Text in English / Exploring the Impact of Emotional Intelligence Training in the Workplace. The complexity of mental development in humans together with human interaction in the social context presents itself to be a continued source of investigation and exploration. Emotional Intelligence (EI) is such a field of study in the discipline of psychology. Researchers emphasized the importance and value of emotional development ("soft-skills") equal to cognitive development (“hard-skills”). EI abilities are associated with key skills and competencies required for operating successfully in today’s organizations. This study focused on this theme specifically and tried to determine how EI training impacted on the success of the individual who fits the modern working profile and how emotionally intelligent employees are beneficial to organisational success overall. An ethnographic qualitative study (including an autoethnography) was performed on individuals of different participant groupings who completed the Neuro-Link EI Program. The aim was to assess if they showed increased growth in areas of EI, specifically addressed in the program namely self-awareness, self-management, social awareness, and social management. Findings indicated that EI training works with positive results. It was of great value to the individual having an immense impact on their personal lives. It further had a major positive impact on the group dynamics of individuals who attended the training. At companies where facilitators presented the program, EI training had a positive impact. A conclusion on the impact that such training had on the two companies whose staff members directly participated in this study, was not yet possible at the time of the study. The development of an awareness model for the promotion of EI training in the workplace is recommended. This may increase available knowledge regarding corporate EI training but also accelerates an emerging, but a too slowly growing movement. / Psychology / M.A. (Psychology)

Violence is common-place in South African schools and managing learner aggression is central to learners’ academic performance and holistic development. There is empirical evidence that suggests that the school curriculum is an essential vehicle for driving the process of creating social and emotional competent individuals, capable of social cohesion and tolerance. This evaluation research aims to evaluate whether the CAPS Life Orientation curriculum is adequately addressing social and emotional competence in learners in order to reduce violence in schools. A comprehensive literature review was conducted which revealed that Social and Emotional Learning programs are highly effective in addressing issues of violence and social problems in schools along with producing a positive school climate with high learner academic achievements. Data collected from the Life Orientation Curriculum documents, Grades R-12, and the elite electronic interview, revealed that the Life Orientation curriculum covers most of the essential elements necessary to make an impact on the development of learners’ social and emotional skills, but may lack the necessary knowledgeable teachers to facilitate such an important study area. Furthermore, not enough time and resources are allocated to Social and Emotional learning. Based on these results, recommendations are made through a ‘framework to advance social and emotional learning in schools model’ for the CAPS Life Orientation curriculum Grades R-12. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This thesis looks into evidence-based character education as it is researched and applied in the Anglo-Saxon countries, particularly in the United States and the United Kingdom, as a parallel to Personal and Social Education in the Czech Republic. Its aim is to provide an overview of scientifically studied approaches to the development of human character, inclusive of efficient means of their dissemination. The first part of the thesis includes definition of terms, philosophical and historical foundations of character education, description and classification of character strengths, and their effects on human flourishing. Based on analysis of available sources, the next part of the thesis presents empirically tested examples of best practices being applied in families, schools, and other organizations. It is followed by a part describing certain problems which character education is currently facing and finally a summary of possible solutions. It becomes apparent that character needs to be approached in its entirety with focus aimed toward harmonious development of a wide range of character strengths. Their cultivation by means of upbringing and education shows positive effect on individual as well as societal flourishing - it builds a strong base for the evolution of cognitive skills by developing...

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Museums as colonial institutions and agents in nation building have constructed, circulated and reinforced colonialist, patriarchal, heteronormative and cisnormative national narratives. Yet, these institutions can be subverted, resisted and transformed into sites of critical public pedagogy especially when they invite Indigenous artists and curators to intervene critically. They are thus becoming important spaces for Indigenous counter-narratives, self-representation and resistance—and for settler education. My study inquired into Cree artist Kent Monkman’s commissioned touring exhibition Shame and Prejudice: A Story of Resilience which offers a critical response to Canada’s celebration of its sesquicentennial. Narrated by Monkman’s alter ego, Miss Chief Eagle Testickle, the exhibition tells the story of the past 150 years from an Indigenous perspective. Seeking to work on unsettling my “settler within” (Regan, 2010, p. 13) and contribute to understandings of the education needed for transforming Indigenous-settler relations, I visited and studied the exhibition at the Glenbow Museum in Calgary, Alberta and the Confederation Centre Art Gallery in Charlottetown, Prince Edward Island. My study brings together exhibition analysis, to examine how the exhibition’s elements work together to produce meaning and experience, with autoethnography as a means to distance myself from the stance of expert analyst and allow for settler reflexivity and vulnerability. I developed a three-lens framework (narrative, representational and relational/embodied) for exhibition analysis which itself became unsettled. What I experienced is an exhibition that has at its core a holism that brings together head, heart, body and spirit pulled together by the thread of the exhibition’s powerful storytelling. I therefore contend that Monkman and Miss Chief create a decolonizing, truth-telling space which not only invites a questioning of hegemonic narratives but also operates as a potentially unsettling site of experiential learning. As my self-discovery approach illustrates, exhibitions such as Monkman’s can profoundly disrupt the Euro-Western epistemological space of the museum with more holistic, relational, storied public pedagogies. For me, this led to deeply unsettling experiences and new ways of knowing and learning. As for if, to what extent, or how the exhibition will unsettle other visitors, I can only speak of its pedagogical possibilities. My own learning as a settler and adult educator suggests that when museums invite Indigenous intervention, they create important possibilities for unsettling settler histories, identities, relationships, epistemologies and pedagogies. This can inform public pedagogy and adult education discourses in ways that encourage interrogating, unsettling and reorienting Eurocentric theories, methodologies and practices, even those we characterize as critical and transformative. Using the lens of my own unsettling, and engaging in a close reading of Monkman’s exhibition, I expand my understandings of pedagogy and thus my capacities to contribute to understandings of public pedagogical mechanisms, specifically in relation to unsettling exhibition pedagogies and as part of a growing conversation between critical adult education and museum studies. / Graduate

Reports on the escalation of violence in South African schools have been a cause for concern. The Media have reported a high incidence of adolescent anger towards and fights with peers, family members and school teachers. Alcohol and drug abuse, risky sexual behaviours and gang related activities are also noted as a concern among school-going adolescents. These behaviours are precursors to mental health problems among school-going adolescents and prompted the researcher to carry out an investigation on how high schools promote the mental health of their learners. A sequential explanatory mixed methods approach was used to explore the experiences of school-going adolescents, school teachers and school health nurses in dealing with social and emotional problems in high schools. An event history calendar was used to collect both the quantitative and qualitative data. Quantitative data was used with school going adolescents, whereas, qualitative data in the form of focus groups was used with school nurses and individual interviews was used with school teachers. Qualitative individual interviews were also used with a subset of school going adolescents to augment the quantitative results. The two sets of data were analysed independently and only at interpretation of findings were they collated and integrated. Quantitative data analysis was done using descriptive and inferential statistics whilst content analysis and thematic analysis were used with qualitative data. Major findings of the study revealed that adolescents’ problems manifested themselves as inappropriate handling of emotions which resulted in drug and alcohol abuse, risky sexual behaviours and gangsterism which adversely impacted on the adolescents’ social-emotional well-being and mental health. A universal prevention and promotion programme through social and emotional learning to address the social and emotional ailments of adolescents that impede mental health promotion in high schools was proposed. The “TEAM” intervention proposes the promotion of positive peer relationships through the use of positive gangs in a safe, caring and cooperative school climate. The intervention would also capacitate adolescents with prosocial skills and values that would yield positive outcomes for greater academic and life successes generally. The study recommends the use of the proposed ‘TEAM’ intervention in schools for mental health promotion. / Health Studies / D. Litt. et Phil. (Health Studies)

Text in Afrikaans. Abstracts in Afrikaans, English and Zulu / This study explored how nine adolescent learner-participants with cerebral palsy or other physical disabilities responded to an emotional support programme (EOP) of 20 intervention sessions, aimed at developing their emotional intelligence. The research study highlighted the utilisational value and importance of emotional intelligence, which is associated with problem-solving skills, career success, selfactualisation, stress management and the like. The rationale for compiling the EOP was in accordance with the rationale for the research study, being embedded in diverse learning needs, support for learners, and the design of learner opportunities. The study focused among others on the development and implementation of an EOP based on Bar-On as conceptual model (2000), together with the five core competencies of social and emotional learning (SEL), namely: responsible decision-making, emotional self-awareness, self-management, social awareness, and relationship skills. The Lions Quest SEL-programme, Skills for Adolescence, formed the basis of the EOP, although the researcher had to adapt it for her learner-participants’ special educational needs. The EOP was further extended with the knowledge obtained through the literature study regarding emotional intelligence and adolescence, and was aligned with the aims of the South African school curriculum in respect of emotional intelligence skills, as stated in the aims of the subject Life Skills. The researcher’s embedded, mixed-method research design allowed the larger qualitative component to include the smaller quantitative component, so that the specific phenomenon could be understood from different participants’ perspectives. Qualitative data was collected by means of metaphor interviews and collage activities. The quantitative research component of the study refers to the standardised Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) together with the researcher’s own structured questionnaire. The researcher did not interpret the data obtained from the quantitative data collection instruments in isolation, but used it to expand and verify the results of her qualitative generated data. The integrated data results of the learner-participants brought the answer to the research problem: most of the adolescent learner-participants with special educational needs who had participated in the EOP, did indeed benefit through their involvement, and their emotional intelligence (the phenomenon under scrutiny) had improved. / Die studie ondersoek hoe nege adolessente leerder-deelnemers met serebrale en fisieke gestremdhede op ’n emosionele ondersteuningsprogram (EOP) van 20 intervensiesessies reageer met die doel om hulle emosionele intelligensie te ontwikkel. Die benuttingswaarde en belangrikheid van emosionele intelligensie word deur die navorsingstudie uitgelig. Hoë emosionele intelligensie word geassosieer met probleemoplossingsvaardighede, werksukses, selfverwesenliking en streshantering, onder andere. Die rasionaal vir die samestelling van die EOP stem ooreen met die rasionaal vir die navorsingstudie en is gevestig in uiteenlopende leerbehoeftes, ondersteuning aan leerders, en die skep van leergeleenthede. Die studie fokus op die samestelling en implementering van ’n emosionele ondersteuningsprogram (EOP) gebaseer op Bar-On (2000) se konstruk van emosionele intelligensie as konseptuele model van die studie saam met die vyf kernbevoegdhede van sosiale en emosionele leer (SEL), naamlik: verantwoordelike besluitneming, emosionele selfbewussyn, selfbestuur, sosiale bewussyn en verhoudingsvaardighede. Die Lions Quest SEL-program, Skills for Adolescence, vorm die grondslag van die EOP, alhoewel die navorser baie aanpassings vir haar leerder-deelnemers se spesiale onderwysbehoeftes moes maak. Die EOP is verder uitgebrei deur die kennis wat die navorser tydens die literatuurstudie ingewin het ten opsigte van emosionele intelligensie en adolessensie, en sluit aan by die Suid-Afrikaanse skoolkurrikulum-doelwitte wat verband hou met emosionele intelligensie-vaardighede soos uiteengesit in die doelwitte vir die vak Lewensvaardighede. Die navorser se ingebedde, gemengdemetode-navorsingsontwerp laat toe dat die groter kwalitatiewe komponent die kleiner kwantitatiewe komponent insluit, sodat die spesifieke fenomeen vanuit verskillende deelnemers se perspektiewe verstaan kon word. Kwalitatiewe data is deur middel van die metafooronderhoud en collage-aktiwiteit ingesamel. Die kwantitatiewe navorsingskomponent van die studie verwys na die gestandaardiseerde Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) tesame met die navorser se eie gestruktureerde vraelys. Die navorser het die data wat sy uit die kwantitatiewe datainsamelingsinstrumente verkry het, nie net in isolasie geïnterpreteer nie, maar dit ook gebruik om die resultate van haar kwalitatief-gegenereerde data uit te brei en te verifieer. Die geïntegreerde data-resultate van die leerder-deelnemers bied die antwoord op die: die meerderheid van die adolessente leerderdeelnemers met spesiale onderwysbehoeftes wat aan die EOP deelgeneem het, het inderdaad gebaat by hulle deelname, en hulle emosionele intelligensie (die fenomeen wat ondersoek is) het verbeter. / Ucwaningo luhlola ukuthi ngabe ukuzibandakanya kwabafundi abangabadlalindima abayisishiyagalolunye abasesigabeni sobubhungu/sobutshitshi abakhubazeke ngokwengqondo noma ngayiphi indlela emzimbeni baphendule kanjani kuhlelo oluxhasa ngokommoya (emotional support programme) kumihlangano engama- 20 yokunceda, ehlose ekuqiniseni ubuhlakani bommoya. Isifundo socwaningo siveze ukubaluleka kokusebenzisa kanye nokubaluleka kobuhlakani bommoya, okuhambisana namakhono okuxazulula izinkinga, impumelelo yobizo lomsebenzi, ukuzibonakalisa, ukulawula ingcindezi yengqondo kanye nokunye. Isizathu sokuhlela i-ESP sasihambisana nenhloso yesifundo socwaningo, esitholakala kwizidingo zemfundo ezahlukahlukene, kanye nokuhleleka kwamathuba omfundi. Ucwaningo lubheke hlangana nokunye nokuthuthukiswa kanye nokusetshenziswa kohlelo lwe-ESP olususelwa ku-Bar-On njengemodeli yegama (2000), kanye namanye amacebo abalulekile amahlanu ohlelo lokufunda kwabantu kanye nokufunda ngokwemizwa (SEL), wona yilawa alandelayo: Ukumelana nezinqumo ozithethe, ukwazi imizwa yakho, ukuziphatha ngokwakho, ukuxwayiswa komphakathi kanye namakhono okwenza ubudlelwano. Uhlelo lwe- Lions Quest SEL, Skills for Adolescence, akha isisekelo se-ESP, yize umcwaningi kwakufanele aluguqule lolu hlelo ukwenzela ukuba luhambisane nezidingo ezikhethekile zemfundo yafundi abadlala indima. . Uhlelo lwe--ESP lwaqhubeka nokukhuliswa ngolwazi olwalutholakala ngocwaningo lombhalo wobuciko obumayelana nobuhlakani bokusebenzisa imizwa kanye nesigaba sobutshitshi/sobubhungu, kanti lolu hlelo lwaluhambisana nezinhloso zekharikhulami yezikole zaseNingizimu Afrika mayelana namakhono okusebenzisa obuhlakani bokusebenzisa imizwa, njengoba kushiwobkwizinhloso zesifundo samaKhono Empilo (Life Skills). Isakhiwo somcwaningi esequkethwe, sohlelo-oluvangene locwaningo siye savumela isigaba esikhulu socwaningo olugxile kukhwalithi (qualitative) ukuba sixube isigaba esincane esigxile kumanani (quantitative), ukuze kuzwisiseke uhlelo oluthize ngokwemiqondo yabadlalindima abehlukahlukene. Idatha yohlelo lwequalitative yaqoqwa ngokusebenzisa izinhlolombono zokungathekisa kanye nemisebenzi yokuhlanganisa imifanekiso eminingi. Isigaba socwaningo olugxile kumanani sichaza uhlelo olufanayo lwe--Bar-On Emotional Quotient Inventory: Youth Version (EQi:YV) kanye nemibhalo yemibuzo ehlelwe wumcwaningi. Umcwaningi akazange achaze idatha etholakele kumathuluzi okuqoqa idatha encike kumanani yodwa, kodwa le datha iye yasetshenziselwa ukukhulisa kanye nokuqinisekisa imiphumela yakhe eyakhiwe ngokwendlela yekhwalithi. Imiphumelo ehlangene yedatha yomfundi ongumdlalindima ilethe impendulo kwinkinga yocwaningo: Iningi labafundi abadlala indima abasesesigabeni sobubhungu/sobutshitshi abadinga imfundo ekhethekile abazibandakanye ohlelweni lwe-ESP, ngempela baye bazuza ngokuzibandakanya kwabo, kanti-ke izinga labo lokusebenzisa ikhono lobuhlakani bemizwa buye bathuthuka kakhulu (the phenomenon under scrutiny). / Inclusive Education / D. Ed. (Inklusiewe Onderwys)