Historically there has been an ongoing debate whether leadership is innate behaviour, a trait or a skill. I believe leadership is both a skill and a behaviour that exhibits that skill (Doh 2003). ‘This dual definition generated an additional disagreement over whether leadership can be taught’ (Doh 2003, p. 54). I have had conversations with professors, alumni and leaders who have experience with leadership (broadly defined) and more specifically with leadership programmes. I have asked the experts how they would define leadership; if leaders are born; how the profile of a successful leader looks like; and how we should develop leaders. This study indicates that leadership can be enhanced with the development of (1) explicit knowledge (2) tacit knowledge (3) emotional intelligence (4) and ethical leadership.

No description available.

This research concentrates on the developing, implementing, and evaluating of a practical training program for the caregiver of an infant in order to provide in the infant’s primary needs and development. The research problem of quality care for the infant during the time that his mother is working was identified and discussed in chapter 1. Intervention research was used as research methodology. This methodology implies a combined quantitative and qualitative approach. The first part of this research (chapters 2&3) addresses the problem analysis and information gathering linked to the development of a theoretical basis for the intervention model. Infancy as developmental stage is discussed as well as the developmental tasks that the infant must achieve during this phase in order to grow and develop as a self-actualized individual (chapter 2). It is essential for the caregiver to gain knowledge and skills about infancy, the needs and the developmental tasks of this phase. The tasks, roles, and responsibilities of the caregiver were discussed in chapter 3. The second part of this research (chapter 4) is related to the design of the intervention program, the conducting of a pilot test and the refining of the intervention. This in-home care program is theoretically funded, and it is divided practically into the five workdays of the week, in accordance with the five developmental tasks that the infant must achieve in this developmental phase. Ten caregivers willingly participated in this intervention program. In chapter 5, the empirical findings with the development and implementation of the training program for in-home care of an infant are discussed. From the information gathered during the focus groups with the mothers of infants and caregivers as well as the results from the questionnaires from pre-tests and post-tests, the researcher came to the conclusion that the research problem of quality caretaking of an infant for the time his mother is working is addressed. Through internalizing theoretical knowledge and practical skills during the training program, the caregivers are able to care optimally for an infant at home. They are equipped with play techniques and mediums which are adapted within the gestalt approach and supported by relevant aids. The caregiver is able to stimulate the infant’s developmental needs and tasks in this developmental phase. Conclusions and recommendations (chapter 6) of this study are put forward in accordance with the process that was followed in developing and implementing the training program for optimal caretaking of the infant in the safe and familiar environment of his own home. / Thesis (DPhil (Social Work))--University of Pretoria, 2006. / Social Work and Criminology / Unrestricted

Family life is organized by rules, and most of them are unspokenly agreed-upon by family members and may be even out of awareness. Implicit family process and couple rules may facilitate or constrain family relationship and intimate couple relationship growth. Prevalence of family rules may be different across cultures. Family members may perceive their rules and family functioning differently according to their family position and gender. Married couples may view their relationship rules differently than couples who cohabit. This study utilized the Family Implicit Rules Profile (FIRP) and the Couples Implicit Rules Profile (CIRP) Questionnaires to answer these research questions. The questionnaires were translated into Hungarian, and the content validity of the Hungarian translation was established. Hungarian non-clinical families and couples were compared to American (U.S.) non-clinical families and couples to examine how prevalent implicit rules were in the two cultures. According to the findings, Hungarian families and couples scored lower on the total FIRP and CIRP scores. Hungarian families perceived implicit family rules regarding kindness and monitoring less prevalent, and rules regarding constraining their thoughts, feelings and self more prevalent than American families. No differences were found in expressiveness and connection and inappropriate caretaking of parents between the two cultures. Hungarian couples perceived their implicit relationship rules regarding kindness, expressiveness and connection and monitoring less prevalent than American couples. No differences in implicit rules about constraining thoughts, feelings and self and inappropriate caretaking of partner were found between the two cultures. Mothers in both cultures viewed their families in a more positive light than other family members, and female family members (mothers and daughters) were more positive than their male counterparts (fathers and sons) about rules in their families in both cultures. Sons in both cultures perceived more responsibility to protect their parents emotionally than did daughters. Married couples in both cultures perceived their relationship rules more favorably in terms of kindness and monitoring than cohabiting couples. Results were interpreted in the context of cultural differences between the American and the Hungarian cultures. Limitations and the possibility of future research are discussed.