichment. This insight can be used as basis on which interventions can be developed to deal with these issues currently. Recommendations were also made for future research. / PhD (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

In South Africa issues regarding the dissatisfactory delivery of low-cost housing developments are well known. Low-cost housing has generally been delivered in a manner which attempts to address housing backlogs, instead of focussing on establishing quality environments and sustainable communities. In order to address the current deficient approaches to low-cost residential development, a literature and empirical investigation was conducted with the purpose of exploring the South African status quo. Issues for improvement were researched within the existing knowledge base. The literature reviewed for this study encompassed government literature, policies and legislation as well as work from both national and international authors from a variety of fields, given the diverse nature and multiple impacts related to housing development. These literary works provided evidence to the conclusions drawn and informed the recommendations made accordingly. The empirical research conducted included several structured interviews, the distribution of questionnaires and the evaluation of various South African case studies. Empirical results added a quantitative measure to the evidence provided by the literature study and thus offered further conclusions and recommendations. The recommendations made were categorised according to their contribution to planning, management and design. It is believed that the adoption of these preliminary recommendations may greatly improve the housing delivery process and quality of life experienced by low-income beneficiaries. The issues covered in this study include research, conclusions and recommendations on: * Investigating the South African status quo with regard to housing policies and legislature. * Identifying the merits of historical theoretical models and their value in modern day housing development. * Discussing the importance of a locally focussed development approach with regard to the role of local municipalities versus provincial authorities in low-cost residential development. * Identifying the value of low-cost housing in local economic development and sustainable socio-economic growth. * Discussing the role of community participation in delivering sustainable neighbourhoods and communities. * Investigating the need for higher density development with specific reference to the integration of various housing typologies. * Exploring the relevance and benefits of alternative construction materials in low-cost residential development. * Exploring the informal backyard rental sector. * Exploring the approaches followed in South African case studies of varying successes in various provinces. It should be noted that the research conducted for this study, the conclusions drawn and the recommendations made provide substantial value, but are all mainly provided as preliminary concepts to be elaborated in a future PhD study. / Thesis (MArt et Scien (Urban and Regional Planning))--North-West University, Potchefstroom Campus, 2013

In South Africa issues regarding the dissatisfactory delivery of low-cost housing developments are well known. Low-cost housing has generally been delivered in a manner which attempts to address housing backlogs, instead of focussing on establishing quality environments and sustainable communities. In order to address the current deficient approaches to low-cost residential development, a literature and empirical investigation was conducted with the purpose of exploring the South African status quo. Issues for improvement were researched within the existing knowledge base. The literature reviewed for this study encompassed government literature, policies and legislation as well as work from both national and international authors from a variety of fields, given the diverse nature and multiple impacts related to housing development. These literary works provided evidence to the conclusions drawn and informed the recommendations made accordingly. The empirical research conducted included several structured interviews, the distribution of questionnaires and the evaluation of various South African case studies. Empirical results added a quantitative measure to the evidence provided by the literature study and thus offered further conclusions and recommendations. The recommendations made were categorised according to their contribution to planning, management and design. It is believed that the adoption of these preliminary recommendations may greatly improve the housing delivery process and quality of life experienced by low-income beneficiaries. The issues covered in this study include research, conclusions and recommendations on: * Investigating the South African status quo with regard to housing policies and legislature. * Identifying the merits of historical theoretical models and their value in modern day housing development. * Discussing the importance of a locally focussed development approach with regard to the role of local municipalities versus provincial authorities in low-cost residential development. * Identifying the value of low-cost housing in local economic development and sustainable socio-economic growth. * Discussing the role of community participation in delivering sustainable neighbourhoods and communities. * Investigating the need for higher density development with specific reference to the integration of various housing typologies. * Exploring the relevance and benefits of alternative construction materials in low-cost residential development. * Exploring the informal backyard rental sector. * Exploring the approaches followed in South African case studies of varying successes in various provinces. It should be noted that the research conducted for this study, the conclusions drawn and the recommendations made provide substantial value, but are all mainly provided as preliminary concepts to be elaborated in a future PhD study. / Thesis (MArt et Scien (Urban and Regional Planning))--North-West University, Potchefstroom Campus, 2013

Any factor that interferes with a child’s ability to interact with the environment in a normal manner is a potential source of, or contributing factor to, the presence of a developmental delay (Rossetti, 2001). According to Bam (2001) the Human Immunodeficiency Virus (HIV) is considered as an established risk factor under the category of serious infections and does not only have a negative effect on the normal development of a child, but also leads to serious audiological complications (Bankaitis&Schountz, 1998). Heterogeneity of auditory manifestations in individuals with HIV/AIDS is a feature of this virus (Friedman&Noffsinger, 1998). When considering the wide spectrum of audiological problems associated with pediatric HIV/AIDS, the role of the audiologist in the treatment of these children are highlighted (Bankaitis, 1998). Effective treatment of this heterogeneous population can however only take place within a team of medical professionals as their complex needs require a wide spectrum of skills (McNeilly, 2000). In South Africa nursing personnel play an important role in the early identification of a hearing loss and other audiological abnormalities (Thathiah, 2001). Part of a nurse’s job involve the provision of services in hearing health care, therefore they can serve as assistants for the audiological profession (Thathiah, 2001). Although rehabilitation services in rural areas are limited, developmental disabilities can be prevented or minimized if it is identified early. Early identification of hearing losses and other audiological abnormalities associated with HIV/AIDS can however only take place if nursing personnel have the necessary knowledge and skills to address these problems efficiently. To thus provide optimal audiological services to children with HIV/AIDS nursing personnel must be able to function as a link between the audiologist and the community. In the light of the current government involvement with the provision of optimal health care service to people with HIV and Acquired Immune Deficiency Syndrome (AIDS), it is necessary to recognize and address the audiological needs of these individuals. The aim of this study was to determine the perception of nursing personnel, working in state hospitals in North West, regarding the audiological manifestations of HIV/AIDS in the pediatric population. A quantitive research design was employed in the form of a descriptive survey. The knowledge of 156 nursing personnel, working in fifteen different state hospitals in North West, was assessed through the use of a self-constructed questionnaire. This research concluded that the majority of the nursing personnel do not have sufficient knowledge regarding hearing health care and HIV/AIDS within the pediatric population. The assumption can thus be made that these children don’t get sufficient and effective intervention services and this will effect their development as well as quality of life negatively. Furthermore, respondents appeared not to have fully realized the importance of their role as health workers within the audiological context. The nursing personnel identified a need for information regarding the audiological manifestations of HIV/AIDS in the pediatric population and there appears to be a specific role for the audiologist in training the nurses regarding this above mentioned issue. This study emphasizes the importance of early identification and intervention of hearing disorders in children, especially children with HIV, within South Africa and indicates the need for further research with regards to this population. / Dissertation (MCommunication Pathology)--University of Pretoria, 2008. / Speech-Language Pathology and Audiology / unrestricted