The South African context, in particular, is characterized by a definite need for the facilitation of the development of the youth in a more positive trajectory. Family structures are not always robust enough to support the positive development of the youth, owing to the demands made on single–parent families, amongst other reasons. Community structures may also be less supportive of the development of the youth, because of the impact of the changes associated with the transitional phase of the country during the past sixteen years (Meehan, Peirson & Fridjhon, 2007). Furthermore, young people under the age of 15 years comprise almost a third of the total South African population (Statistics South Africa, 2009), and in the future, they will have to be prepared for an adulthood faced with previously unknown challenges (United Nations Population Fund). The importance of the development of the youth, in order to enable them to contribute to their country in future, is acknowledged by the South African Governement (National Youth Commission website). This study was conducted within the parameters of the newly developing positive youth development (PYD) paradigm. The empirical level of this paradigm is well represented in the literature, indicating that the content areas, or the “what” of PYD, have been well elucidated. However, there is a lack of theory, especially with regard to models describing developmental change (Larson et al., 2004), and evaluation of interventions aiming at the facilitation of PYD. In order to contribute to the answering of the questions regarding the “how” of development, this study had the following main aims: a) the compilation of a theoretical model, describing developmental change in the youth; b) the operationalization of this model for intervention purposes; and c) the evaluation of a programme and the model on which it is based. The study is reported on in an article format, and comprises a total of three articles. The first article focuses on the process of the compilation of a theoretical model by means of: a) the construction of a comprehensive meta–theoretical matrix, b) the integration of theory that features in the PYD literature, and c) the expansion of the latter with theory from other compatible sub–disciplines in psychology. The resultant Positive Youth Development Intervention (PYDI) model provides a process–related description of developmental change ? and is one of the first models to do so. The second article describes the operationalization of the PYDI model, by means of an indication of the relevant constructs, phenomena and processes to be facilitated. Although recent research points to a relation between PYD and self–regulation, there has been no model, describing the role of self–regulation in the facilitation of the positive development of the youth. This study adapted a model from an educational context (Heckhausen & Gollwitzer, 1987 (as cited in Boekaerts & Niemivirta, 2005)), in order to describe the regular self–regulatory processes constituting the bi–directional interactions between the youth and their primary life contexts, as proposed by developmental systems theory (Lerner, 1998), the meta–theory to PYD (King et al., 2005). A further specifc contribution is that the presentation aspects of the programme material, aimed at facilitating the integration thereof, are addressed on a theoretical level. The third article describes the evaluation of the PYDI model and programme, with young adolescents in a school in a rural area as participants. A mixed–methods study, which has been shown to render much richer information than a quantitative study alone, was applied. Although the quantitative data did not prove the success of the programme, the qualitative data suggested that some aspects of self–regulation had indeed been facilitated successfully. A second follow–up assessment, conducted seventeen months later, indicated that certain skills had only become internalized by that time, suggesting that the implementation and evaluation of such a programme should be expanded over an extended time–frame. This study has contributed to the level of theory of PYD, by indicating, a) the lacunae, and b) that theory in compatible sub–disciplinary paradigms could be used in order to devise workable models for PYD. Furthermore, the process–related nature of the PYDI model and programme, owing to its adaptability to different needs, may be adapted and extended to be applicable to the needs of the diverse South African population. Recommendations regarding future application and research, especially within the South African context, have also been put forward in the study. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2011.

In today’s sport careers there is no room for error. This is why athletes should be “on top of their game” every time they compete. It is very important for athletes to keep their emotions under control, because emotions can sometimes determine success or failure. But more important is how the athlete reacts to success and failure. Therefore, in this study the aim was to establish an athlete’s reaction to success and failure. An athlete should have the ability or strategy to handle success and failure. According to this statement, it underlines the importance of the current study. The fact that there are limited resources in this field accentuates the need for this study. Each athlete experiences and reacts to success or failure differently. An athlete can use success or failure as a facilitator or as a debilitator. If an athlete sees success or failure as a facilitator, he or she will use success or failure as a method to enhance his or her performance. But if an athlete sees success and failure as a debilitator, it means that the athlete does not have the ability or skills to use success or failure to his or her advantage. It seems that elite athletes may have the skills or ability to use success and failure as a facilitator and not as a debilitator owing to the fact that in the elite arena there is no place for errors. In this study, the researcher examines how elite and beginner athlete’s handle success and failure and what their reaction is towards success and failure. Each athlete has a unique way to develop his or her talents. Athletes who believe that they are born with limited talent or ability and cannot improve this talent by more practice or more effort can be classified as having a static mindset. When athletes believe that they can improve their talent or ability, they could be seen as athletes with a growth mindset. This study made use of a combination of convenient and random sampling. Each athlete had to comply with the criterium to be part of the study. The criterium stipulated that each athlete should be an active participant in sport either at school-, provincial-, national- or international level. To determine what goal orientation each athlete had, they were asked to fill out the task- and ego orientation in sport questionnaire. To determine what their reactions to success and failure were, athletes completed an assessment of success and failure questionnaire that was self-developed by the present researcher Roelie Potgieter and his study leader professor Ben Steyn. The self-theory questionnaire that was completed by the athletes determined whether an athlete was in the fixed or growth mindset. Using the results determined through the questionnaires that were completed by the athletes, correlations could be made to motivate the study. Task orientation and the growth mindset is more predominant than ego orientation and the fixed mindset. Athletes in general react more constructively towards success and failure. A strong correlation was found between task orientation and positive reaction to success and failure. Partial correlation between ego orientation and positive reaction to success was found. Positive relations were discovered between task orientation and the growth mindset, as well as ego orientation and the fixed mindset. AFRIKAANS : In vandag se sportloopbane is daar geen ruimte vir foute nie. Vir hierdie rede moet ‘n atleet ten alle tye op sy of haar beste wees. Dit is baie belangrik vir ‘n atleet om sy emosies in toom te hou, want somtyds kan die atleet se emosies bepaal of hy of sy sukses of mislukking gaan ervaar. Daarom is die doel van die studie om die reaksie van atlete op sukses en mislukking te bepaal. Die feit dat daar ‘n beperkte hoeveelheid navorsing oor die tema van die studie is beklemtoon weereens die belangrikheid van die studie. Elke atleet ervaar en reageer verskillend op sukses en mislukking. ‘n Atleet kan sukses of mislukking gebruik as ‘n fasiliteerder of as ‘n debiliteerder. As ‘n atleet sukses of mislukking sien as ‘n fasiliteerder, sal die atleet sukses of mislukking gebruik as ‘n metode om sy of haar prestasie/s te verbeter. Indien ‘n atleet sukses en mislukking sien as ‘n debiliteerder, beteken dit dat die atleet nie die vermoë of vaardighede het om sukses of mislukking te gebruik tot sy of haar voordeel nie. Dit wil voorkom dat elite atlete die vermoë of vaardighede het om sukses en mislukking te gebruik tot hulle voordeel, as gevolg van die feit dat daar geen plek vir foute tydens die kompetisie is nie. In die studie probeer die navorser bepaal hoe elite- en beginner atlete sukses en mislukking hanteer en wat hulle reaksie op sukses en mislukking is. Elke atleet het ‘n unieke manier om sy of haar talente te ontwikkel. Atlete wat glo dat hulle gebore is met ‘n talent of vermoë en kan nie die talent verbeter met oefening of ‘n groter poging kan geklassifiseer word as statiese instelling. Indien die atleet glo dat hulle, hulle talent kan verbeter, kan dit gesien word as ‘n groeiende instelling. Hierdie studie maak van die gemaklike sowel as die ewekamsige steekproefmetode gebruik. Elke deelnemer moes voldoen aan sekere kriterium om deel te wees van die studie. Die studie se kriteria het beklemtoon dat elke atleet aktief betrokke in ‘n sekere sportsoort moet wees, mag dit wees op skool-, provinsiale-, nasionale- of internasionale vlak. Om te bepaal watter tipe doeloriëntering elke atleet is was hulle gevra om die taak en ego oriëntasie vraelys in te vul. Deur die verwysing kan bepaal word wat hulle reaksie is tot sukses en mislukking, was daar van die atlete verwag om die vrae oor sukses en mislukking te voltooi. Die selfteorie vraelys wat deur die atlete voltooi is, het bepaal of die atlleet ‘n statiese of groeinde instelling het. Deur gebruik te maak van die resultate van die vraelyste wat voltooi is deur die atlete kon daar korrelasies gemaak word. Taakoriëntasie en die groeiende instelling is meer dominant as die ego oriëntasie en die statiese instelling. Atlete in die algemeen reageer meer konstruktief teenoor sukses en mislukking. ‘n Sterk korrelasie was gevind deur taakoriëntasie en positiewe reaksie tot sukses en mislukking. Gedeeltelike korrelasie kon gemaak word tussen ego oriëntasie en positiewe reaksie tot sukses. ‘n Positiewe korrelasie kon gemaak word tussen taakoriëntasie en groeiende instelling, asook ego oriëntasie en statiese instelling. / Dissertation (MA)--University of Pretoria, 2011. / Biokinetics, Sport and Leisure Sciences / unrestricted

The background and problem statement focuses on antiretroviral therapy (ART) and the use of mobile technology to improve compliance within a primary health care (PHC) context in South Africa. South Africa is one of the countries, globally, with the highest HIV incidence and prevalence and ART enrolled patients visiting PHC facilities. Compliance to ART plays an integral part in effective HIV/AIDS management. HIV/AIDS management entails a complex process of patient education and pharmacological control to improve ART compliance in South Africa. Studies were done in South Africa on reminder messages as most studies focused on chronic conditions in general. A literature review explored what is known about ART and mobile technology to improve compliance. Literature confirmed that compliance through reminder messages were done worldwide and in Sub-Saharan countries. Previous research indicated that the compliance rate of the patients increased through reminder messages. Yet there is a gap in the literature regarding reminder messages combined with health education on ART compliance. The aim of the study was to determine the impact of reminder messages combined with health education on ART compliance among patients receiving ART at a PHC facility Methodology: The study followed a quantitative, experimental, intervention, randomised multi-group, pre- and post measurement design (Creswell, 2012:1, Welman et al., 2012:80). The research design is experimental because the researcher applied an intervention (reminder messages) to two experimental groups. Random sampling was applied and participants were grouped into three groups: Group A, (control group), Group B, (reminder messages only) and Group C (reminder messages combined with health education). A preand post-measurement design is followed as each participant’s pill count and return date were measured before and after the reminder messages with/without health education were given. The sample size was 202 eligible patients receiving Regime 1 and 2 ART’s (Lamuvidine, Tenofovir, Efavirenz, Nevirapine, Alluvia® and Zidovudine) at a PHC facility in the North West, South Africa (N=202). The sample size was determined with guidance of statistical services to ensure that results obtained from the study would be reliable and significant. Data collection was done in three phases. Phase one (1) consisted of collecting the biographical data and a pre-measurement of pill count and return dates for participants in Groups A, B and C. Phase two (2) consisted of sending bi-weekly messages (Group B) via WinSMS and with health education (Group C) for three (3) months. Phase three (3) consisted of post-measurement of participants’ pill count and return date for Groups A,B and C. Data collection stretched over six months (October 2013-March 2014), namely three months pre-measurement, then activation of intervention combined with another three months post-measurement. Descriptive and inferential statistical analysis was conducted through SPSS (SPSS Inc., 2013). Descriptive statistics indicated that more female patients visited the PHC facility for ART on a more regular basis. It was concluded that the experimental group proved a slight increase in compliance with regards to return date after the SMS intervention. No difference was noted in compliance to pill counts. It can also be concluded that pill counts is a complex monitoring procedure with room for error from the patients’ aspect. / MCur, North-West University, Potchefstroom Campus, 2015

Traditionally, organisations have focused efforts in developing their people towards improving so-called areas of deficiency, identifying the flaws of employees and putting intervention structures in place to rectify and redress these areas. Limited efforts have seen the accentuation of employees‟ strengths as a means of developing those employees‟ full potential, as prescribed in the Positive Psychology. In a balanced organisational development approach, both areas of strength and deficit should be developed in order to harness optimum human potential and growth. This balanced approach is critical, as it provides for full spectrum development of the individual and creates opportunity for the attainment of positive work-related outcomes, such as work engagement. The objective of this research study was to test a structural model of job resources in the form of organisational strengths use and organisational deficit improvement; personal resources in the form of individual strengths use and individual deficit improvement; and work engagement; to relate the conceptualised job- and personal resources to established job- and personal resources in the nomological net and to investigate possible structural paths between job- and personal resources and work engagement. This study was conducted in order to gain more knowledge and a better understanding of the outcomes of following a balanced strengths use and deficit improvement approach (SDBA), both from an organisational (job resource) and individual (personal resource) perspective. Participants in the research were sport coaches from primary and secondary schools. The Mplus and SPSS programmes were utilised for purposes of statistical analysis. A cross-sectional research approach was used. An availability sample (N = 364) of teachers who act as sport coaches in Gauteng, North-West and Free State based schools was used. Competing measurement models were used to confirm factor structures for adapted versions of the Strengths use and Deficit Improvement Questionnaire (SUDIQ), as well as the Utrecht Work Engagement Scale (UWES). These measurement models confirmed a four-factor and one-factor model structure for the adapted versions of the SUDIQ and UWES respectively. After factor structures had been confirmed, reliability of the adapted measures was assessed by means of Cronbach alpha coefficient values. The relation of the conceptualised job resources of organisational strengths use and organisational deficit improvement to established job resources was assessed by incorporating the job resources of opportunities for learning and independence at work into the study. In the case of the conceptualised personal resources, individual strengths use and individual deficit improvement were related to self-efficacy and self-esteem. This was done in order to theoretically relate these variables in the nomological net of other job resources and personal resources. Subsequently, structural equation modelling was used to investigate the relationship between the job resources of organisational strengths use and organisational deficit improvement, personal resources individual strengths use and individual deficit improvement; and work engagement. Through categorical estimation the research found individual strengths use to be the strongest predictor of work engagement, followed by individual deficit improvement and organisational strengths use. Organisational deficit improvement was proven as a statistically insignificant predictor of work engagement. After conclusions for the study were drawn, recommendations for the organisation, individual as well as for future research were made. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2013

The background and problem statement focuses on antiretroviral therapy (ART) and the use of mobile technology to improve compliance within a primary health care (PHC) context in South Africa. South Africa is one of the countries, globally, with the highest HIV incidence and prevalence and ART enrolled patients visiting PHC facilities. Compliance to ART plays an integral part in effective HIV/AIDS management. HIV/AIDS management entails a complex process of patient education and pharmacological control to improve ART compliance in South Africa. Studies were done in South Africa on reminder messages as most studies focused on chronic conditions in general. A literature review explored what is known about ART and mobile technology to improve compliance. Literature confirmed that compliance through reminder messages were done worldwide and in Sub-Saharan countries. Previous research indicated that the compliance rate of the patients increased through reminder messages. Yet there is a gap in the literature regarding reminder messages combined with health education on ART compliance. The aim of the study was to determine the impact of reminder messages combined with health education on ART compliance among patients receiving ART at a PHC facility Methodology: The study followed a quantitative, experimental, intervention, randomised multi-group, pre- and post measurement design (Creswell, 2012:1, Welman et al., 2012:80). The research design is experimental because the researcher applied an intervention (reminder messages) to two experimental groups. Random sampling was applied and participants were grouped into three groups: Group A, (control group), Group B, (reminder messages only) and Group C (reminder messages combined with health education). A preand post-measurement design is followed as each participant’s pill count and return date were measured before and after the reminder messages with/without health education were given. The sample size was 202 eligible patients receiving Regime 1 and 2 ART’s (Lamuvidine, Tenofovir, Efavirenz, Nevirapine, Alluvia® and Zidovudine) at a PHC facility in the North West, South Africa (N=202). The sample size was determined with guidance of statistical services to ensure that results obtained from the study would be reliable and significant. Data collection was done in three phases. Phase one (1) consisted of collecting the biographical data and a pre-measurement of pill count and return dates for participants in Groups A, B and C. Phase two (2) consisted of sending bi-weekly messages (Group B) via WinSMS and with health education (Group C) for three (3) months. Phase three (3) consisted of post-measurement of participants’ pill count and return date for Groups A,B and C. Data collection stretched over six months (October 2013-March 2014), namely three months pre-measurement, then activation of intervention combined with another three months post-measurement. Descriptive and inferential statistical analysis was conducted through SPSS (SPSS Inc., 2013). Descriptive statistics indicated that more female patients visited the PHC facility for ART on a more regular basis. It was concluded that the experimental group proved a slight increase in compliance with regards to return date after the SMS intervention. No difference was noted in compliance to pill counts. It can also be concluded that pill counts is a complex monitoring procedure with room for error from the patients’ aspect. / MCur, North-West University, Potchefstroom Campus, 2015

Traditionally, organisations have focused efforts in developing their people towards improving so-called areas of deficiency, identifying the flaws of employees and putting intervention structures in place to rectify and redress these areas. Limited efforts have seen the accentuation of employees‟ strengths as a means of developing those employees‟ full potential, as prescribed in the Positive Psychology. In a balanced organisational development approach, both areas of strength and deficit should be developed in order to harness optimum human potential and growth. This balanced approach is critical, as it provides for full spectrum development of the individual and creates opportunity for the attainment of positive work-related outcomes, such as work engagement. The objective of this research study was to test a structural model of job resources in the form of organisational strengths use and organisational deficit improvement; personal resources in the form of individual strengths use and individual deficit improvement; and work engagement; to relate the conceptualised job- and personal resources to established job- and personal resources in the nomological net and to investigate possible structural paths between job- and personal resources and work engagement. This study was conducted in order to gain more knowledge and a better understanding of the outcomes of following a balanced strengths use and deficit improvement approach (SDBA), both from an organisational (job resource) and individual (personal resource) perspective. Participants in the research were sport coaches from primary and secondary schools. The Mplus and SPSS programmes were utilised for purposes of statistical analysis. A cross-sectional research approach was used. An availability sample (N = 364) of teachers who act as sport coaches in Gauteng, North-West and Free State based schools was used. Competing measurement models were used to confirm factor structures for adapted versions of the Strengths use and Deficit Improvement Questionnaire (SUDIQ), as well as the Utrecht Work Engagement Scale (UWES). These measurement models confirmed a four-factor and one-factor model structure for the adapted versions of the SUDIQ and UWES respectively. After factor structures had been confirmed, reliability of the adapted measures was assessed by means of Cronbach alpha coefficient values. The relation of the conceptualised job resources of organisational strengths use and organisational deficit improvement to established job resources was assessed by incorporating the job resources of opportunities for learning and independence at work into the study. In the case of the conceptualised personal resources, individual strengths use and individual deficit improvement were related to self-efficacy and self-esteem. This was done in order to theoretically relate these variables in the nomological net of other job resources and personal resources. Subsequently, structural equation modelling was used to investigate the relationship between the job resources of organisational strengths use and organisational deficit improvement, personal resources individual strengths use and individual deficit improvement; and work engagement. Through categorical estimation the research found individual strengths use to be the strongest predictor of work engagement, followed by individual deficit improvement and organisational strengths use. Organisational deficit improvement was proven as a statistically insignificant predictor of work engagement. After conclusions for the study were drawn, recommendations for the organisation, individual as well as for future research were made. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2013

A notable paucity in practice interventions and literature currently exists in regard to self-support in first-time mothers. Recent literature and practice interventions seem to focus largely on social support resources, highlighting the deficiency in the investigation of self-support in first-time mothers as an integral and holistic concept and/or focus point for intervention. Literature continues to illustrate the many challenges first-time mothers encounter and therefore this study focuses on self-support experiences of the first-time mother in relation to her environment by providing an original stance of enquiry. The investigator aimed to explore and describe the experiences of self-support in first-time mothers in the Cape Metropole. The study was conducted qualitatively and according to an Interpretive Phenomenological Analysis (IPA) research design. This provided the researcher with a dual method of investigation: The first undertaking was to describe actual accounts of the participants‟ self-support experiences, while the second was to give an interpretation of these accounts which would reflect their experiences in an understandable, yet authentic manner. The meta-theoretical framework of Gestalt Therapy Theory (GTT) was applied due to its holistic and integrative nature, while the additional theoretical frameworks of Self Determination Theory (SDT) and Positive Psychology (PP) served as contributors to deepen understanding. The sample consisted of thirteen first-time mothers from moderately diverse socio-economic backgrounds. The study succeeded in giving in-depth exploratory descriptions of their self-support experiences during the first two years of motherhood. Findings displayed that the participants‟ self-support cannot be separated from their constantly shifting environments and that self-support is an integrated and dynamic process of development. Internal elements as well as environmental factors prove to disrupt this process of self-support development. Vital components for developing self-support were assuming responsibility for own well-being as a mother; as well as arriving at insight. Joy and gratefulness as experienced by the participants were proven to serve as motivators to sustain self-support. The study further exhibits that a supportive relationship is able to exist between the first-time mother‟s self-support and her environment when she is able to effectively identify, reach out and utilise social support resources available in her environment. Self-support serves as an experiential process (as an alternative to a fixed outcome) where the first-time mother is able, through experience, to mature and become more self-supportive. Findings argue that ideal self-support during novel motherhood is the capability to be in a mature interactive relationship with the environment, constantly adapting according to the organisation of the environmental field. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

To stay competitive organisations need to harness and develop their human potential. Traditionally, a deficiency-based approach (DBA) was followed i.e. the focus was set on the development of employees’ deficiencies and weaknesses. However, focusing on an employee’s weaknesses and deficiencies was not sufficient. Consequently, a positive approach was developed that focuses on an individual’s strengths and talents. Unfortunately, exclusively focusing on only strengths or on weaknesses is not sufficient for optimum human functioning. Therefore, it is suggested that South African organisations make use of a balanced approach (i.e. a balanced focus on both the development and use of strengths and weaknesses). This will assist employees to be more positive and engaged in terms of their work. However, there seems to be a lack of research regarding the use of a balanced approach in organisations. The general objective of this study was to investigate the relationship between job resources, a strength-based approach (SBA), a DBA, occupational self-efficacy (OSE), and work engagement. This study was further aimed at determining whether OSE mediated the relationship between these variables among South African employees. An availability sample (N = 699) was taken from various South African organisations. This study made use of a quantitative, cross-sectional design to collect data; a biographical questionnaire; a job resources questionnaire (VBBA); an organisational SBA and DBA questionnaire; a OSE questionnaire and a work engagement questionnaire (UWES). Structural equation modelling was chosen as the method to test the hypothesised model. Mediating effects were tested by using the bootstrapping method. The research results have indicated that there is a positive correlation between autonomy, SBA, DBA, OSE and work engagement. This research found that no correlations existed between relationship with supervisor, information sharing and participation in decision-making and work engagement. There seems to be a significant relationship between autonomy, relationship with colleagues and OSE. From the results OSE can only be seen as the mediator between autonomy and work engagement. From this one can assume that using SBA and DBA in a balanced approach can lead to higher work engagement. Recommendations were made for the organisation and future research. / Thesis (MCom (Industrial Psychology))--North-West University, Potchefstroom Campus, 2013.

In a changing South Africa with a new education system, it has become necessary to determine the degree to which multicultural guidance is provided in secondary schools. The aim of the research was to: • Identify by means of a literature study, the principles of multicultural guidance in a number of countries abroad; • determine empirically, the degree to which the principles of guidance are applied in multicultural schools in the Gauteng Province. To this end concepts such as culture, ethnicity, race, racism, multicultural education, guidance and multicultural guidance had to be described. An historical approach to multicultural education and the research with regard to multicultural guidance were described at length. The development of school guidance in multicultural schools in South Africa was subsequently discussed in more detail, especially the implementation of an effective guidance programme in multicultural schools. An in-depth discussion with regard to the principles of guidance in general and of multicultural guidance in particular, as well as guidance in multicultural schools, were highlighted. An empirical investigation was done by means of frequency tables, correlation coefficients and factor analyses. These were subsequently interpreted: The most important finding was that multicultural guidance in secondary schools does not receive its due. Several deficiencies were identified in this regard. It is recommended that the Gauteng Education Department should pay specific attention to specialised training programmes in that province. The time has come that the Head of Department : Guidance/Guidance teacher should make certain theoretical as well as practical changes to guidance. Multicultural guidance should be ethically-founded. Multicultural perspectives should be built into education, and specifically into guidance programmes. Each person should realise that South Africa and especially education, are moving towards a multicultural future and this requires acceptance and acknowledgement of each other, regardless of culture. / Thesis (MEd)--PU for CHE, 1998

A notable paucity in practice interventions and literature currently exists in regard to self-support in first-time mothers. Recent literature and practice interventions seem to focus largely on social support resources, highlighting the deficiency in the investigation of self-support in first-time mothers as an integral and holistic concept and/or focus point for intervention. Literature continues to illustrate the many challenges first-time mothers encounter and therefore this study focuses on self-support experiences of the first-time mother in relation to her environment by providing an original stance of enquiry. The investigator aimed to explore and describe the experiences of self-support in first-time mothers in the Cape Metropole. The study was conducted qualitatively and according to an Interpretive Phenomenological Analysis (IPA) research design. This provided the researcher with a dual method of investigation: The first undertaking was to describe actual accounts of the participants‟ self-support experiences, while the second was to give an interpretation of these accounts which would reflect their experiences in an understandable, yet authentic manner. The meta-theoretical framework of Gestalt Therapy Theory (GTT) was applied due to its holistic and integrative nature, while the additional theoretical frameworks of Self Determination Theory (SDT) and Positive Psychology (PP) served as contributors to deepen understanding. The sample consisted of thirteen first-time mothers from moderately diverse socio-economic backgrounds. The study succeeded in giving in-depth exploratory descriptions of their self-support experiences during the first two years of motherhood. Findings displayed that the participants‟ self-support cannot be separated from their constantly shifting environments and that self-support is an integrated and dynamic process of development. Internal elements as well as environmental factors prove to disrupt this process of self-support development. Vital components for developing self-support were assuming responsibility for own well-being as a mother; as well as arriving at insight. Joy and gratefulness as experienced by the participants were proven to serve as motivators to sustain self-support. The study further exhibits that a supportive relationship is able to exist between the first-time mother‟s self-support and her environment when she is able to effectively identify, reach out and utilise social support resources available in her environment. Self-support serves as an experiential process (as an alternative to a fixed outcome) where the first-time mother is able, through experience, to mature and become more self-supportive. Findings argue that ideal self-support during novel motherhood is the capability to be in a mature interactive relationship with the environment, constantly adapting according to the organisation of the environmental field. / MA (Psychology), North-West University, Potchefstroom Campus, 2014