Problem: Prevention Planning Teams are challenged with developing intervention programs designed to decrease youth risk behaviors. Literature indicates that by increasing the number of assets/protective factors within a child's external ecology it decreases the likelihood of the youth participating in risk behaviors. Information which explicitly focuses on the etiology (external ecology) of youth risk behaviors for Southwest Virginia Region (SWVAR) 6th grade youth had not been performed; therefore, this study investigated the reported external ecology present in the SWVAR 6th grade youth, whether there are differences in the reported external ecology by gender, and whether there are differences in the reported external ecology by race/ethnicity. Methods: The SWVAR 2009-2010 6th grade Youth Risk Behavior Surveys were analyzed and items extracted which pertained to the Search Institute Developmental Assets Framework. Twelve survey items were identified which fit into the External Asset Building Block areas of Support, Empowerment, and Boundaries and Expectations. Responses to these items by SWVAR 6th grade youth who participated in the 2009-2010 YRBS (n=2051) were analyzed via descriptive statistics for overall responses and Chi-Square in relation to gender and race/ethnicity. Results: Descriptive statistics and Chi-Square analysis indicated an overall positive external ecology. There were however statistically significant differences by gender and race/ethnicity in each of the represented External Asset Building Blocks. Conclusions: SWVAR 6th grade youth who participated in the 2009-2010 YRBS indicated an overall positive external ecology by overall responses, gender and race/ethnicity. There are however segments by gender and race/ethnicity which indicate a need for intervention and/or further investigation. / Ph. D.

Yes

The aim of the dissertation was to investigate the demographical differences on Work-SoC, and the relationship between work-related sense of coherence (Work-SoC) and work engagement in a motor retail organisation in Gauteng. The Work-related sense of coherence (Work-SoC) scale, Utrecht work engagement (UWES-9) scale and a biographical questionnaire were applied in the data collection from 326 employees in a motor retail organisation in Gauteng. The results indicated a strong relationship between Work-SoC and work engagement and that Work-SoC does predict work engagement. Except for tenure and gender, all demographical variables showed statistically significant mean differences on Work-SoC. The study has added valuable knowledge to the existing literature as it was the first to investigate mean differences on Work-SoC for different demographical groups and also investigate the relationship between Work-SoC and work engagement in the South African environment. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

From a positive psychology perspective, the last few decades have seen continuous growth in research emphasising well-being in school communities. Schools should be viewed as spaces that enable life success, as opposed to mere learning environments aimed at academic success. Well-being is often associated with relational well-being and building, enhancing and maintaining positive relationships at schools. Along with academic performance, relational well-being is vital to learners‟ current and future development. Such social well-being may, in turn, affect psychological well-being positively, as these two influence each other greatly. In this context, positive educator-learner relationships must be based on mutual respect, as it may provide a vast array of benefits to secondary learners‟ well-being and academic performance. Moreover, positive interpersonal connections between educators and learners based on mutual respect are valuable tools for managing effective discipline in classrooms, which means that educators also benefit from protecting and promoting good relationships with their learners. Positive educator-learner relationships are highly relevant for secondary school learners living in high-risk communities, where support and resources for enhancing and developing their psychosocial well-being are limited. For such leaners school is often the only safe and supportive environment they have. It is therefore imperative to bring the personal into the educational environment by building, enhancing and maintaining respectful educator-learner relationships based on mutual respect. However, educator-learner relationships have specifically been neglected in regard to learners‟ perceptions of respect as experienced from and given to educators. Due to the identified gap in the literature, the main aim of this study was to qualitatively explore and describe, through qualitative, phenomenological research design, learners‟ perceptions of respect in educator-learner relationships in a secondary school community within a high-risk environment in the South African context. The participants for this study were fifteen secondary school Grade 12 learners. The data were gathered in two phases, namely written assignments, and, the World Café technique was applied. Thematic analysis was used to identify relevant themes. The findings revealed three main themes, and each theme includes several subthemes. Firstly, respect is well-intended behaviour, with the subthemes being listening and paying attention; good communication; obeying educators and school rules; good manners such as being helpful, polite and kind, and greeting others; saying thank you and please; academic responsibility; and receiving support and praise from educators. Secondly, respect is positive relationships, with the subthemes being building a relationship; parent-child relationship; as well as trust and confidentiality. Thirdly, respect is consistent, fair and mutual, with the subthemes being respect as a two-way street; respect as something to be earned; respect as something that is consistent over time; and respect that means treating everyone equally, fairly and with acceptance. It can be summarised that all participants‟ responses illustrated a collective yet subjective learners‟ perceptions of respect in educator-learner relationships in a secondary school community within a high risk community in South Africa. For further research it was recommended to gain better understanding how learners in secondary school communities perceive respect in educator-learner relationships in regard to various cultures. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

The health and wellbeing of pregnant women are considered to be an international priority by the World Health Organization (WHO). Even though pregnant women constitute a large part of the population globally and in South Africa, there is a lack of research regarding their psychological wellbeing. It is known that a psychologically well-functioning pregnant woman has the capacity to attach to her baby and to be an effective parent. The WHO places emphasis on the health of pregnant women not only because they are crucial to the survival and reproduction of humanity, but also because they are more vulnerable during pregnancy and need extra support. Pregnancy is associated with many physical and psychological changes and has a major impact on a woman’s life. Although there are challenges associated with pregnancy, it can also be a special experience of psychological and personal growth. Most previous studies have focused on the medical, biological, and pathological aspects of pregnancy. Although this research is important, it is crucial that psychological well-being during pregnancy is investigated in order to find ways to proactively strengthen it. Research showed that women whose psychological well-being is lacking are vulnerable and prone to developing mental disorders. A pregnant woman who is psychologically well is better equipped to form a healthy attachment with her baby, cope with her newfound parenthood, and is less likely to develop pregnancy-related mental illness. It is clear that the presence of meaningfulness in life leads to enhanced psychological well-being. This study is conducted from a psychofortological perspective and focuses on exploring and gaining a deeper understanding of first-time pregnant women’s experiences of meaningfulness during their pregnancy. A qualitative, phenomenological approach was used to gain a deep understanding of the women’s experience of meaningfulness. Reflexive journals and the Mmogo-method® were used to gather data. After a thematic analysis was done on the visual (the presentations and participant’s explanations thereof) and textual (reflexive journals) data a deeper understanding was gained of the participants’ experiences of meaningfulness during pregnancy. According to the data spirituality and relationships contributed most to their experience of meaningfulness during pregnancy. This study focused only on how meaningfulness was found in the participant’s various relationships during their pregnancy. The main relationships that were identified were with their husband, their unborn baby, and with their parents. A rich description of these relationships helped to deepen our understanding of the first-time pregnant women’s experience of meaningfulness. The findings from this study make a valuable contribution to the improved understanding of the concept meaningfulness in the specific life domain of relationships and in the context of pregnancy. This confirmed the structure of the Meaning Model of Wissing and Delle Fave (2014) and deepened our understanding of the ‘meaningfulness in life’ category. This understanding is valuable as it can be used proactively to develop programmes to enhance pregnant women’s psychological well-being. No previous research in this regard in the South African context specifically could be found. Literature indicated that there is a lack of research to better our understanding of meaningfulness in different life domains and contexts, especially from a psychofortological perspective. This study’s contribution is significant as it not only deepens our understanding of meaningfulness experienced during pregnancy and the role relationships play, but also because it can make a valuable contribution to informing, developing, and implementing intervention programmes to proactively enhance the psychological well-being of pregnant women in South Africa. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2015

From a positive psychology perspective, the last few decades have seen continuous growth in research emphasising well-being in school communities. Schools should be viewed as spaces that enable life success, as opposed to mere learning environments aimed at academic success. Well-being is often associated with relational well-being and building, enhancing and maintaining positive relationships at schools. Along with academic performance, relational well-being is vital to learners‟ current and future development. Such social well-being may, in turn, affect psychological well-being positively, as these two influence each other greatly. In this context, positive educator-learner relationships must be based on mutual respect, as it may provide a vast array of benefits to secondary learners‟ well-being and academic performance. Moreover, positive interpersonal connections between educators and learners based on mutual respect are valuable tools for managing effective discipline in classrooms, which means that educators also benefit from protecting and promoting good relationships with their learners. Positive educator-learner relationships are highly relevant for secondary school learners living in high-risk communities, where support and resources for enhancing and developing their psychosocial well-being are limited. For such leaners school is often the only safe and supportive environment they have. It is therefore imperative to bring the personal into the educational environment by building, enhancing and maintaining respectful educator-learner relationships based on mutual respect. However, educator-learner relationships have specifically been neglected in regard to learners‟ perceptions of respect as experienced from and given to educators. Due to the identified gap in the literature, the main aim of this study was to qualitatively explore and describe, through qualitative, phenomenological research design, learners‟ perceptions of respect in educator-learner relationships in a secondary school community within a high-risk environment in the South African context. The participants for this study were fifteen secondary school Grade 12 learners. The data were gathered in two phases, namely written assignments, and, the World Café technique was applied. Thematic analysis was used to identify relevant themes. The findings revealed three main themes, and each theme includes several subthemes. Firstly, respect is well-intended behaviour, with the subthemes being listening and paying attention; good communication; obeying educators and school rules; good manners such as being helpful, polite and kind, and greeting others; saying thank you and please; academic responsibility; and receiving support and praise from educators. Secondly, respect is positive relationships, with the subthemes being building a relationship; parent-child relationship; as well as trust and confidentiality. Thirdly, respect is consistent, fair and mutual, with the subthemes being respect as a two-way street; respect as something to be earned; respect as something that is consistent over time; and respect that means treating everyone equally, fairly and with acceptance. It can be summarised that all participants‟ responses illustrated a collective yet subjective learners‟ perceptions of respect in educator-learner relationships in a secondary school community within a high risk community in South Africa. For further research it was recommended to gain better understanding how learners in secondary school communities perceive respect in educator-learner relationships in regard to various cultures. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

The health and wellbeing of pregnant women are considered to be an international priority by the World Health Organization (WHO). Even though pregnant women constitute a large part of the population globally and in South Africa, there is a lack of research regarding their psychological wellbeing. It is known that a psychologically well-functioning pregnant woman has the capacity to attach to her baby and to be an effective parent. The WHO places emphasis on the health of pregnant women not only because they are crucial to the survival and reproduction of humanity, but also because they are more vulnerable during pregnancy and need extra support. Pregnancy is associated with many physical and psychological changes and has a major impact on a woman’s life. Although there are challenges associated with pregnancy, it can also be a special experience of psychological and personal growth. Most previous studies have focused on the medical, biological, and pathological aspects of pregnancy. Although this research is important, it is crucial that psychological well-being during pregnancy is investigated in order to find ways to proactively strengthen it. Research showed that women whose psychological well-being is lacking are vulnerable and prone to developing mental disorders. A pregnant woman who is psychologically well is better equipped to form a healthy attachment with her baby, cope with her newfound parenthood, and is less likely to develop pregnancy-related mental illness. It is clear that the presence of meaningfulness in life leads to enhanced psychological well-being. This study is conducted from a psychofortological perspective and focuses on exploring and gaining a deeper understanding of first-time pregnant women’s experiences of meaningfulness during their pregnancy. A qualitative, phenomenological approach was used to gain a deep understanding of the women’s experience of meaningfulness. Reflexive journals and the Mmogo-method® were used to gather data. After a thematic analysis was done on the visual (the presentations and participant’s explanations thereof) and textual (reflexive journals) data a deeper understanding was gained of the participants’ experiences of meaningfulness during pregnancy. According to the data spirituality and relationships contributed most to their experience of meaningfulness during pregnancy. This study focused only on how meaningfulness was found in the participant’s various relationships during their pregnancy. The main relationships that were identified were with their husband, their unborn baby, and with their parents. A rich description of these relationships helped to deepen our understanding of the first-time pregnant women’s experience of meaningfulness. The findings from this study make a valuable contribution to the improved understanding of the concept meaningfulness in the specific life domain of relationships and in the context of pregnancy. This confirmed the structure of the Meaning Model of Wissing and Delle Fave (2014) and deepened our understanding of the ‘meaningfulness in life’ category. This understanding is valuable as it can be used proactively to develop programmes to enhance pregnant women’s psychological well-being. No previous research in this regard in the South African context specifically could be found. Literature indicated that there is a lack of research to better our understanding of meaningfulness in different life domains and contexts, especially from a psychofortological perspective. This study’s contribution is significant as it not only deepens our understanding of meaningfulness experienced during pregnancy and the role relationships play, but also because it can make a valuable contribution to informing, developing, and implementing intervention programmes to proactively enhance the psychological well-being of pregnant women in South Africa. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2015

Master of Science / Department of Psychology / Ronald G. Downey / Firmly rooted in positive psychology, this study attempted to look beyond discovering the direction or shape of the stress-performance relationship and sought to instead determine the role of personality in this relationship. Although we were unable to test for moderation effects due to multicollinearity issues, we did discover that positive personality characteristics were a significant predictor of performance—even after controlling for experience and self-perceived stress. Interestingly, this relationship occurred in an opposite direction than expected in that higher levels of positive personality characteristics were predictive of lower performance ratings.

An essential blend between competencies, personality and skill is sought after for successful branch managers in today’s banking world in order to achieve a high level of quality, on-time delivery, as well as customer and employee satisfaction and loyalty. In this study the predictive relationship between competencies (as a portrayal of personality and abilities) and work performance was investigated among the branch managers. The scores on the essential Universal Competency Framework competencies, the Person- Job Match and performance data for three years were used to conduct correlation and regression analyses. The study was conducted among 95 branch managers at a banking institution in South Africa. A theoretical relationship was determined, and this was supported by the significant relationship that was evident between the identified essential competencies of the branch managers and their work performance. The regression model summary indicated significance when using all essential competencies combined against the overall criterion score. / Industrial & Organisational Psychology / M.A. (Industrial and Organisational Psychology)

Low-income Caucasian married parents described lifespan processes and conditions that contributed to their individual assessments that their marriage was healthy. Spouses participated in an interview together, followed later by an individual interview with each. Interview scripts referenced the study‘s primary research questions which sought their reflections on (a) external conditions that they considered to be important to their development, and (b) personal thoughts, emotions and behaviors they deemed relevant to the success of their marriage. A third research question called for integration of participants‘ reflections into a cogent grounded theory regarding successful low-income marriages. Analysis incorporated grounded theory methods, and those procedures were assisted by computer software such as NVIVO 7.0 ® and Microsoft Excel ®. This work revealed a developmental systems theoretical framework that posits that individuals‘ developmental factors gave rise to certain personal actual qualities, and also had affect upon the qualities individuals desired and perceived in their partner. Qualities desired and perceived in their partner may have greater or lesser priority to a spouse depending upon the range of acceptable variance that the spouse assigns to any given quality. While several high-priority qualities emerged from the words of the twenty spouses who participated, four high-priority qualities emerged as fundamental to the success of the marriage: (a) being loving, (b) being committed, (c) being appreciative, and (d) being child-centered. Four abstract sets of developmental factors, assigned the term synergists, strongly promoted these qualities among study participants: (a) a sensitizing experience, (b) a partner-as-rescuer mindset (PARM) preceded by a person‘s adverse history, (c) influences from one or more parents, and (d) religious influences. These findings provide a foundation of information critical to those researchers and practitioners interested in the quest toward an increase in successful marriages among households whose income falls within 200% of the published guideline for poverty as determined by the U.S. Department of Health and Human Services.