The aim of this research was to determine the way in which informal caregivers of HIV/AIDS patients experience their task as caregivers as well as to identify factors, or general resistance resources, which exercise an influence on their psychological well-being, and more specifically on their sense of coherence. The stressors encountered by informal caregivers of HIVIAIDS patients have previously been investigated thoroughly in a number of studies. The tasks of informal caregivers very often encompass much more than what would be, for example, included in the nursing context and therefore exceed the limits applying to the formal sector. Stressors to which caregivers are exposed include physical, financial and emotional aspects. It has been proved that this state of affairs has a negative impact on their physical health conditions as well as their psychological well-being. Caregivers do, however, at times report a certain extent of growth experienced by them which can be related to the care giving situation. The salutogenic perspective allows for a study of the origin of health and has, for the purposes of this study, been applied to obtain an alternative description of the caregivers' experiences. According to this perspective health does not merely mean the absence of disease, but also refers to health being influenced by an individual's management of stressful events. When an individual, even if confronted with stressful circumstances, has adequate general resistance resources at his/her disposal, a strong sense of coherence can develop and this will have a positive influence on his/her psychological well-being. In the South African context little if any literature can be found on the salutogenic factors that may affect informal caregivers of HIV/AIDS patients. The investigation of this study was based on an availability sample consisting of 8 informal caregivers of HIVIAIDS patients. A one shot cross sectional design with triangulation of data assessment techniques was used. The researcher obtained data with regard to the caregivers' sense of coherence by means of the Sense of Coherence Scale (SOC) (Antonovsky, 1987). Semistructured interviews were conducted with all the caregivers involved and a qualitative analysis followed. The results revealed that informal caregivers' sense of coherence was much lower than- that of a group of nurses (formal caregivers) as described by Cilliers (2003). One of the reasons for this significant difference could be the lack of a structured setting or environment in which caregivers still have to perform their duties and responsibilities. According to the results a variety of factors exercising a negative impact on informal caregivers' sense of coherence could be identified. These included (a) stress, (b) exposure to unfamiliar situations, and (c) a lack of counselling skills. Within the framework of the salutogenic perspective there were, however, different factors also known as general resistance resources, that exercised a positive impact on the caregivers' sense of coherence. Among these the following could be counted: (a) spirituality, (b) insight into interpersonal situations, (c) utilisation of social support systems, and (d) multi-disciplinary cooperation. It would therefore seem that informal caregivers do possess general resistance resources which enable them to persevere with their tasks as caregivers in spite of the stressors they encounter on a daily basis. One of the recommendations that can be posed after having carried out this study and after having analysed the results, is the compilation as well as the evaluation and implementation, of a psycho-education training programme for informal caregivers, with special emphasis on such general resistance resources. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2006.

University rugby players often pursue academic and semi-professional sporting careers simultaneously which is demanding, stressful and highly competitive. This situation gives rise to individual needs and how they cope with these needs will have an impact on their overall well-being. The needs and coping mechanisms of the senior first and second team rugby players of the North-West University PUK Rugby Institute (NWU-PRT) were determined by means of a focus-group interview, essays and individual interviews. The focus-group interview was conducted with seven senior university rugby players and the essays were completed by 28 senior university rugby players. The individual interviews were conducted with the coach of the senior first team and the sport psychology consultant of the u/19 team. The results identified themes regarding time-management, motivation, injuries, character, coping, and goal-setting. A programme (founded on the experiential learning theory) which focuses on these themes and aimed at facilitating coping and well-being of university rugby players, was developed. The Experiential Learning Programme (ELP) consists of six sessions of one hour duration conducted over two consecutive weeks. The themes of the sessions are; Motivation, Goal-Setting, Time-Management, Coping with Injuries, Emotion-Focused Coping and Individual Zone of Optimal Functioning. A two group (experimental and control) pre-test and post-test design was used and the sample group was drawn from 41 rugby players from the u/19 A training squad of the NWU-PRI. The experimental (n=20) and control (n=21) groups both underwent pre- and post-testing, whereas the ELP was only presented to the experimental group. Post-testing took place one month after the ELP was presented. The battery of tests used to determine the effectiveness of the ELP were, the Affectometer (Kammann & Flett, 1983), Coping Self-Efficacy Scale (Chesney, Folkman & Chambers, 1996), Proactive Attitude Scale (Schwarzer, 1997), Fortitude Questionnaire (Pretorius, 1998) and Cognitive Appraisal Questionnaire (Botha & Wissing, 2005). The results obtained proved the ELP to be effective in facilitating coping and well-being in university rugby players. The experimental group's coping abilities showed great improvement in dealing with life difficulties. They are able to make better use of coping strategies lik, problem-focused coping (d=0.73), the ability to stop unpleasant emotions and thoughts (d=0.73) and to seek out social support from family and friends (d=1.07). They also showed marked improvements in the evaluation (appraisal) of good and/or bad events (d=0.63) and their ability to move towards action (proactive attitude) (d-0.73). The extent of positive emotions (d-0.75) they experienced increased, whereas the extent of negative emotions (d=-0.55) experienced decreased. It can be concluded that the experimental group's sense of well-being was enhanced. The control group showed no improvements in their coping ability or well-being. The improvements in the experimental group's results can, thus, be attributed to the effectiveness of the ELP. A limitation of this study is that these results cannot be generalised to provincial or national rugby players at all levels of competition or to other team sports. The ELP should be presented to small groups for it to be effective. This may limit the number of participants in accordance with the time presenters and participants have available and the number of presenters trained in presenting the ELP. It is recommended that the effectiveness of the ELP should be evaluated at provincial and national level and that the ELP should also be adapted to and evaluated in other team sports. It can be concluded that the ELP programme is ideal for first year university rugby players who may find the transition from high school academics and rugby, to university studies and semi-professional rugby stressful, as it may assist them in coping with personal and sport related stressors and can facilitate their sense of well-being. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2009.

Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2009.

In the landscape of the 21st century, where competition in the financial sector is growing even more intense, the future will belong to those organisations that harness the power and potential of their human capital. It is the one huge reservoir left largely untapped, and those organisations which do this the best will be the business winners of this century. It makes sense then that different ways on how best to utilise and develop human capital for use as leverage in the competitive arena of the workplace should be investigated. Consequently, as an alternative to getting hindered by the swirling negativity and challenges, it was proposed that a positive approach is needed. It is believed that building positive psychological capacities within organisational contexts will be a powerful means of assisting South African organisations and employees to meet their new paradigm challenges. This will aid he successful transformation and augmentation and contribute to a truly ideal "Rainbow Nation" for South Africa. The researcher believes that this can be done by drawing from the positive psychology movement, where specifically selecting and developing certain positive psychological capacities may lead to desirable performance outcomes. The objective of the research was to determine if there was a relationship between positive psychological capacities (hope, optimism, resilience, self-efficacy), psychological empowerment and job performance of employees in a financial organisation. A correlational survey design was used. The study population (n = 155) consisted of call centre employees in a financial environment in Gauteng. The State Hope Scale, Life Orientation Inventory -Revised, Resilience Scale, Self-Efficacy Scale, Measuring Empowerment Questionnaire and a biographical questionnaire were used as measuring instruments. Cronbach alpha coefficients, factor analysis, Pearson product moment correlation coefficients and stepwise multiple regression analysis were used to evaluate the data. It was found that the research group was experiencing above average levels of hope and average/moderate levels of optimism. The study also revealed that high levels of resilience and self-efficacy, as well as above average levels of psychological empowerment were being experienced by the respondents. Correlation analyses reveal a statistical and practically significant positive relationship between hope and job performance. A statistically significant relationship was found between optimism and job performance and self-efficacy and job performance. However, no statistical or practically significant relationship was found to exist between resilience and job performance and between psychological empowerment and job performance. With regards to the relationships between the constructs, correlation analyses yielded a statistical and practically significant relationship between hope and optimism, hope and resilience, hope and self-efficacy, and hope and psychological empowerment. There is also a practical and statistically significant relationship between optimism and resilience; self-efficacy and resilience and between optimism and self-efficacy. However, no practically significant relationship was found between resilience and psychological empowerment and between self-efficacy and psychological empowerment. This study also investigated if the positive psychological capacities of hope, optimism, resilience and self-efficacy and psychological empowerment, could be used to predict job performance. It was found that hope, optimism and self-efficacy can be used to predict job performance. Resilience however was found not to be a predictor of job performance. Finally this study investigated if psychological empowerment could be used to predict job performance and it was found that psychological empowerment was unfortunately found not to be predictor of job performance. Finally, recommendations were made for the organisation under study, as well as for future research purposes. / Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2008

University rugby players often pursue academic and semi-professional sporting careers simultaneously which is demanding, stressful and highly competitive. This situation gives rise to individual needs and how they cope with these needs will have an impact on their overall well-being. The needs and coping mechanisms of the senior first and second team rugby players of the North-West University PUK Rugby Institute (NWU-PRT) were determined by means of a focus-group interview, essays and individual interviews. The focus-group interview was conducted with seven senior university rugby players and the essays were completed by 28 senior university rugby players. The individual interviews were conducted with the coach of the senior first team and the sport psychology consultant of the u/19 team. The results identified themes regarding time-management, motivation, injuries, character, coping, and goal-setting. A programme (founded on the experiential learning theory) which focuses on these themes and aimed at facilitating coping and well-being of university rugby players, was developed. The Experiential Learning Programme (ELP) consists of six sessions of one hour duration conducted over two consecutive weeks. The themes of the sessions are; Motivation, Goal-Setting, Time-Management, Coping with Injuries, Emotion-Focused Coping and Individual Zone of Optimal Functioning. A two group (experimental and control) pre-test and post-test design was used and the sample group was drawn from 41 rugby players from the u/19 A training squad of the NWU-PRI. The experimental (n=20) and control (n=21) groups both underwent pre- and post-testing, whereas the ELP was only presented to the experimental group. Post-testing took place one month after the ELP was presented. The battery of tests used to determine the effectiveness of the ELP were, the Affectometer (Kammann & Flett, 1983), Coping Self-Efficacy Scale (Chesney, Folkman & Chambers, 1996), Proactive Attitude Scale (Schwarzer, 1997), Fortitude Questionnaire (Pretorius, 1998) and Cognitive Appraisal Questionnaire (Botha & Wissing, 2005). The results obtained proved the ELP to be effective in facilitating coping and well-being in university rugby players. The experimental group's coping abilities showed great improvement in dealing with life difficulties. They are able to make better use of coping strategies lik, problem-focused coping (d=0.73), the ability to stop unpleasant emotions and thoughts (d=0.73) and to seek out social support from family and friends (d=1.07). They also showed marked improvements in the evaluation (appraisal) of good and/or bad events (d=0.63) and their ability to move towards action (proactive attitude) (d-0.73). The extent of positive emotions (d-0.75) they experienced increased, whereas the extent of negative emotions (d=-0.55) experienced decreased. It can be concluded that the experimental group's sense of well-being was enhanced. The control group showed no improvements in their coping ability or well-being. The improvements in the experimental group's results can, thus, be attributed to the effectiveness of the ELP. A limitation of this study is that these results cannot be generalised to provincial or national rugby players at all levels of competition or to other team sports. The ELP should be presented to small groups for it to be effective. This may limit the number of participants in accordance with the time presenters and participants have available and the number of presenters trained in presenting the ELP. It is recommended that the effectiveness of the ELP should be evaluated at provincial and national level and that the ELP should also be adapted to and evaluated in other team sports. It can be concluded that the ELP programme is ideal for first year university rugby players who may find the transition from high school academics and rugby, to university studies and semi-professional rugby stressful, as it may assist them in coping with personal and sport related stressors and can facilitate their sense of well-being. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2009.

Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2009.

A review of extant literature on positive affect suggested that it has two major dimensions: a hedonic dimension related to subjective feelings and reward processing, and a cognitive dimension related to affect-specific changes in perception and cognition. A novel dopaminergic mod el was proposed to provide a unitary account for the effects of positive affect across the two dimensions. The model hypothesized that positive affect is associated with distinct modes of mesocortical and mesolimbic dopa mine transmission, which in turn mediate unbiased, unfiltered and flexible attention. Three separate behavioral tasks on perception, attention, and reward learning were conducted. In line with the hypothesis, positive affect was found to associate with less biased bi-stable perception, faster regain of attention to previously ignored information, and fewer perseverative errors in face of changing reward contingencies.

A review of extant literature on positive affect suggested that it has two major dimensions: a hedonic dimension related to subjective feelings and reward processing, and a cognitive dimension related to affect-specific changes in perception and cognition. A novel dopaminergic mod el was proposed to provide a unitary account for the effects of positive affect across the two dimensions. The model hypothesized that positive affect is associated with distinct modes of mesocortical and mesolimbic dopa mine transmission, which in turn mediate unbiased, unfiltered and flexible attention. Three separate behavioral tasks on perception, attention, and reward learning were conducted. In line with the hypothesis, positive affect was found to associate with less biased bi-stable perception, faster regain of attention to previously ignored information, and fewer perseverative errors in face of changing reward contingencies.

Previous research has shown that humankind is not becoming happier, and that in fact symptoms of depression continue to rise, despite the belief of many that happiness is the ultimate purpose of human life. The purpose of this study was to investigate whether happiness can be taught through an intervention programme aimed at increasing levels of subjective wellbeing as measured by scales of self-reported happiness and depression. Participants attending a course based on research into Positive Psychology that included the practice of multiple validated interventions made up the experimental group (N=33), and participants in other community education courses made up the control group (N=41). A pre-intervention, post-intervention and follow-up design was used, with participants completing sets of questionnaires designed to test levels of happiness and depression, and additional questionnaires capturing demographic information and signature character strengths. The results of this study suggested that the intervention had a positive effect on increasing happiness and reducing symptoms of depression. The non-randomised groups resulted in a more depressed experimental than control group prior to the intervention. Generally speaking, it was not true that any subgroup benefited more from the intervention than others, nor were happier or more depressed than others. This study appears to support earlier research that found that subjective wellbeing could be increased through education and volitional behaviour. Implications for the findings are discussed in relation to group education and therapeutic intervention both for increasing happiness as well as reducing symptoms of depression.

Thesis (MEdPsig)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.