This study aimed to describe the stressors perceived by a group of Health Science lecturers in a School in a South African University, and to describe the coping strategies these lecturers used. The sample consisted of thirty, full-time lecturers in the three Disciplines that constituted the School. Three focus groups, one in each of the Disciplines, were held to gather the research material. The study reveaied that change in Tertiary Education and organisational issues such as the image of the institution, lecturing to a diverse student group, curriculum transformation and leadership issues were perceived as enduring stressors. An increased workload, brought about through the training of future health professionals, trying to stay abreast both professionally and as an academic and the nature of their academic appointments were further identified as potential stressors. Role conflicts in terms of juggling home and work responsibililies and role ambiguity with respect to being both a teacher and researcher were presented as additional stressors, as were certain day-to-day occurrences. Lastly, the lecturers identified a number of personal issues that were perceived as stressors. The study failed to highlight meaningful differences in the three Disciplines within the School, which is in keeping with other published research. The study also showed that the lecturers in each of the Disciplines had access to, and knowledge of, a wide range of coping mechanisms, both problem-based and emotion-focused. The lecturers in the three Disciplines used very similar coping strategies, and once again meaningful differences were not reported. / Thesis (M.Ed.)-University of Natal, Durban, 2001.

The purpose of this correlational study was to investigate the relationship of-hardiness, a personality characteristic composed of the elements control, challenge, and commitment, to health behavior practices among a midwestern university faculty and staff. The hypothesis of the study was there is a negative correlation between scores on the Health Related Hardiness Scale (HRHS) and the HealthPromoting Lifestyle Profile (HPLP) among university faculty and staff. Prior to conducting the study, approval of the university internal review board was obtained. Using a random numbers table and the university faculty and staff phone directory, a random sample of 100 participants was obtained. The participants were sent the Health Related Hardiness Scale (HRHS) to measure hardiness, the HealthPromoting Lifestyle Profile (HPLP) to measure health behaviors, a demographic questionnaire, and an addressed return envelope. Confidentiality of the participants was assured. Returned questionnaires implied consent to participate. The completed forms were returned to the researcher by campus mail in the envelope provided. Seventy-three questionnaires were returned; 50 could be used for analysis. The Pearson's r was used to analyze the data and tested at the 0.05 level of significance. Results revealed r = - 0.5473 with.R<0.001. The hypothesis of the study was supported. Post hoc analysis using the Pearson's r revealed negative correlations with varying degrees of significance between the three subscales of the HRHS and the six subscales of the HPLP. The information obtained from the study is valuable to nursing in planning educational and supportive strategies for a variety of clients in various settings. / School of Nursing

Thesis (Ph.D.)--York University, 2004. Graduate Programme in Sociology. / Typescript. Includes bibliographical references (leaves 343-359). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NQ99221

Thesis (Ph.D.)--Murdoch University, 2003. / Thesis submitted to the Division of Arts. Includes bibliographical references (leaves 210-224).

Thesis (Ph.D.)--Murdoch University, 2005. / Thesis submitted to the Division of Arts. Bibliography: leaves [291]-301.

Dissertation (Ph.D.)--Auburn University, 2005. / Abstract. Vita. Includes bibliographic references.

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [196]-210).

Thesis (Ph. D.)--Auburn University, 2009. / Abstract. Vita. Includes bibliographical references (p. 91-99).

Thesis (Ph. D.)--Michigan State University. Higher, Adult, and Lifelong Education, 2008. / Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 112-116). Also issued in print.

Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains viii, 122 p. Includes abstract. Includes bibliographical references (p. 111-116).