Early adolescent girls in a private school setting are in a vulnerable state on account of their gender, transitional developmental phase and a combined array of modern-day expectations and challenges. With many private schools expecting a 100% pass rate from their students, issues of competitiveness and achievement pressure may become prevalent. Research has shown that early adolescent girls are more susceptible to psychosocial problems than boys as well as girls of other ages, putting them more at risk of the effects of performance pressure, academic stress, depression and anxiety. Early adolescent girls’ vulnerability due to the impact that puberty has on their self-esteem as well as the fact that they are easily influenced by the opinions of others, causing them to be highly sensitive to the approval of others, may be compounded by pressures of the private school. The purpose and aim of this study was therefore to explore and describe the lived experiences of early adolescent girls in a private school setting so as to gain a deeper understanding of such experiences. In following this it was hoped that the study would offer the girls a ‘voice’ as well as create awareness of how they can be better supported in terms of their psychosocial development and well-being. The study was not viewed from one specific theoretical perspective but rather took into consideration various theories of development while undertaking the literature review, in order to gain a broader orientation of the subject at hand. The current literature with regard to the key concepts of the study formed part of the overview of the study. A qualitative approach was followed so as to understand the unique, true meaning of the girls’ experiences. A case study design allowed for a holistic, in-depth study of the social phenomenon at hand. The participants were ten early adolescent girls in Grade 7 in a private school in Northern Johannesburg who volunteered to take part in the study with the informed consent of their parents. The data obtained were viewed in line with an interpretive descriptive paradigm, which allowed the phenomenon to be studied through a ‘subjective lens’ while allowing for the formation of various realities. A deeper understanding of such realities in terms of the girls’ interpretations of their lived experiences was obtained through the data collection methods of semi-structured in-depth interviews, collages, confidential letters, journal Psychosocial experiences of early adolescent girls in a private school setting entries, field notes and researcher reflective notes. In combination with the researcher’s interpretation, this led to a richer, co-constructed, description of the girls’ experiences. The interpretive description allowed for the emergence of thematic patterns which revealed the findings of the study. The findings confirm that the girls are experiencing pressure to attain and maintain the high standard of the school. The findings further confirm that such pressures are increased by the early adolescent girls’ vulnerable developmental phase which places them in need of greater positive support from teachers, peers and parents to maintain healthy psychosocial development. The findings show that perceived rejection from peers and teachers has a negative effect on the girls’ self-concept. The findings further reveal that in considering the girls’ well-being they should be given a voice and be respected in their authentic uniqueness. Recommendations were made for the school to investigate the establishment of ‘mindfulness workshops’ to be run at the school, with the outcome that parents, teachers and students further develop skills in ways of supporting the girls’ healthy psychosocial development. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Early adolescent girls in a private school setting are in a vulnerable state on account of their gender, transitional developmental phase and a combined array of modern-day expectations and challenges. With many private schools expecting a 100% pass rate from their students, issues of competitiveness and achievement pressure may become prevalent. Research has shown that early adolescent girls are more susceptible to psychosocial problems than boys as well as girls of other ages, putting them more at risk of the effects of performance pressure, academic stress, depression and anxiety. Early adolescent girls’ vulnerability due to the impact that puberty has on their self-esteem as well as the fact that they are easily influenced by the opinions of others, causing them to be highly sensitive to the approval of others, may be compounded by pressures of the private school. The purpose and aim of this study was therefore to explore and describe the lived experiences of early adolescent girls in a private school setting so as to gain a deeper understanding of such experiences. In following this it was hoped that the study would offer the girls a ‘voice’ as well as create awareness of how they can be better supported in terms of their psychosocial development and well-being. The study was not viewed from one specific theoretical perspective but rather took into consideration various theories of development while undertaking the literature review, in order to gain a broader orientation of the subject at hand. The current literature with regard to the key concepts of the study formed part of the overview of the study. A qualitative approach was followed so as to understand the unique, true meaning of the girls’ experiences. A case study design allowed for a holistic, in-depth study of the social phenomenon at hand. The participants were ten early adolescent girls in Grade 7 in a private school in Northern Johannesburg who volunteered to take part in the study with the informed consent of their parents. The data obtained were viewed in line with an interpretive descriptive paradigm, which allowed the phenomenon to be studied through a ‘subjective lens’ while allowing for the formation of various realities. A deeper understanding of such realities in terms of the girls’ interpretations of their lived experiences was obtained through the data collection methods of semi-structured in-depth interviews, collages, confidential letters, journal Psychosocial experiences of early adolescent girls in a private school setting entries, field notes and researcher reflective notes. In combination with the researcher’s interpretation, this led to a richer, co-constructed, description of the girls’ experiences. The interpretive description allowed for the emergence of thematic patterns which revealed the findings of the study. The findings confirm that the girls are experiencing pressure to attain and maintain the high standard of the school. The findings further confirm that such pressures are increased by the early adolescent girls’ vulnerable developmental phase which places them in need of greater positive support from teachers, peers and parents to maintain healthy psychosocial development. The findings show that perceived rejection from peers and teachers has a negative effect on the girls’ self-concept. The findings further reveal that in considering the girls’ well-being they should be given a voice and be respected in their authentic uniqueness. Recommendations were made for the school to investigate the establishment of ‘mindfulness workshops’ to be run at the school, with the outcome that parents, teachers and students further develop skills in ways of supporting the girls’ healthy psychosocial development. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

In South Africa, commitment to switch to the developmental approach with the aim of alleviating poverty and integrating social and economic development is evident in the White Paper for Social Welfare (RSA, Ministry for Social Welfare and Population Development, 1997), the Reconstruction and Development Programme (1994), the Growth Employment and Redistribution strategy (1996), the Policy on Financial Awards to Service Providers (2005) and the Integrated Service Delivery Model (ISDM) (2005). These policy documents attempt to integrate social development goals and economic development within a developmental approach to social welfare. The social development approach to social welfare in the South African context is firmly rooted in a rights-based approach. Its goals include achieving social justice, a minimum standard of living, equitable access and equal opportunity to services and benefits, and a commitment to meeting the needs of all South Africans with a special emphasis on the needs of the most disadvantaged people in the society. The right to dignity for all citizens is the core of the Constitution of the Republic of South Africa (Act 108/1996). This basic human rights value endorses the inherent worth of all human beings, as well as equity without bias based on gender, race or religion. In addition to this, the White Paper for Social Welfare (RSA, Ministry for Social Welfare and Population Development, 1997) states that social welfare services and programmes must be based on respect for human rights and fundamental freedoms as articulated in the Constitution of the country. The social developmental approach is relevant as it embraces human rights values and ensures socio-economic development. It is therefore of immense importance for the social work profession to incorporate the new approach into its professional interventions. The research tool was administered to the social work practitioners who are in the employment of the Department of Social Development, Gauteng Province. The respondents confirmed that the developmental approach to welfare was essential and has been adopted, as reflected on the policy documents and frameworks that guide service delivery. Implementation of the developmental approach in practice, however, poses some challenges as the model has not yet been adopted by some practitioners who have to implement policy. The aim of this study was thus to investigate the experiences of social workers regarding the current implementation of a developmental social welfare approach. The objectives of this research study were the following: <ul> <li> to conceptualise theoretically the social developmental approach within the field of social welfare;</li> <li> to explore and describe social workers’ experiences regarding the implementation of the developmental social welfare approach in practice;</li> <li> to identify the challenges social workers are experiencing in the implementation of the developmental social welfare approach in practice; and</li> <li> to make recommendations, based on the research findings, to enhance the effective implementation of a developmental social welfare approach in social work.</li> Against this background the study was guided by the following research question: <li> What are the experiences of social work practitioners regarding the implementation of a developmental social welfare approach within the Department of Social Development, Gauteng Province?</li> </ul> A qualitative research approach was used to investigate the experiences of social workers regarding the implementation of a social developmental approach. Applied research focuses on problem solving in practice and emphasizes the participation of the people who are experiencing a problem, by involving them in finding the solution to the problem. In this study applied research was applicable to contribute towards solving the problems related to the implementation of the developmental approach in practice. In the context of qualitative research the collective case study design was utilized as the most appropriate case study design, because the researcher wanted to further her understanding of a ‘social issue’ namely the implementation of the social developmental approach to social welfare services. The data collection method entailed focus group discussions. Qualitative data was collected through interviews of group members. The participants were social workers within the Department of Social Development employed in the five regions of Gauteng Province. There was one focus group, consisting of 10 participants, in each region; thus the researcher conducted five focus groups with 50 participants in total. The researcher utilized a combination of stratified and systematic sampling to select the participants for the five focus groups. The process used in data collection for the study entailed initially a pilot study which was used to test the focus group interview schedule among respondents who were not included in the focus group discussions that were held for data collection for the study. Using the Creswell method of data analysis, the data that was collected in the focus group discussions was subsequently analysed, interpreted and finally displayed in the form of themes and subthemes. The goal of the study was definitely achieved as the study determined not only that there is a need for ongoing training and reorientation of social workers toward the implementation of the developmental approach in practice, but also the revelation that there is a need to develop an action plan and clear procedure guidelines on how to implement the approach in practice, at national level. From a qualitative perspective, it is thus recommended that a procedure guideline and a national plan to implement the social developmental approach in practice should be developed in order to enhance the implementation process. AFRIKAANS : In Suid-Afrika is die toewyding om om te skakel na die ontwikkelings-benadering, met die doel om armoede op te hef en die maatskaplike en ekonomiese ontwikkeling te integreer, duidelik te lese in die White Paper for Social Welfare (RSA, Departement van Welsyn en Bevolkingsontwikkeling, 1997), die Reconstruction and Development Programme (1994), die Growth Employment and Redistribution strategy (1996), die Policy on Financial Awards to Service Providers (2005) en die Integrated Service Delivery Model (ISDM) (2005). Hierdie beleidsdokumente poog om maatskaplike doelwitte en ekonomiese ontwikkeling te integreer binne ’n ontwikkelingsbenadering tot maatskaplike welsyn. Binne die Suid-Afrikaanse konteks is die maatskaplike ontwikkelings-beleid tot maatskaplike welsyn stewig geanker in ’n regte-gebaseerde benadering. Die doelstellings hiervan sluit in die bereiking van maatskaplike geregtigheid, ’n minimum-lewenstandaard, billike toegang en gelyke geleentheid tot dienste en voordele, en ’n verbintenis om in die behoeftes van alle Suid-Afrikaners te voorsien, met besondere klem op die behoeftes van die mees benadeelde mense in die samelewing. Die reg tot waardigheid vir alle burgers is die kern van die Grondwet van die Republiek van Suid-Afrika (Akte 108/1996). Hierdie basiese menseregtewaarde onderskryf die inherente waarde van alle mense, asook gelykheid sonder vooroordeel gegrond op gender, ras of geloof. Daarbenewens stel die White Paper for Social Welfare (RSA, Departement van Welsyn en Bevolkingsontwikkeling, 1997) dat maatskaplike welsynsdienste en –programme gegrond moet wees op respek vir menseregte en fundamentele vryhede, soos uiteengesit in die land se Grondwet. Die maatskaplike ontwikkelings-benadering is relevant omdat dit menseregte omarm en sosio-ekonomiese ontwikkeling verseker. Dit is daarom van ontsaglike belang vir die beroep maatskaplike werk om hierdie nuwe benadering in sy professionele bemoeienis te inkorporeer. Die navorsingshulpbron is beskikbaar gestel aan die maatskaplike werkers in diens van die Departement Maatskaplike Ontwikkeling, Gauteng Provinsie. Die respondente het bevestig dat die ontwikkelings-benadering tot welsyn noodsaaklik is en dat dit aangeneem is, soos gereflekteer word in die beleidsdokumente en –raamwerke wat dienslewering rig. Die implementering van die ontwikkelings-benadering lewer egter in die praktyk ’n aantal probleme op, aangesien die model nog nie aangeneem is deur sommige praktisyns wat die beleid moet implementeer nie. Die doel van hierdie studie was dus om die ervarings van maatskaplike werkers aangaande die huidige toepassing van ’n ontwikkelings- maatskaplike welsyn-beleid te ondersoek. Die doelwitte van hierdie navorsingstudie was die volgende: <ul> <li> om die maatskaplike ontwikkelings-benadering teoreties te konseptualiseer binne die veld van maatskaplike welsyn;</li> <li> om die ervarings van maatskaplike werkers aangaande die toepassing van die ontwikkelings- maatskaplike welsyn-benadering in die praktyk te verken en te beskryf;</li> <li> om die uitdagings te identifiseer wat maatskaplike werkers in die praktyk ervaar met die toepassing van die ontwikkelings- maatskaplike welsyn-benadering; en</li> <li> om, gebaseer op die navorsingsbevindings, voorstelle te maak ter verbetering van die doeltreffende implementering van ’n ontwikkelings- maatskaplike welsyn-benadering in maatskaplike werk.</li> Teen hierdie agtergrond is die studie begelei deur die volgende navorsingsvraag: <li> Wat is die ervarings van maatskaplikewerk praktisyns in die toepassing van ’n ontwikkelings- maatskaplike welsyn-benadering binne die Departement Maatskaplike Ontwikkeling, Gauteng Provinsie?</li></ul> ’n Kwalitatiewe navorsingsbenadering is gebruik om die ervarings van maatskaplike werkers te ondersoek in die toepassing van ’n maatskaplike ontwikkelings-benadering. Toegepaste navorsing fokus op probleemoplossing in die praktyk en beklemtoon die deelname van die mense wat die probleem ervaar deur hulle te betrek by die vind van die oplossing vir die probleem. In hierdie studie was toegepaste navorsing toepaslik om by te dra tot die oplossing van probleme aangaande die toepassing van die ontwikkelings-benadering in die praktyk. Binne die konteks van kwalitatiewe navorsing is die kollektiewe gevallestudie-ontwerp gebruik as die geskikste gevallestudie-ontwerp, omdat die navorser haar begrip van ’n ‘maatskaplike kwessie’ wou uitbrei, naamlik die toepassing van die maatskaplike ontwikkelings-benadering in maatskaplike welsynsdienste. Die data insamelingsmetode het fokusgroepbesprekings behels. Kwalitatiewe data is versamel deur onderhoude met groeplede. Die deelnemers was maatskaplike werkers binne die Departement van Maatskaplike Ontwikkeling, in diens in die vyf streke van Gauteng Provinsie. Daar was een fokusgoep,bestaande uit 10 deelnemers, in elke streek; dus het die navorser vyf fokusgroepe gelei, met ’n totaal van 50 deelnemers. Die navorser het gebruik gemaak van ’n kombinasie van gestratifiseerde en sistematiese steekproef tegnieke ten einde die deelnemers vir die vyf fokusgroepe te selekteer. Die proses wat tydens dataversameling vir die studie gebruik is, het aanvanklik ’n loodsstudie behels. Dit is gebruik om die fokusgroep se onderhoudskedule te toets onder respondente wat nie ingesluit is nie in die fokusgroep-besprekings wat gehou is vir dataversameling vir die studie. Deur gebruik te maak van die Creswell data-analisemetode is die data wat versamel is tydens die fokusgroep-besprekings vervolgens geanaliseer, geïnterpreteer en eindelik voorgestel in die vorm van temas en sub-temas. Die doel van hierdie studie is definitief bereik, aangesien die studie bepaal het dat daar nie slegs ’n behoefte bestaan vir voortgesette opleiding en heroriëntasie van maatskaplike werkers ten opsigte van die toepassing van die ontwikkelings-benadering in praktyk nie, maar ook dat daar ’n behoefte is aan die ontwikkeling van ’n operasionele plan en duidelike prosedure riglyne vir die implementering van die benadering in die praktyk op nasionale vlak. Vanuit ’n kwalitatiewe perspektief word daar dus voorgestel dat ’n prosedure riglyn en nasionale plan ontwikkel word vir die implementering van die maatskaplike ontwikkelingsbenadering in die praktyk, ten einde die implementeringsproses te verbeter. / Dissertation (MSW)--University of Pretoria, 2010. / Social Work and Criminology / unrestricted

Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008. / During the previous political dispensation, the educators in the Western Cape were captured in a process of ideological influencing. This crisis became evident in the 1976 and 1985 uproars. Although the educators attempted to act in the best interest of the learners, they were in many cases blamed by the ruling government as being liberalists. The subsequent experience of fear and anxiety endangered the emotional well-being of many educators. The election of the first democratic government in 1994 held promises of a better work environment for educators. Far-reaching transformations in education policies and the implementation of new curricula presented educators with new challenges. Disciplinary problems, multicultural classrooms, teaching in a language other than the home language, and the inclusive handling of various external as well as internal barriers to learning, became stressors that educators in the Western Cape were subjected to. The aim of this study was to investigate the influence of stressors on the emotional wellbeing of educators in high schools in the Western Cape. I aimed to determine how educators in high schools perceived their own emotional well-being. Furthermore, I explored possible reasons for this and how their emotional well-being had influenced other dimensions of their wellness. I finally focused on educators’ recommendations to improve their emotional well-being. A qualitative research design, which was guided by an interpretive paradigm, was employed. During data analysis I operated in a critical paradigm. The data was collected by means of a literature review, interviews, reflective diaries, observations, documentation and artefacts. The research findings indicated that educators generally are experiencing low levels of emotional well-being. In extreme cases it is associated with emotional illnesses such as depression and burnout. It seems as if the low levels of emotional well-being experienced by educators have a negative influence on their social and physical wellbeing. Possible reasons that can explain the low levels indicate the impact of various role players, namely the type of school, an additional work load, the head master, the school management team, colleagues, learners, parents, the Western Cape Education Department, and educators’ families and friends. In spite of the experienced low levels educators were still at times committed to their occupation. Recommendations on improving emotional well-being were associated with factors in the workplace itself.

Every organization has a corporate image (beyond its control) which is mainly formed by its corporate identity (which it can control). This means that organizations have to manage their images. A positive image is particularly important for non-profit organizations, since these organizations depend on the goodwill of their publics for their existence. NG Welsyn is a well known welfare organization, famous for its bond with the Dutch Reformed church. Its two main sources of income, namely the state and members of the church have different opinions about the spending of funds. The state expects NG Welsyn to play a role in transformation, while members of the church want their needs to be catered for first. This, along with the decrease in funds from church members forced NG Welsyn to research its image among Dutch Reformed church members. In order to determine the image of NG Welsyn, an external public relations audit was formed through the use of questionnaires, focus groups and semi-structured interviews. Theoretical knowledge with regard to corporate image and identity as well as attitude formation was used as theoretical framework within the context of strategic communication management by non-profit organizations. The attitudes of church members on the elements of corporate identity were researched to determine the organization's image. The results show that the church members don't have a positive or negative image of NG Welsyn, since they don't have enough information about the organization. There is currently no relationship between the two parties. The main conclusion is that NG Welsyn can improve its image by the strategic management of communication with important publics. / Thesis (M.A. (Communication Studies))--North-West University, Potchefstroom Campus, 2005.

Every organization has a corporate image (beyond its control) which is mainly formed by its corporate identity (which it can control). This means that organizations have to manage their images. A positive image is particularly important for non-profit organizations, since these organizations depend on the goodwill of their publics for their existence. NG Welsyn is a well known welfare organization, famous for its bond with the Dutch Reformed church. Its two main sources of income, namely the state and members of the church have different opinions about the spending of funds. The state expects NG Welsyn to play a role in transformation, while members of the church want their needs to be catered for first. This, along with the decrease in funds from church members forced NG Welsyn to research its image among Dutch Reformed church members. In order to determine the image of NG Welsyn, an external public relations audit was formed through the use of questionnaires, focus groups and semi-structured interviews. Theoretical knowledge with regard to corporate image and identity as well as attitude formation was used as theoretical framework within the context of strategic communication management by non-profit organizations. The attitudes of church members on the elements of corporate identity were researched to determine the organization's image. The results show that the church members don't have a positive or negative image of NG Welsyn, since they don't have enough information about the organization. There is currently no relationship between the two parties. The main conclusion is that NG Welsyn can improve its image by the strategic management of communication with important publics. / Thesis (M.A. (Communication Studies))--North-West University, Potchefstroom Campus, 2005.

Please read the abstract in the section 00front of this document / Dissertation (MA (Social Work))--University of Pretoria, 2006. / Social Work and Criminology / Unrestricted

The Eudaimonic turn: Well-being in Literary Studies (2013), a study by Pawelski et al, sheds light on a recent turn in literary studies. The eudaimonic approach entails that texts are examined with the help of a hermeneutic of affirmation rather than the sceptical, suspicious methods of the deconstruction and post-structuralism. Pawelski et al’s text is drawn upon in this study because it corresponds to the way in which Marlene van Niekerk utilises themes such as relationships, friendship and loss in Die sneeuslaper (2009). The eudaimonic turn focusses on the way in which complex interpersonal connections are able to add to an individual’s well-being through positive as well as negative processes. Die sneeuslaper is mainly a reflection on what it means to be an author. However, it also raises important questions about the nature of being. The four short stories provide different perspectives on friendship, on how friendship can sometimes be problematic and even a nuisance, but also how relations with others repeatedly prove to be beneficial to a person’s well-being. In my study, the relational theme of friendship in Die sneeuslaper is studied from a eudaimonic point of view. Kaja Silverman’s text, Flesh of my Flesh (2009), is referred to in order to shed light on the term relationality. The relational themes of finitude (or mortality) and interpersonal connection are clearly present in Van Niekerk’s text. Although the death of a beloved friend causes trauma in Die sneeuslaper, the trauma proves to have positive effects in the form of posttraumatic growth, comfort and acceptance as time goes by. Comfort is also construed through the creation and appreciation of a work of art like Die sneeuslaper. Cognitive narratology is referenced to show how Marlene van Niekerk overthrows and plays with fixed ideas regarding relationality and friendship, causing the reader to converse with the text. Views on friendship held by thinkers such as Aristotle, Montaigne, Lacan, Kierkegaard and Derrida are referenced to give Van Niekerk’s use of the theme in Die sneeuslaper a certain context. This context represents the fixed frames of thinking generally applicable with regard to friendship. When a reader is willing to critically interpret these as well as personal frames of reference, it provides him or her the opportunity to contemplate reality from new perspectives. In Die sneeuslaper the reader is continually challenged to question existing frames of reference by means of never ending methods (resembling a Möbius-strip) and strange notions. This study concludes with the notion that it is necessary for artists (like the writers in Die sneeuslaper) to reflect differently on reality, so that readers may be inspired to also view reality in a different light. This will result in a broader view of reality, which in turn will have a more defining influence on personal well-being. / MA (Afrikaans and Dutch), North-West University, Potchefstroom Campus, 2014

The Eudaimonic turn: Well-being in Literary Studies (2013), a study by Pawelski et al, sheds light on a recent turn in literary studies. The eudaimonic approach entails that texts are examined with the help of a hermeneutic of affirmation rather than the sceptical, suspicious methods of the deconstruction and post-structuralism. Pawelski et al’s text is drawn upon in this study because it corresponds to the way in which Marlene van Niekerk utilises themes such as relationships, friendship and loss in Die sneeuslaper (2009). The eudaimonic turn focusses on the way in which complex interpersonal connections are able to add to an individual’s well-being through positive as well as negative processes. Die sneeuslaper is mainly a reflection on what it means to be an author. However, it also raises important questions about the nature of being. The four short stories provide different perspectives on friendship, on how friendship can sometimes be problematic and even a nuisance, but also how relations with others repeatedly prove to be beneficial to a person’s well-being. In my study, the relational theme of friendship in Die sneeuslaper is studied from a eudaimonic point of view. Kaja Silverman’s text, Flesh of my Flesh (2009), is referred to in order to shed light on the term relationality. The relational themes of finitude (or mortality) and interpersonal connection are clearly present in Van Niekerk’s text. Although the death of a beloved friend causes trauma in Die sneeuslaper, the trauma proves to have positive effects in the form of posttraumatic growth, comfort and acceptance as time goes by. Comfort is also construed through the creation and appreciation of a work of art like Die sneeuslaper. Cognitive narratology is referenced to show how Marlene van Niekerk overthrows and plays with fixed ideas regarding relationality and friendship, causing the reader to converse with the text. Views on friendship held by thinkers such as Aristotle, Montaigne, Lacan, Kierkegaard and Derrida are referenced to give Van Niekerk’s use of the theme in Die sneeuslaper a certain context. This context represents the fixed frames of thinking generally applicable with regard to friendship. When a reader is willing to critically interpret these as well as personal frames of reference, it provides him or her the opportunity to contemplate reality from new perspectives. In Die sneeuslaper the reader is continually challenged to question existing frames of reference by means of never ending methods (resembling a Möbius-strip) and strange notions. This study concludes with the notion that it is necessary for artists (like the writers in Die sneeuslaper) to reflect differently on reality, so that readers may be inspired to also view reality in a different light. This will result in a broader view of reality, which in turn will have a more defining influence on personal well-being. / MA (Afrikaans and Dutch), North-West University, Potchefstroom Campus, 2014

Al hoe meer organisasies in Suid-Afrika gaan tans deur 'n herstruktureringsfase wat meebring dat die totale werksmilieu verander. Die werknemer verkeer onder druk om aan die nuwe eise in die wereld van werk te voldoen. Druk om te presteer en werksuitset te !ewer mag disfunksionele stres en antler psigiese probleme meebring. Organisasies speel 'n belangrike rol in die dinamiese groeiproses van die individuele werknemer en raak toenemend bewus van die werknemer se fisiese en psigiese gesondheid. Talle organisasies het reeds korporatiewe gimnasiums opgerig en sommige bied subsidiering van lidmaatskap aan gesondheidsklubs aan hul werknemers. Sekere mediese skemas begin self gesondheidsplanne ontwerp met behulp van gesondheidsklubs om die gesondheid van die werknemer te bevorder. / M.A. (Bedryfsielkunde)