Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Thesis (MBA (Business Management))--Stellenbosch University, 2008. / ENGLISH ABSTRACT: The primary objective of this study was to establish if the Adolescent/Adult Sensory Profile questionnaire (AASP) could be used as a recruitment tool in selecting contact centre agents with a higher predictability for success and hence higher productivity. Contact centres around the globe face the challenge of high staff turnover and absenteeism, reducing profitability. It seems that work performance related to the way in which adults process sensory input has not been well researched. A model was developed by Dunn (Brown et al., 2001) based on the intersection of a neurological threshold continuum and a behavioural continuum and yielding four quadrants: Quadrant 1, Low Registration (of stimuli); Quadrant 2, Sensation Seeking; Quadrant 3, Sensory Sensitivity, and Quadrant 4, Sensation Avoiding. Forty-eight contact centre agents employed by Liberty Life were selected and assessed on the AASP. Performance data for each contact centre agent were collected: available time, auxiliary time, log-in time, quality assurance, absenteeism and length of service. Spearman rank correlations were conducted to test if relationships exist between any of the four quadrants and the performance measures. As an additional investigation, a Suitability Score (based on clustering of scores with a percent assigned) was derived for each contact centre agent and also correlated with the above performance measures. Significant relationships were found between Quadrant 2 scores and three of the performance measurement criteria. As the Quadrant 2 scores increase, the average available time of the agents will decrease and their average log-in time will increase. Absenteeism increased as well, which is expected to have a negative effect on the productivity of the contact centre. The Quadrant also had a high predictability for Suitability Ratings indicating that as the Quadrant 2 score increases, the suitability of the contact centre agents increases as well. Regarding Quadrant 3 (sensory sensitivity) scores, quality assessment, total days of absenteeism and average absenteeism relate negatively. It seems that contact centre agents with high sensory sensitivity are less suitable for the job. As the score increases the quality assessment scores decrease, which is not what is required in terms of quality standards. A negative relationship exists between Quadrant 3 scores and the Suitability Rating scores, indicating that the higher the quadrant scores the less suitable the contact centre agents are to work in the contact centre environment. Quadrant 4 (sensation avoiding) has a negative relationship with Suitability Rating scores, which indicates that the higher the quadrant score the less suitable the contact centre agent is to work in the contact centre environment. No significant relationships were recorded between the performance measurements and Quadrant 1 (low registration) and Quadrant 4 (sensation avoiding), even though, logically, one would expect agents with less distraction to be more productive. Further studies are recommended before the Adolescent/Adult Sensory Profile questionnaire is used as a recruitment tool. Future studies could categorise the quadrant scores into clusters and then test for relationships with the set performance measurements. The Suitability Rating was used in a first attempt to match individuals in a specific job according to specific sensory profiles. This measure has not yet been tested for validity and reliability, which must be done prior to further study using it. / AFRIKAANSE OPSOMMING: Die primêre doel van hierdie studie was om vas te stel of die Adolescent/Adult Sensory Profile (AASP) vraelys gebruik kan word as ‘n hulpmiddel vir die werwing en seleksie van kontaksentrum agente, met ‘n hoër waarskynlikheid van sukses en, dus, hoër produktiwiteit. Kontaksentrums op elke vasteland kom te staan voor die probleem van hoë personeelomset en werksafwesigheid wat winsgewendheid verlaag. Die manier waardeur volwasse mense hul sensoriese insette verwerk, in verband met werkprestasie, is nog nie goed ondersoek nie. ‘n Model is deur Dunn (Brown et al., 2001) ontwikkel wat gebasseer is op die kruispunt van ‘n neurologiese drumpel kontinuum en ‘n gedragskontinuum wat tot vier kwadrante lei: Kwadrant 1, Lae Registrasie (van stimuli); Kwadrant 2, Sensasie Soekend; Kwadrant 3, Sensoriese Sensitiwiteit, en Kwadrant 4, Vermyding van Sensasie. Agt-en-veertig kontaksentrum agente wat in diens van Liberty Life is, is geselekteer en beoordeel volgens die AASP. Prestasiedata is saamgestel vir elke kontaksentrum agent: beskikbare tyd, oortollige tyd, teenwoordige tyd, kwaliteitsversekering, werksafwesigheid en jare diensplig. Spearman rang korrelasies is onderneem om te toets of daar verbande bestaan tussen enige van die vier kwadrante en die prestasiemaatstaf. In ‘n addisionele ondersoek is ‘n geskiktheidsmaatstaf ontwikkel wat gebasseer is op trosvorming van tellings met ‘n toegekende persentasie. Dit is gedoen vir elke kontaksentrum agent en hierdie tellings is ook gekorreleer met bogenoemde prestasiemaatstawwe. Statisties-beduidende positiewe verbande is gevind tussen Kwadrant 2 (sensasie soekend) tellings en drie van die prestasiemetingskriteria. As die telling van Kwadrant 2 toeneem, neem die gemiddelde beskikbare tyd af en die teenwoordige tyd van agente toe. Werksafwesigheid het ook toegeneem, wat moontlik negatief kan inwerk op die produktiwiteit van die kontaksentrum. Die kwadrant het ook ‘n hoë waarskynlikheid openbaar in die geval van die Gekiktheidsmaatstaf, wat aandui dat, namate die Kwadrant 2 telling toeneem, die gekiktheid van die kontaksentrum agent ook toeneem. Wat Kwadrant 3 (sensoriese sensitiwiteit) tellings betref, bestaan daar ‘n negatiewe verband tussen kwaliteitsversekering, totale aantal dae van werksafwesigheid en gemiddelde werksafwesigheid. Dit blyk dat kontaksentrum agente met hoë sensoriese sensitiwiteit dalk minder geskik is vir die pos. Soos wat die telling vir sensoriese sensitiwiteit toeneem, neem die telling vir kwaliteitsversekering af, wat nie in terme van kwaliteitstandaarde aanvaarbaar is nie. Daar bestaan ‘n negatiewe verband tussen Kwadrant 4 (sensasie vermyding) tellings en die tellings vir die Geskiktheidsmaatstaf, wat aandui dat hoe hoër die kwadrant telling, hoe minder geskik is die agent. Geen statisties-beduidende verbande is gevind tussen die prestasietellings van Kwadrant 1 (lae registrasie) en Kwadrant 4 (sensasie vermyding) nie. Normaalweg sou mens verwag dat agente met minder afleiding, meer produktief sou wees. Daar word voorgestel dat verdere studies onderneem word voordat die Adolescent/Adult Sensory Profile as ‘n werwingsmaatstaf gebruik word. Toekomstige studies kan die kwadrant tellings saamvoeg in trosse en dan toets vir verbande met die vooropgestelde prestasiemaatstawwe. Die Geskiktheidsmaatstaf is gebruik as ‘n eerste poging om individue saam te voeg in ‘n spesifieke pos, volgens ‘n spesifieke sensoriese profiel. Hierdie maatstaf moet vir toepaslikheid en betroubaarheid in verdere studie getoets word, voordat dit gebruik kan word.

Este trabalho examina os testes psicológicos, especialmente em sua relação com a educação, à luz da Teoria Crítica da Sociedade, tanto a partir de seus conceitos internos como das condições sociais e históricas que possibilitaram sua criação. Duas análises são fundamentais, ambas baseadas em Horkheimer e Adorno: primeiro, a da contradição histórica do movimento da razão ocidental, examinada a partir da Dialética do Esclarecimento; segundo, do emprego de métodos estatísticos e tipológicos em pesquisas nas ciências humanas. Como resultado da reflexão, concluiu-se que o conflito entre métodos quantitativos e qualitativos na psicologia mostra-se falso, pois servem para fins diferentes. A "naturalização", a tipologização e a indiferenciação do homem no mundo moderno não devem ser atribuídas aos testes psicológicos. Estes carregam em si a contradição do esclarecimento, de servir à humanidade e ao mesmo tempo à sua barbarização. Apresentam-se nesta dissertação, ainda, alguns autores críticos aos testes e, como ilustração, uma pesquisa bibliográfica sobre os testes em dois periódicos brasileiros educacionais e dois psicológicos. Verificou-se que os testes são empregados e criticados predominantemente aderidos a seus aspectos regressivos, sem que se pudesse pensar sua transcendência, apesar das mudanças observadas na psicometria atual. / This work examines psychological tests, especially in their relation with education, from the Critical Theory of Society standpoint, considering their internal concepts as well as historic conditions that allowed their creation. Two analysis are fundamentals, both based on Horkheimer and Adorno: first, the historical contradictions of the western ratio movement, examined from the Dialectic of the Enlightenment; second, the employment of statistical and typological methods on research. As a result, it was concluded that the conflict between quantitative and qualitative methods is shown equivocated since they serve different purposes. Man´s "naturalization", typologization and indiferenciation in the modern world cannot be attributed to psychological tests. These ones carry within themselves the contradiction of the enlightenment, of serving the humanity and at the same time its barbarization. It is still presented in this thesis some critical authors to the tests, and as illustration, a bibliographic research about tests obtained from two educational Brazilian journals and two psychological ones. It was verified that tests are employed and criticized mainly linked to their regressive aspects without possibilities of thinking their transcendence, despite changes observed in present psychometry.

Made available in DSpace on 2016-04-04T18:28:08Z (GMT). No. of bitstreams: 1 Carolina Rosa Campos.pdf: 1913454 bytes, checksum: 4037878e0613d0d940a0f00003338e9b (MD5) Previous issue date: 2012-12-13 / Pontif?cia Universidade Cat?lica de Campinas / Considering the gap in cognitive assessment of special needs population, this study s aimed to build three subtests (verbal, memory and logical space) to evaluate the intelligence of visually impaired children. In order to achieve this goal, four studies were conducted: (1) research and knowledge of methods and materials used in visually impaired children s education, in order that this information could contribute to the construction of the subtests; (2) subtests construction, based on current theories of intelligence and information obtained from Study 1; (3) pilot study aiming to assess the suitability of its subtests and items among 14 visually impaired children, aged 7 to 12 years old (M = 10.28 years, SD = 1.58), six females and eight males. Within those, ten classified with low vision, eight with congenital and two with acquired disease. Four children were classified with total blindness, two with acquired deficiency and two with congenital deficiency; (4) performance comparison between blind and sighted children (n=17, M=9.94 years, SD=1.43; all female) in relation to the difficulties encountered, number of hits and subtests runtime. The results showed, by testing mean difference, in general, fitness subtests of the target population, with little need for modification of items. It was found a better performance on children with vision capability in relation to children with visual impairments. In relation to type of blindness, children with congenital deficiency showed better results when compared to children with acquired disabilities. Regarding the degree of disability, children with low vision performed better than complete blind children. Although it was possible to note the influence of age and education level in verbal subtest and sex variable in memory subtest. We conclude that this study brought relevant data regarding the importance of a specific instrument for the assessment of intelligence on children with visual impairment. Studies with larger samples can enrich and contribute to the validity of the instrument built. / Diante da lacuna existente na avalia??o cognitiva de popula??es especiais, essa pesquisa teve como objetivo a constru??o de tr?s subtestes (verbal, mem?ria e l?gico-espacial) para avalia??o da intelig?ncia de crian?as deficientes visuais. Como forma de atingir tal objetivo, quatro estudos foram conduzidos: (1) investiga??o e conhecimento de metodologias e materiais utilizados na educa??o de crian?as com defici?ncia visual, com a finalidade de que tais informa??es pudessem contribuir para a constru??o dos subtestes; (2) constru??o dos subtestes, baseados nas teorias atuais de intelig?ncia e nas informa??es obtidas a partir do Estudo 1; (3) estudo piloto com o objetivo de erificar a adequa??o dos subtestes e de seus itens junto a 14 crian?as deficientes visuais, na faixa et?ria de 7 a 12 anos (M= 10,28 anos; DP=1,58), sendo seis do sexo feminino e oito do sexo masculino, sendo dessas, dez classificadas com baixa vis?o, oito com defici?ncia cong?nita e duas com doen?a adquirida, quatro crian?as classificadas com cegueira total, sendo duas com defici?ncia adquirida e duas com defici?ncia cong?nita; (4) compara??o do desempenho de crian?as deficientes visuais com crian?as videntes (n=17; M= 9,94 anos; DP=1,43; todas do sexo feminino) em rela??o ?s dificuldades encontradas, n?mero de acertos e tempo de execu??o dos subtestes. Os resultados apontaram, atrav?s de testes de diferen?a de m?dia, de um modo geral, adequa??o dos subtestes ? popula??o alvo, com pequenas necessidades de altera??o dos itens. Tamb?m encontrou-se melhor desempenho dos videntes em rela??o ?s crian?as com defici?ncia visual, bem como, em rela??o ao tipo de cegueira, crian?as com defici?ncia cong?nita apresentaram melhores resultados quando comparados com aquelas que apresentam defici?ncia adquirida. Em rela??o ao grau de defici?ncia, crian?as com baixa vis?o tiveram melhor desempenho que as crian?as com cegueira. Ainda foi poss?vel notar a influ?ncia das vari?veis idade e escolaridade no subteste Verbal e da vari?vel sexo no subteste de Mem?ria. Conclui-se que o presente estudo trouxe dados relevantes quanto ? import?ncia de um instrumento espec?fico de avalia??o da intelig?ncia para crian?as com defici?ncia visual e que, estudos com amostras maiores podem enriquecer e contribuir para a validade do instrumento constru?do.

Este trabalho examina os testes psicológicos, especialmente em sua relação com a educação, à luz da Teoria Crítica da Sociedade, tanto a partir de seus conceitos internos como das condições sociais e históricas que possibilitaram sua criação. Duas análises são fundamentais, ambas baseadas em Horkheimer e Adorno: primeiro, a da contradição histórica do movimento da razão ocidental, examinada a partir da Dialética do Esclarecimento; segundo, do emprego de métodos estatísticos e tipológicos em pesquisas nas ciências humanas. Como resultado da reflexão, concluiu-se que o conflito entre métodos quantitativos e qualitativos na psicologia mostra-se falso, pois servem para fins diferentes. A "naturalização", a tipologização e a indiferenciação do homem no mundo moderno não devem ser atribuídas aos testes psicológicos. Estes carregam em si a contradição do esclarecimento, de servir à humanidade e ao mesmo tempo à sua barbarização. Apresentam-se nesta dissertação, ainda, alguns autores críticos aos testes e, como ilustração, uma pesquisa bibliográfica sobre os testes em dois periódicos brasileiros educacionais e dois psicológicos. Verificou-se que os testes são empregados e criticados predominantemente aderidos a seus aspectos regressivos, sem que se pudesse pensar sua transcendência, apesar das mudanças observadas na psicometria atual. / This work examines psychological tests, especially in their relation with education, from the Critical Theory of Society standpoint, considering their internal concepts as well as historic conditions that allowed their creation. Two analysis are fundamentals, both based on Horkheimer and Adorno: first, the historical contradictions of the western ratio movement, examined from the Dialectic of the Enlightenment; second, the employment of statistical and typological methods on research. As a result, it was concluded that the conflict between quantitative and qualitative methods is shown equivocated since they serve different purposes. Man´s "naturalization", typologization and indiferenciation in the modern world cannot be attributed to psychological tests. These ones carry within themselves the contradiction of the enlightenment, of serving the humanity and at the same time its barbarization. It is still presented in this thesis some critical authors to the tests, and as illustration, a bibliographic research about tests obtained from two educational Brazilian journals and two psychological ones. It was verified that tests are employed and criticized mainly linked to their regressive aspects without possibilities of thinking their transcendence, despite changes observed in present psychometry.

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The purpose of this study was to explore and highlight positive psychological strengths that are required and, to a lesser extent, negative psychological factors that are to be eliminated in employees attending EAP in the public service in order to make the EAP beneficial and successful. EAPs in the public service have not been as successful as expected because employees drop-out prematurely and/or benefit minimally from attending their sessions. Through the use of a qualitative research approach, this study explored positive psychological strengths that played a significant role in assisting employees attending EAP to achieve their health goals. Research data was collected through the narratives and in-depth interviews from eight participants, who shared their EAP experiences with the researcher. The collected data was analysed through the use of content analysis and positive psychological strengths in the form of themes emerged. The themes were compared with the framework of positive psychology, which is known as the VIA classification system of strengths and virtues framework, in order to determine alignment or compatibility with it. In addition, a few negative emotions were also reported as having been experienced by the participants while attending EAP. The results of this study indicate that certain positive psychological strengths possessed by employees while attending EAP contributed significantly in making them benefit from their EAP consultations. Although a few negative emotions were also reported as having being present during the EAP consultation, they did not affect the progression and success of the EAP. An EAP intervention model is recommended herein for future use, in order to facilitate the success of EAP sessions. / Psychology / D. Litt. et Phil. (Psychology)

Evidence-Based Practice (EBP), the philosophy underpinning professional service in the health care industry in the U.S.A. and U.K., has been accepted as a paradigm for psychological practice by the American Psychological Association (APA). The APA recommends that professionals base their clinical decisions on scientifically supported research and an understanding of their clients' specific ecological disposition. Clients are considered to have a right to efficacious interventions based on objective research findings, effective service and a high standard of care. Sub-divisions of EBP are Evidence-Based Treatments (EBT) and Evidence-Based Assessment (EBA). . South African educational psychologists have a meagre assessment ‘toolkit’ - outdated, culturally insensitive, non-standardised tests for culturally and linguistically diverse clients. Children from diverse backgrounds would have higher standards of care and more efficacious interventions were psycho-educational assessments to be culturally-sensitive. Without such instruments, ethical management of interventions is questionable, although universally, psychologists have found innovative ways of adapting their praxis to the difficulty. However, all practices and/or interventions are not based on research evidence, nor can be necessarily considered good practice. In the U.S.A. with its abundance of assessment instruments, EBA is a means of ensuring the scientific foundation for professional practice, consequently reliable, valid, culturally-sensitive assessment instruments have been produced. Findings in this study, derived from conversations with a sample of educational psychologists, revealed they were already accommodating cultural and linguistic diversity. Awareness of the value of EBA would support educational psychologists, bring them on par with worldwide praxis and enhance their professionalism. / Teacher Education / D. Ed. (Psychology of Education)

The purpose of this study was to explore and highlight positive psychological strengths that are required and, to a lesser extent, negative psychological factors that are to be eliminated in employees attending EAP in the public service in order to make the EAP beneficial and successful. EAPs in the public service have not been as successful as expected because employees drop-out prematurely and/or benefit minimally from attending their sessions. Through the use of a qualitative research approach, this study explored positive psychological strengths that played a significant role in assisting employees attending EAP to achieve their health goals. Research data was collected through the narratives and in-depth interviews from eight participants, who shared their EAP experiences with the researcher. The collected data was analysed through the use of content analysis and positive psychological strengths in the form of themes emerged. The themes were compared with the framework of positive psychology, which is known as the VIA classification system of strengths and virtues framework, in order to determine alignment or compatibility with it. In addition, a few negative emotions were also reported as having been experienced by the participants while attending EAP. The results of this study indicate that certain positive psychological strengths possessed by employees while attending EAP contributed significantly in making them benefit from their EAP consultations. Although a few negative emotions were also reported as having being present during the EAP consultation, they did not affect the progression and success of the EAP. An EAP intervention model is recommended herein for future use, in order to facilitate the success of EAP sessions. / Psychology / D. Litt. et Phil. (Psychology)

Evidence-Based Practice (EBP), the philosophy underpinning professional service in the health care industry in the U.S.A. and U.K., has been accepted as a paradigm for psychological practice by the American Psychological Association (APA). The APA recommends that professionals base their clinical decisions on scientifically supported research and an understanding of their clients' specific ecological disposition. Clients are considered to have a right to efficacious interventions based on objective research findings, effective service and a high standard of care. Sub-divisions of EBP are Evidence-Based Treatments (EBT) and Evidence-Based Assessment (EBA). . South African educational psychologists have a meagre assessment ‘toolkit’ - outdated, culturally insensitive, non-standardised tests for culturally and linguistically diverse clients. Children from diverse backgrounds would have higher standards of care and more efficacious interventions were psycho-educational assessments to be culturally-sensitive. Without such instruments, ethical management of interventions is questionable, although universally, psychologists have found innovative ways of adapting their praxis to the difficulty. However, all practices and/or interventions are not based on research evidence, nor can be necessarily considered good practice. In the U.S.A. with its abundance of assessment instruments, EBA is a means of ensuring the scientific foundation for professional practice, consequently reliable, valid, culturally-sensitive assessment instruments have been produced. Findings in this study, derived from conversations with a sample of educational psychologists, revealed they were already accommodating cultural and linguistic diversity. Awareness of the value of EBA would support educational psychologists, bring them on par with worldwide praxis and enhance their professionalism. / Teacher Education / D. Ed. (Psychology of Education)