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

The focus of this study was to explore the experiences of secondary school educators concerning the educator-learner relationship. The study hopes to add value in developing sustainable support to enhance the quality of life and well-being of South African educators. The study highlights specific aspects of the educators’ perspective (Koomen et al., 2011; Philip, 2008; Skaalvik & Skaalvik, 2011; Easter et al., 2008), such as cultural perspective, attachment perspective, career satisfaction perspective and academic perspective. According to Philippson (2009) it is important to understand educators’ holistic experiences concerning the educator-learner relationship. The following research question arose: What are the experiences of secondary school educators in the Gauteng area, South Africa, of the educator-learner relationship? This research was conducted within a Positive Psychology framework and a qualitative method was used. Data were collected via personal interviews and focus group discussions as research techniques. Purposeful sampling was used and six secondary school educators from various secondary schools in the Gauteng Province of South Africa were participants of this study. The objective of this study was to understand and interpret holistic experiences of secondary school educators in the educator-learner relationship that contribute to the educators’ phenomenology. Data were gathered through individual interviews during which each participant was motivated through visual mapping to express his/her hierarchy of ideas contributing to the phenomenon. The collected data were audio-recorded and a narrative analysis was conducted in which trustworthiness was obtained through member checking to ensure that the recorded and observed data were correctly transcribed and evaluated accordingly. Findings of this study are presented by means of the following themes: Different aspects of the supportive educator-learner relationship; awareness of differences in the educator-learner relationship; important perspectives of “a calling” in respect of the educators’ experiences; role of emotions in an educator-learner relationship; challenges for the educator in the educator-learner relationship; role of discipline and values in an educator-learner relationship; phenomenology of the educators’ experiences. Results indicate that educators’ positive experiences of the educator-learner relationship can be viewed as an investment in the well-being and positive functioning of both the educator as well as the learners. A recommendation for future research is to develop a support system for secondary school educators to encourage them in a psycho-social, emotional and spiritual way towards sustainable well-being. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Both substance abuse and suicidal behavior are global public health concerns. Much of the progress made in addressing problematic substance use and suicidal ideation and behavior stems from the notion of alleviating pathological factors. Positive psychological characteristics, such as forgiveness, have received much less attention from empirical investigators. We review the extant literature pertaining to the value and role of forgiveness as an effective resource for clinicians when treating individuals struggling with substance abuse and suicidal behavior. We discuss relevant theory and research (i.e., definitions, processes, and linkages) regarding similarities in models of forgiveness, substance abuse, and suicidal behavior and conclude with an overview of various means of using the process of forgiveness as a positive psychotherapy; whether through stand-alone forgiveness interventions, infusion with Twelve-Step Facilitation Therapy, or application through acceptance-based treatment modalities. In sum, forgiveness may be an important factor in the facilitation of change in the difficult often existangst-derived struggles (i.e., emotionally and philosophically driven psychological distress) inherent to substance abuse and suicidal behavior.

Despite an increased interest in autism over the last decades, little research exists about life outcomes of autistic adults. The earliest follow-up studies of autistic individuals suggested that self- understanding and conscious efforts to change could be crucial factors in successfully reaching good life outcomes. However, these initial suggestions have not been further investigated. Therefore, this exploratory qualitative study examined the lives of eight highfunctioning autistic adults aged 25 to 63, from their own perspectives, through in-depth, semistructured interviews, to consider the relation of self-understanding and conscious efforts to change—in this study referred to as intentional personal development—to their life outcomes. All participants demonstrated a level of self-understanding beyond what would be predicted by current theoretical models of autism. Their self-understanding was assessed through participants’ self-definitions, meaning-making of life experiences, and understanding of emotions. In their self-definitions, the participants emphasized their abilities and personality characteristics, rather than their disabilities. For their self-defining memories, as indicators of their meaning making of life experiences, most participants chose positive experiences related to their personal development. Their autobiographical accounts revealed that most participants possess a large iii repertoire of emotion words, supporting an understanding of emotions. When a good life outcome is defined traditionally—as being employed, living independently, and having social relationships—this study, contrary to expectations, did not provide overwhelming evidence for the significant role of intentional personal development in achieving this. However, when a good life outcome is defined in terms of achieving personal excellence, then the study did provide confirmation of intentionality as important to attaining good life outcomes. This study therefore suggests that traditional life outcome measures are inadequate for assessing the life outcomes of autistic individuals because such measures do not take into account the individuals’ own sense of satisfaction with themselves and with their lives.

Despite an increased interest in autism over the last decades, little research exists about life outcomes of autistic adults. The earliest follow-up studies of autistic individuals suggested that self- understanding and conscious efforts to change could be crucial factors in successfully reaching good life outcomes. However, these initial suggestions have not been further investigated. Therefore, this exploratory qualitative study examined the lives of eight highfunctioning autistic adults aged 25 to 63, from their own perspectives, through in-depth, semistructured interviews, to consider the relation of self-understanding and conscious efforts to change—in this study referred to as intentional personal development—to their life outcomes. All participants demonstrated a level of self-understanding beyond what would be predicted by current theoretical models of autism. Their self-understanding was assessed through participants’ self-definitions, meaning-making of life experiences, and understanding of emotions. In their self-definitions, the participants emphasized their abilities and personality characteristics, rather than their disabilities. For their self-defining memories, as indicators of their meaning making of life experiences, most participants chose positive experiences related to their personal development. Their autobiographical accounts revealed that most participants possess a large iii repertoire of emotion words, supporting an understanding of emotions. When a good life outcome is defined traditionally—as being employed, living independently, and having social relationships—this study, contrary to expectations, did not provide overwhelming evidence for the significant role of intentional personal development in achieving this. However, when a good life outcome is defined in terms of achieving personal excellence, then the study did provide confirmation of intentionality as important to attaining good life outcomes. This study therefore suggests that traditional life outcome measures are inadequate for assessing the life outcomes of autistic individuals because such measures do not take into account the individuals’ own sense of satisfaction with themselves and with their lives.

Στην παρούσα έρευνα αναπτύχθηκε και εφαρμόστηκε ένα ψυχοεκπαιδευτικό πρόγραμμα για παιδιά δημοτικού. Ο στόχος ήταν η κατανόηση από μέρους των παιδιών των αλλαγών που έχουν συντελεστεί στο κοινωνικό και οικογενειακό περιβάλλον, λόγω της οικονομικής κρίσης και η ενδυνάμωσή τους για σωστή διαχείριση των παραπάνω αλλαγών. Σχεδιάστηκε και υλοποιήθηκε ένα ψυχοεκπαιδευτικό πρόγραμμα έξι συναντήσεων βασισμένο στις αρχές της Θετικής ψυχολογίας και της Γνωσιακής – Συμπεριφοριστικής ψυχολογίας. Οι συμμετέχοντες διδάχτηκαν στρατηγικές και δεξιότητες διαχείρισης της οικονομικής κρίσης. Από τη στατιστική ανάλυση των ποιοτικών και ποσοτικών στοιχείων των ερωτηματολογίων που συμπληρώθηκαν από τους συμμετέχοντες στο ψυχοεκπαιδευτικό πρόγραμμα εξήχθησαν τα παρακάτω συμπεράσματα: Οι περισσότεροι από τους συμμετέχοντες έμαθαν τις έννοιες των βασικών όρων της οικονομικής κρίσης. Εξέφρασαν τα συναισθήματά τους και αντιλήφθηκαν τις σωματικές αντιδράσεις που τα συνοδεύουν. Επίσης, φάνηκε μια τάση ανάπτυξης των τριών αξόνων της Θετικής ψυχολογίας δηλαδή, της ικανοποίησης από τη ζωή, της ευτυχίας και της αισιοδοξίας τους. Τέλος, έδειξαν κατανόηση των στρατηγικών επίλυσης προβλημάτων. / In this survey was developed and implemented a psycho educational program for primary school children. The goal was the understanding, from the children, of changes that have occurred in the social and family environment due to the economic crisis and their empowerment for proper management of these changes. A six meetings psycho educational program has been designed and implemented based on the principles of positive psychology and cognitive-behavioral psychology. Participants were taught strategies and economic crisis management skills. From the statistical analysis of qualitative and quantitative data of the questionnaires that were completed by the participants, the following conclusions were reached: Most of the participants learned the concepts of key terms of the economic crisis. They expressed their feelings and perceived physical reactions that accompany them. Moreover a development trend of the three pillars of positive psychology was demonstrated, that is, life satisfaction, happiness and optimism. Finally, they showed understanding of problem solving strategies.

The work environment in financial institutions where deadlines, budgets, routine work and performance issues are common can compromise most people’s sense of happiness. Therefore happiness in the workplace rarely manifests without significant effort from employees. Successful organisations need employees that will do more than their job requirements and go beyond expectations i.e. perform organisational citizenship behaviours (OCB). In light of the increasing interest in positive psychology the study aimed to focus on happiness and psychological capital (PsyCap) to find ways to enhance employees’ positive psychological states to achieve positive organisational outcomes such as OCB. The study therefore aimed to determine whether a relationship exists between happiness, PsyCap and OCB amongst employees in financial institutions. The study also sought to determine the predictive value of happiness and PsyCap in predicting OCB. Furthermore the moderating effect of PsyCap was assessed to determine the extent to which PsyCap moderated the relationship between happiness and OCB. A cross-sectional research design was used in the study. The researcher used a sample of 185 (N = 185) employees from a financial institution in Durban, South Africa. The researcher used five questionnaires in the study. A biographical questionnaire created by the researcher, the Orientations to Happiness Scale (OHS) used as the first measure of happiness, the Satisfaction with Life Scale (SWLS) used as the second measure of happiness, the Psychological Capital Questionnaire (PCQ), and the Organisational Citizenship Behaviour Questionnaire (OCBQ). The main findings of the study indicated that there were practically and statistically significant relationships between happiness (measured by the OHS), PsyCap and OCB. More specifically relationships were found to exist between happiness, the two PsyCap factors (hopeful-confidence and positive outlook) and the OCB factors (altruism, courtesy, sportsmanship and civic virtue). A significant finding was that happiness measured by SWL showed no significant relationships with OCB or the OCB factors thus indicating that happiness measured by orientations to happiness was a better measure of happiness for the employees in the financial institution. Happiness and the PsyCap factors were found to hold predictive value for some of the OCB factors. In determining the moderating effect of PsyCap it was found that only positive outlook significantly moderated the relationship between happiness and one of the OCB factors, civic virtue. The study has focused on happiness in the workplace and its relationship to organisational constructs such as PsyCap and OCB. The results of the study can therefore be deemed to be beneficial to managers in financial institutions and employees themselves. The study has made a significant contribution by highlighting that employees in a financial institution consider orientations to happiness (pleasure, meaning, and engagement) to be a more compelling measure of happiness in determining the likelihood to performing OCBs at work as opposed to satisfaction with life as a measure of happiness. Thus the orientations to happiness were concluded as being a more appropriate measure of happiness for employees in a financial institution in relation to OCBs. By focussing on employee’s level of happiness, how employees conceptualise happiness and the benefits of happy employees to the organisation, this information can provide organisations with a better understanding of employees and suggest to organisations to consider finding means to enhance happiness in the workplace. Happiness and PsyCap have shown to be related to positive organisational outcomes such as OCB which lead to organisational effectiveness and success. Therefore of specific relevance is enhancing the PsyCap of employees to achieve desired outcomes such as OCB. The findings can be used to prompt and encourage organisations to develop interventions that increase employee’s PsyCap and to focus on employee well-being and happiness. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2012.

The current study aimed to explore the positive aspects of Psychological Capital (PsyCap) and attempted to explain how the psychological resources inherent in PsyCap can aid against the negative effects of Burnout in educators in the Umlazi Region of Kwa-Zulu Natal. The general objective of this research study was to explore the relationship between PsyCap, Subjective Wellbeing, Burnout and Job Satisfaction. The study used a quantitative research design and was conducted using the Positive Psychology framework. This study made use of the Conservation of Resources Theory as its theoretical framework. Convenience samples (n=103) were taken of educators across four educational institutions in the Umlazi Region. The Psychological Capital Questionnaire; Satisfaction with Life Scale; Oldenburg Burnout Inventory; and Minnesota Job Satisfaction Questionnaire (short form) were administered to the participants. The results confirmed that there were statistically and practically significant relationships between PsyCap, Subjective Wellbeing, Burnout and Job Satisfaction. The results revealed that Subjective Wellbeing was a statistically significant predictor of PsyCap. It also indicated that PsyCap and Subjective Wellbeing were both statistically significant predictors of Burnout. The results confirmed that the relationship between Subjective Wellbeing and Burnout was mediated by Psychological Capital (PsyCap). / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2012.

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.

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