Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2009.

In this study the important issue of unilateral forgiveness is researched. Chapter one contains the problem, research questions, objectives, methodology and central theoretical argument which involves the following: the healthy (faith mature) treatment of unilateral forgiveness, in the absence of the offender's remorse, as a essential element in the healing process in recovering for the emotional wounded person. This is the reason why such a person should be guided pastorally. In chapter 2, the aspect of basic-theory is being looked into, which entails the following: The Old Testament example of forgiveness in Jonah, and also forgiveness and repentance in the New Testament, and four passages namely Luke 17:3-4, Matt 18:15,21-22; Mark 11-25 6:12-15 and Matt 6: 12-15 were discussed. Afterwards, penitence and forgiveness in Judaism and Christianity were also investigated where conditional and unconditional pardon came into question. The various dimensions of forgiveness -that is from the divine side, human side and intrapersonal were researched. Finally God's purpose for forgiveness was discussed. Chapter three fostered the meta-theoretical aspect of the study. A brief history was given of the psychology of forgiveness and the relationship between theology and psychology were examined. The definition of forgiveness also received attention in order to better understand the concept. The reason for forgiveness, and the consequences of anger, (a core element of unforgiveness) on the total person, the physical, neurological, psychological, and psychiatry sides were discussed. Attention were given to therapy where the process of forgiveness, with two different models were discussed namely Pyramid Model of Worthington and the Concept of prosesmodel of Enright & Fitzgibbons. The chapter ends with reconciliation and inner preparation to unilateral forgiveness. In chapter four the empirical research received the focus, which included the value of empirical research, different paradigms, the choice of an approach, and the nature and characteristics of qualitative research. Thereafter, data collection, including basic personal interviews, parameters of the interview, questionnaire design, sampling design and identification of themes for interviews, got attention The discussion of the interview results were concluded with a preliminary conclusion from the empirical research to end this chapter. In chapter 5 attention was given to the practical theoretical perspectives with regard to unilateral forgiveness. Because Zerfass's model were used in the study, particular attention had been given to examining of the effect of Zerfass's model. Then a summary were given of the findings of Scriptural perspective, relevant sciences, empirical research and practical theoretical guidelines in brief. It concludes with a summarized report of findings in respect of unilateral forgiveness, practical theory and proposed guidelines. The study ended in chapter six where the final conclusion regarding the research on unilateral forgiveness were given and topics were proposed for further research. / Thesis (M.A. (Pastoral))--North-West University, Potchefstroom Campus, 2010.

* OPSOMMING: Die doelstelling van die navorsing was om die reaksies van die moeder van die seksueel misbruikte kind na bekendmaking van die oortreding te bepaal en hoedat die forensiese maatskaplike werker die moeder tydens die forensiese proses behulpsaam kan wees. Doelwit 1: Om vas te stel wat die emosionele reaksies van die moeders was nadat seksuele misbruik van hul kinders bekend gemaak is. Doelwit 2: Om vas te stel in watter mate die forensiese maatskaplike werker inligting aan die moeder verstrek het rakende die wetlike en forensiese prosesse asook moontlike implikasies rakende bepaalde besluitneming. Doelwit 3: Om vas te stel hoe die forensiese maatskaplike werker die moeder tydens die forensiese proses behulpsaam kan wees. Ten opsigte van doelwit een (1) is 'n gestandaardiseerde meetinstrument (PMSI) benut ten einde die moeder se emosionele reaksies te bepaal. Daar is bevind dat die moeder van die seksueel misbruikte kind na bekendmaking daarvan, binne 'n emosionele konteks, met simptome van trauma presenteer. Doelwit twee (2) is met behulp van 'n selfontwerpte vraelys ondersoek, aan die hand waarvan bevind is dat die meerderheid moeders voldoende inligting met betrekking tot die wetlike en forensiese prosesse van die forensiese maatskaplike werker ontvang het. Enkele van die moeders het egter beleef dat hulle nie op aile vlakke toepaslik ingelig was rakende die wetlike en forensiese proses nie. Ten aansien van doelwit drie (3) is dieselfde selfontwerpte vraelys benut as die in doelwit twee (2) genoem. Daar is bevind dat die forensiese maatskaplike werker toepaslike inligting aan die moeder moet verstrek en dat sy haar na bevoegde kundiges wat oor spesifieke terapeutiese kennis en vaardighede beskik, moet verwys. Hierdie bevindinge is vervat in die aanbevelings wat in die studie gedoen is, wat fokus op die forensiese maatskaplike werker se rol en taak met betrekking tot die moeder van die seksueel misbruikte kind. / • SUMMARY: The purpose of the research was to determine the emotional reactions of the mother of the sexually abused child after disclosure and how the forensic social worker can assist the mother in the forensic process. Objective 1: To determine what the emotional reactions of the mothers of their sexually abused children were after disclosure of sexual abuse. Objective 2: To ascertain to what extent the forensic social worker furnished the mother with information regarding the legal and forensic process as well as possible implications concerning certain decision making. Objective 3: How the forensic social worker can assist the mother in the forensic process. A standardised measuring instrument (PMSI) was utilised in obtaining information with regard to objective one (1). The findings indicate that the mother of the sexually abused child presents with symptoms of trauma after disclosure of sexual abuse. A self-designed questionnaire was used to investigate objective two (2). The findings indicated that the majority of mothers received sufficient information from the forensic social worker regarding the legal and forensic process. The same self-designed questionnaire was utilised for objectives two (2) and three (3). Objective three (3) focused on how the forensic social worker could assist the mother in the forensic process. The findings indicated that the forensic social worker should furnish the mother with specific information, especially by referring the mother to competent therapists with specific therapeutic knowledge and skills. These findings were included in the recommendation made in this study that focussed on the forensic social worker's role and task with regard to the mother of the sexually abused child. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2010.

Even though change is regarded as a natural phenomenon, the rate of change seems to hasten in many activities, especially for organisations to survive and remain competitive. This can be complex and exhausting, and individuals' emotional experiences may influence their behaviours and attitudes, affecting performances and production. Subsequently, emotions in the workplace can no longer be ignored and management might need to consider this when resistance to change is managed. Although awareness of emotional intelligence and its importance in the workplace has only recently been recognized, MBA students from the Potchefstroom Business School are encouraged to develop their emotional intelligence in order to reason intelligently about emotions and thus become more effective managers. Since emotions are evident during change and any resistant behaviour, it is proposed to determine whether MBA students will use emotional intelligence to manage resistance to change. Perceptions on emotional competencies were used in the empirical study, and results from the empirical study indicated that emotional intelligence is perceived to be important when resistance to change is managed, therefore this suggests that emotional intelligence might be utilized during change management. Emotional intelligence is learned abilities, and the results suggested that these abilities may have developed throughout the MBA programme. Knowledge gained during the programme from complementary modules can also assist students in the use of emotional intelligence during the management of resistance to change. It is recommended that managers are encouraged to become aware of emotions during change initiatives and that training programmes may include emotional intelligence. More research is also needed to validate the importance and need for emotional intelligence skills in the management of resistance to change. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.

It is well known that adolescence is a difficult stage of development, involving various aspects of development, namely biological, cognitive, social and emotional development. More recent research indicates that the turbulence and stress in adolescence are exaggerated to a great extent (Berk, 2006); yet the youth of today seem increasingly unhappy. Eating disorders, depression and suicide are some of the problems that occur more frequently in adolescence than before adolescence (Barlow & Durand, 2005). Adolescence may also involve that youth become reluctant to spend time with their parents and that they become more likely to engage in arguments with their parents. Research indicates that both parents and adolescents report that they feel less close to each other during this time (Steinberg & Morris, 2001). The purpose of this study was to investigate what adolescents' experiences were of their relationship with their parents, what influence the parent-adolescent relationship (as perceived by the adolescent) has on adolescent emotional-well-being, as well as to determine whether or not adolescents' emotional well-being can be predicted by the parent-adolescent relationship. A quantitative cross-sectional survey research design was used for the purpose of this study. The selected sample included grade 9 to l I learners at various secondary schools who fitted the selection criteria (N = 257). Data collection took place by means of various validated questionnaires to measure the parent-adolescent relationship: The Family Satisfaction Scale (Olson & Wilson, 1982), The Parent- adolescent Communication Scale (Barnes & Olson, 1982), The Inventory of Parent and Peer Attachment (IPPA) of Armsden and Greenberg (1987). To measure adolescent emotional well-being, The Emotional Intelligence Scale (E LS) of Schutte et al. ( 1998), The Fortitude Questionnaire (FORQ) of Pretorius ( 1997), The Affectometer (AFM) of Kammann and Flett ( l 983), The General Hea lth Questionnaire (GHQ) of Goldberg and Hillier ( 1979) and a biographical questionnaire were used to gather demographic information. There were a total of 152 questions, and it took 30-45 minutes to complete. Data analysis was done by means of descriptive stati stics, reliabi lity and validity indices, correlation indices and t-tests; and Cohen's practical effect size was used to investigate significant differences. The results of the study indicate that the majority of adolescents in the research group rate their relationship with their parents positively, although significant differences were found between genders with regard to family satisfaction and between cultures with regard to parent-adolescent communication. The results also seem to indicate that higher manifestations of aspects of emotional well-being are experienced by the African youth than the white participants; and that a healthy parent-adolescent relationship can have a positive influence on adolescent emotional well-being. The parent-adolescent relationship served as a predictor of adolescent emotional well-being, while attachment anger and family cohesion were found to be the strongest predictors of this. / Thesis (M.A. (Psychology))--North-West University, Vaal Triangle Campus, 2010.

Even though change is regarded as a natural phenomenon, the rate of change seems to hasten in many activities, especially for organisations to survive and remain competitive. This can be complex and exhausting, and individuals' emotional experiences may influence their behaviours and attitudes, affecting performances and production. Subsequently, emotions in the workplace can no longer be ignored and management might need to consider this when resistance to change is managed. Although awareness of emotional intelligence and its importance in the workplace has only recently been recognized, MBA students from the Potchefstroom Business School are encouraged to develop their emotional intelligence in order to reason intelligently about emotions and thus become more effective managers. Since emotions are evident during change and any resistant behaviour, it is proposed to determine whether MBA students will use emotional intelligence to manage resistance to change. Perceptions on emotional competencies were used in the empirical study, and results from the empirical study indicated that emotional intelligence is perceived to be important when resistance to change is managed, therefore this suggests that emotional intelligence might be utilized during change management. Emotional intelligence is learned abilities, and the results suggested that these abilities may have developed throughout the MBA programme. Knowledge gained during the programme from complementary modules can also assist students in the use of emotional intelligence during the management of resistance to change. It is recommended that managers are encouraged to become aware of emotions during change initiatives and that training programmes may include emotional intelligence. More research is also needed to validate the importance and need for emotional intelligence skills in the management of resistance to change. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2009.

It is well known that adolescence is a difficult stage of development, involving various aspects of development, namely biological, cognitive, social and emotional development. More recent research indicates that the turbulence and stress in adolescence are exaggerated to a great extent (Berk, 2006); yet the youth of today seem increasingly unhappy. Eating disorders, depression and suicide are some of the problems that occur more frequently in adolescence than before adolescence (Barlow & Durand, 2005). Adolescence may also involve that youth become reluctant to spend time with their parents and that they become more likely to engage in arguments with their parents. Research indicates that both parents and adolescents report that they feel less close to each other during this time (Steinberg & Morris, 2001). The purpose of this study was to investigate what adolescents' experiences were of their relationship with their parents, what influence the parent-adolescent relationship (as perceived by the adolescent) has on adolescent emotional-well-being, as well as to determine whether or not adolescents' emotional well-being can be predicted by the parent-adolescent relationship. A quantitative cross-sectional survey research design was used for the purpose of this study. The selected sample included grade 9 to l I learners at various secondary schools who fitted the selection criteria (N = 257). Data collection took place by means of various validated questionnaires to measure the parent-adolescent relationship: The Family Satisfaction Scale (Olson & Wilson, 1982), The Parent- adolescent Communication Scale (Barnes & Olson, 1982), The Inventory of Parent and Peer Attachment (IPPA) of Armsden and Greenberg (1987). To measure adolescent emotional well-being, The Emotional Intelligence Scale (E LS) of Schutte et al. ( 1998), The Fortitude Questionnaire (FORQ) of Pretorius ( 1997), The Affectometer (AFM) of Kammann and Flett ( l 983), The General Hea lth Questionnaire (GHQ) of Goldberg and Hillier ( 1979) and a biographical questionnaire were used to gather demographic information. There were a total of 152 questions, and it took 30-45 minutes to complete. Data analysis was done by means of descriptive stati stics, reliabi lity and validity indices, correlation indices and t-tests; and Cohen's practical effect size was used to investigate significant differences. The results of the study indicate that the majority of adolescents in the research group rate their relationship with their parents positively, although significant differences were found between genders with regard to family satisfaction and between cultures with regard to parent-adolescent communication. The results also seem to indicate that higher manifestations of aspects of emotional well-being are experienced by the African youth than the white participants; and that a healthy parent-adolescent relationship can have a positive influence on adolescent emotional well-being. The parent-adolescent relationship served as a predictor of adolescent emotional well-being, while attachment anger and family cohesion were found to be the strongest predictors of this. / Thesis (M.A. (Psychology))--North-West University, Vaal Triangle Campus, 2010.

An important technique for learning, feedback has been described as responses to students’ behaviors, tasks, assignments, and outcomes. In this study, the researcher used a new kind of feedback message called an Emotional Motivational Feedback Message (EMFEM). EMFEM is a feedback message which includes motivational strategies and emotional content for motivating and encouraging students to learn more and to focus on a specific topic. EMFEM is based on Visser and Keller’s (1990) motivational message design, which was influenced by Keller’s (1987) ARCS theory and emotional content strategies. Because EMFEM is primarily used in text-based, online learning environments, it is limited in its ways of adding emotional content to feedback messages. Therefore, three main strategies were used in this study to include EMFEM: using the meaning of the words; formatting the words by using colored, bold, underlined text; and adding emoticons. The purpose of this study was to investigate the effectiveness of EMFEM in online learning environments. This exploratory research was conducted using mixed method single case study design (Creswell, 2005; Johnson & Onwuegbuzie, 2004; Yin, 2009) and guided by the following question: How effective are emotional motivational feedback messages in an online learning environment? Participants were 15 undergraduate students enrolled for an instructional technology course in a large state university located in an urban region in the southeastern part of the United States during fall 2013. The researcher used multiple data collection strategies, including a course interest survey, an instructional technology attitudes survey, open-ended questionnaires, a research journal, forum/discussion postings, emails, reflection papers and warm-up surveys. The findings showed that, in an online course using EMFEM, (a) students’ motivation increased; (b) students’ attitudes toward IT increased; (c) students liked the EMFEM and the style of the instructor’s teaching; (d) students had a closer and friendlier relationship with the instructor; (e) students were satisfied with the course; (f) students started to use more emotional content; (g) students enjoyed having personalized EMFEM and requested to have EMFEM; and (h) students reported positive overall experiences by the end of the course.

Research on the socialization of emotion has examined the role of parents’ behavioural responses to children’s negative emotions in the development of a number of psychosocial outcomes for children. Parents’ unsupportive socialization practices have predicted poorer social and emotional functioning both in childhood and later in adulthood. The current study aimed to broaden existing knowledge of the nature and impact of parent emotion socialization practices on emotion regulation. This was done through an exploration of the emotional, cognitive, and behavioural aspects of mothers’ responses to their children’s anger and sadness; by examining the impact of factors such as child gender and age as well as contextual factors on mothers’ responses; and by examining the impact of socialization practices on the development of emotion regulation. An online community sample of 114 mothers of 6- to 10-year-old children read a series of hypothetical situations in which they were asked to imagine their child responding with either anger or sadness. Mothers reported on their emotional responses, their acceptance of their child’s reaction, their causal attributions, and their socialization responses. Mothers also completed measures that assessed perceived social support, recent stressful life events, and the emotion regulation abilities of their child. Mothers were generally positive and supportive in their responses. Mothers were more likely to endorse negative responses to anger than sadness Responses did not differ according to the gender or age of the child. There was general consistency in the tendency to react positively or negatively. High levels of stressful life events predicted anger and punishment responses to child anger. Minimization of sadness was predicted by lower educational status. No other contextual factors were significant. As expected, minimization of sadness and anger both emerged as significant predictors of poorer emotion regulation in children; problem-focused responses predicted better emotion regulation for anger not sadness; unexpectedly emotion-focused responses to anger predicted poorer emotion regulation. Results are discussed in relation to the existing literature on the socialization of emotion and child outcomes. Limitations of this study and future directions for the research are discussed.

Emotional intelligence and self-determined motivation have been independently identified as important personal variables that are liable to foster optimal work functioning. However, the relationship between these two variables has never been assessed. Furthermore, research has also provided evidence that supervisor support, a social variable, is considered to be a significant source of influence on self-determined behaviour regulation. Thus the primary objective of the project was to jointly assess emotional intelligence and supervisor support as antecedents of self-determined work motivation; secondly, to assess the associations of self-determined work motivation on work outcome variables and psychological welfare; and thirdly, to examine the association between emotional intelligence and psychological well-being on 512 police source handlers. Specifically, it was proposed that emotional intelligence would be positively associated to self-determined work motivation and would display a unique association with work motivation, once the variance from supervisor support has been controlled for. It was further proposed that self-determined work motivation would, in turn, be positively associated with positive work outcomes; specifically, job satisfaction, job performance, future work intentions, and psychological well-being. Lastly, it was hypothesized that emotional intelligence would be positively associated to psychological well-being. Data was analyzed using structural equations modeling. Results revealed that emotional intelligence and supervisor support were both uniquely associated with work motivation. Together, these two variables explained a high proportion of the variance of work motivation. Work motivation, in turn, was positively associated with job satisfaction, job performance, future work intention, and psychological well-being. Emotional intelligence and psychological well-being were also positively associated. Overall, the findings of this thesis provide a basis for future research aimed at determining the causal relationship between emotional intelligence and self-determined motivation. It is further suggested that findings gleaned from this study can provide a better understanding of how certain interpersonal behaviours can impact specific work outcomes, which can provide researchers and practitioners with information to improve individual and organizational outcomes of interest.