Parent training is an effective intervention for parents of children with a variety of childhood disorders, and parents often view behavioral parent training as acceptable. Explanations and rationales for parent training are commonly provided at the beginning of treatment. However, there is little research regarding how rationales may influence acceptability. There is also limited information on whether fathers and mothers judge the acceptability of parent training differently. The purpose of this study was to determine whether changing the description of a behavioral parenting intervention influenced parents’ acceptability ratings and whether mothers and fathers differed in their ratings. Participants viewed one of two descriptions of parent training that focused on either addressing deficits in parenting skills or enhancing existing parenting skills. The results indicated that there was not a significant difference in the acceptability of the two parent training descriptions. However, mothers rated both treatment descriptions as more acceptable than did fathers. Results also indicated that parents’ beliefs about their influence as parents significantly predicted acceptability of the parent training descriptions. The results of the current study suggested that treatment acceptability was not influenced by the way that the interventions were described. Future research should focus on how to increase acceptability of parent training for fathers and parents who do not feel that they have control and influence over their children.

abstract: This dissertation aimed to evaluate the effectiveness and drawbacks of promising fall prevention strategies in individuals with stroke by rigorously analyzing the biomechanics of laboratory falls and compensatory movements required to prevent a fall. Ankle-foot-orthoses (AFOs) and functional electrical stimulators (FESs) are commonly prescribed to treat foot drop. Despite well-established positive impacts of AFOs and FES devices on balance and gait, AFO and FES users fall at a high rate. In chapter 2 (as a preliminary study), solely mechanical impacts of a semi-rigid AFO on the compensatory stepping response of young healthy individuals following trip-like treadmill perturbations were evaluated. It was found that a semi-rigid AFO on the stepping leg diminished the propulsive impulse of the compensatory step which led to decreased trunk movement control, shorter step length, and reduced center of mass (COM) stability. These results highlight the critical role of plantarflexors in generating an effective compensatory stepping response. In chapter 3, the underlying biomechanical mechanisms leading to high fall risk in long-term AFO and FES users with chronic stroke were studied. It was found that AFO and FES users fall more than Non-users because they have a more impaired lower limb that is not fully addressed by AFO/FES, therefore leading to a more impaired compensatory stepping response characterized by increased inability to generate a compensatory step with paretic leg and decreased trunk movement control. An ideal future AFO that provides dorsiflexion assistance during the swing phase and plantarflexion assistance during the push-off phase of gait is suggested to enhance the compensatory stepping response and reduce more falls. In chapter 4, the effects of a single-session trip-specific training on the compensatory stepping response of individuals with stroke were evaluated. Trunk movement control was improved after a single session of training suggesting that this type of training is a viable option to enhance compensatory stepping response and reduce falls in individuals with stroke. Finally, a future powered AFO with plantarflexion assistance complemented by a trip-specific training program is suggested to enhance the compensatory stepping response and decrease falls in individuals with stroke. / Dissertation/Thesis / Doctoral Dissertation Mechanical Engineering 2019

Research suggests that there are now two distinct approaches to Emotional Intelligence (EI): ability and trait. To date, however, the literature indicates that the construct remains poorly defined and not always adequately measured. Focusing on trait EI, the current thesis identifies a number of research questions that centre on what it is that defines EI in relation to existing definitions and other constructs, namely, happiness, self-esteem, mood and personality. Moreover, a programme of empirical study investigates whether a training intervention can enhance levels of EI and thus contribute to the emerging applied field of enquiry. This has been achieved through the employment of a series of studies. The initial study used the Repertory Grid Technique (RGT) and Principal Component Analysis (PCA) to generate a definition of EI, which directed this thesis towards alignment with the trait approach. The second study aimed to identify correlations and explore possible predictor variables through the application of Pearson’s r and Hierarchical Regression analysis. Moreover, a Mediation and Moderation analysis investigated whether EI has a mediating or moderating role when combined with other predictors. Two further experimental studies examined whether EI could be experimentally enhanced through a programme of relaxation and positive thinking when compared with a control group engaged in a non-demanding reading task. The results of the first study produced a definition of EI that included descriptions of work-related qualities with the second study yielding results of high correlations between EI, happiness and self-esteem, which were also identified as predictor variables. EI was found to act as a mediator and moderator. Analysis of Variance generated results for the first experimental study that showed overall non-significant interactions. To investigate beyond these findings, the second programme showed that the training programme induced positive changes. It was concluded that, overall, the results contribute to a definition beyond existing definitions of EI, demonstrating EI’s strong associations particularly with happiness, self-esteem and, its mediating and moderating role with other predictors. Primarily, the results from the second experimental study demonstrate the potential of EI in the applied field, including education, work and health.

Thesis (MPA.) --University of Limpopo, 2014 / iii ABSTRACT Government Institutions are in terms of the Skills Development Act, (Act 97 of 1998), required to develop employees in order to achieve good and effective performance. The Act makes provision for the development of Workplace Skills Plan by government institutions and mandates these institutions, including Government Departments, to budget at least 1% of their payroll for training and development of employees. It is, however, not apparent whether or not the developed Workplace Skills Plans are in line with the employees training needs and training interventions. As a result, the essence of this study is to determine how to align employees training needs with the Departmental Workplace Skills Plan in the Limpopo Department of Health. In addition, the study investigates whether or not training interventions in the Limpopo Department of Health are informed by the identified skills needs. The type of research methodology used in this study is the quantitative approach, which is in the form of a structured questionnaire. The main finding of the study is that although the Limpopo Department of Health developed the Workplace Skills Plan, training interventions were not aligned to it. In addition, a large percentage of the respondents was not aware of the skills audit exercise that the Department undertook. This study also reveals that the post-training evaluation which was done by the Department did not contribute to important subsequent training interventions. The key recommendation made is that the Limpopo Department of Health should make employees aware of the skills audit exercise the Department often undertakes. Additionally, Personal Development Plans should be continuously used to identify pertinent employee training needs relevant for the Departmental Workplace Skills Plan KEY WORDS • Limpopo Department of Health • Workplace Skills Plan • Personal Development Plan • Skills Audit • Training Interventions • Training Needs Analysis • Employees Training Needs

<p>The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today&rsquo / s climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university&rsquo / s OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students&rsquo / information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students&rsquo / prior experience of libraries, reading and computers, which might impact on their information literacy...</p>

<p>The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today&rsquo / s climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university&rsquo / s OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students&rsquo / information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students&rsquo / prior experience of libraries, reading and computers, which might impact on their information literacy...</p>

Magister Bibliothecologiae - MBibl / The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today's climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university's OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students' information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students' prior experience of libraries, reading and computers, which might impact on their information literacy. / South Africa