This study focused on the success stories of students after academic probation in order to explore, understand and describe their personal perceptions, perspectives and the meanings they ascribed to academic probation. I also hoped to gain insight into the success factors that enabled the students success after academic probation. Through these insights I hoped to add to our understanding of supporting students on academic probation. The conceptual framework for my study was based on the strength-based approach and Bean and Eaton’s psychological model of college student retention. I also explored literature on the experiences of students who encountered academic failure as part of framing and understanding of the students’ experiences. For the purposes of the aforementioned objectives I followed a qualitative research approach, anchored in an interpretivist paradigm. I collected data through a focus group interview with three participants. The participants were purposively selected on the basis that they themselves were placed on academic probation. With the permission of the participants the interview was tape-recorded, the recording was supported by a research field journal. Three core themes in the data were identified namely Psychological Processes, Institutional Support Structures and Personal Support Systems. These core themes were integrated with literature and further linked to sub-themes and related themes. The results of my study found that students were enabled by four psychological processes namely attitudes and behaviours, coping behaviours, an internal locus of control and high self-efficacy beliefs to succeed. Institutional structures, including the policy on academic probation, played a crucial role in supporting the students to succeed, and it was because of personal support structures such as family and friends that students had the courage to return to their studies and make a good effort at succeeding. As a conclusion, this study suggested that it is possible for students to rise above academic probation and persist towards academic achievement and to have positive experiences which enable them to complete their studies. / Dissertation (MEd)--University of Pretoria, 2013. / lk2014 / Educational Psychology / MEd / Unrestricted

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The growing strength-based approach to the assessment and intervention of students' social and emotional learning competencies has significant implications for the practice of behavioral consultation in school settings (Zins & Elias, 2007). The current research study utilized four separate multiple baseline case studies across students in order to evaluate the effects of behavioral interventions developed in accordance with either a traditional model of behavioral consultation (Bergen & Kratochwill, 1990), or a proposed strength-based model of behavioral consultation, developed in accordance with the tenets of strength-based assessment as described in Epstein et al. (2003). Dependent variables of interest across both models of consultation included direct observations of student on-task behavior and frequency counts of teachers' use of general praise, behavior specific praise and reprimand statements during specified observational periods. Estimates of social validity regarding teachers' perceptions of the acceptability, effectiveness and feasibility of the interventions developed through both types of consultation were also obtained at the conclusion of each intervention. Results indicated that while behavioral interventions implemented across both models of consultation led to positive improvements in student on-task behaviors and increases in teachers' use of general praise and behavior specific praise statements, teachers engaged in interventions developed through the strength-based model of behavioral consultation had significantly higher rates of behavior specific praise than they did when implementing interventions through the traditional behavioral model. This study adds to the existing literature by providing a detailed description and theoretical blueprint for future researchers regarding how to integrate the growing strength-based movement of assessment and intervention with school-based behavioral consultation initiatives in order to improve the social, emotional and behavioral competencies of individual students, as well as facilitate the establishment and maintenance of positive teacher-student interactions in the classroom setting. / School Psychology

Questions remain about the range of abilities autistic children possess and what constitutes effective treatment. Strength-based intervention contrasts with traditional autistic intervention approaches that focus on children's deficits. Studies on strength-based intervention approaches have not revealed how children's strengths are identified and have not used the insights of parents for this purpose. Neurodiversity serves as the conceptual framework because the tenets of neurodiversity align with those of strength-based approaches and hold that autism is a variation of the human condition rather than a disability. The purpose of this qualitative interpretive phenomenological study was to explore how the parent-identified strengths of autistic children may act as the basis for the advancement of strength-based intervention. The research questions focused on identifying the strengths of autistic children through semistructured interviews with 15 parents of high-functioning autistic children, who were recruited using purposive sampling. Data were analyzed using a three-level method, and six themes emerged: Routine, Caring for Others, Relationship with Parent, Intervention in School, Therapy, and Outlook for the Future. Practical implications for community psychology include development of strength-based approaches based on altruism, parent-child relationships, and positive outlooks for the future. Further research is recommended on caring for others and displaying affection in relation to strength-related constructs, such as resiliency and growth. Effective strength-based interventions may help autistic children develop based on their strengths, leading to positive social change.

There is considerable controversy in the research literature concerning meeting the needs of children and youth with Emotional and Behavioural Disorders (EBD). Collaborative models of service delivery have shown promising results in effectively meeting the needs of students with disabilities. The objective of this study was to examine the association between service providers adherence to the fundamental elements of a collaborative process called Wraparound and measures of students maladaptive behaviours, behavioural strengths, and functional impairment. <p>The current research investigated 23 students who were experiencing impaired functioning in the school, family, and/or community as a result of behavioural difficulties. Twelve of the students were engaged in Wraparound services and 11 were receiving conventional services. Adherence to the elements of Wraparound was determined using the Wraparound Fidelity Index (WFI; Bruns et al., 2005), a structured interview with the students primary caregivers. Maladaptive behaviours, behavioural strengths, and functional impairment were assessed via the students teachers completing the Behaviour Assessment System for Children (BASC; Reynolds & Kamphaus, 1992), Behavioural and Emotional Rating Scale (BERS-2; Epstein, 2004), and the Child and Adolescent Functional Assessment Scale (CAFAS; Hodges, 2005), respectively. Results of this research indicated that, overall, the students who received Wraparound services showed higher fidelity to the elements of Wraparound and more favourable behavioural outcomes than did the students engaged in the conventional model of service delivery. The correlation analysis of the association between adherence to the elements of Wraparound and the student outcome measures showed mixed results. A strong association was observed with statistical significance for the element of Youth and Family Team on all three outcome measures. This indicates the importance of an effective team in producing positive outcomes for the students and their families.

There is considerable controversy in the research literature concerning meeting the needs of children and youth with Emotional and Behavioural Disorders (EBD). Collaborative models of service delivery have shown promising results in effectively meeting the needs of students with disabilities. The objective of this study was to examine the association between service providers adherence to the fundamental elements of a collaborative process called Wraparound and measures of students maladaptive behaviours, behavioural strengths, and functional impairment. <p>The current research investigated 23 students who were experiencing impaired functioning in the school, family, and/or community as a result of behavioural difficulties. Twelve of the students were engaged in Wraparound services and 11 were receiving conventional services. Adherence to the elements of Wraparound was determined using the Wraparound Fidelity Index (WFI; Bruns et al., 2005), a structured interview with the students primary caregivers. Maladaptive behaviours, behavioural strengths, and functional impairment were assessed via the students teachers completing the Behaviour Assessment System for Children (BASC; Reynolds & Kamphaus, 1992), Behavioural and Emotional Rating Scale (BERS-2; Epstein, 2004), and the Child and Adolescent Functional Assessment Scale (CAFAS; Hodges, 2005), respectively. Results of this research indicated that, overall, the students who received Wraparound services showed higher fidelity to the elements of Wraparound and more favourable behavioural outcomes than did the students engaged in the conventional model of service delivery. The correlation analysis of the association between adherence to the elements of Wraparound and the student outcome measures showed mixed results. A strong association was observed with statistical significance for the element of Youth and Family Team on all three outcome measures. This indicates the importance of an effective team in producing positive outcomes for the students and their families.

It is important for organisations to develop their employees. However, organisations will not be able to keep a competitive advantage by merely focussing on the development of their employees’ weaknesses. Employees should also be provided with sufficient job resources and opportunities to develop and/or use their strengths, as this could lead to positive work-home interaction (WHI), and work engagement. The general objective of this research study was to test a structural model of job resources, an organisational strength-based approach (SBA), individual strength-oriented behaviour (SOB), and work engagement, and to investigate if positive WHI mediates between job resources, organisational SBA, individual SOB, and work engagement among South African employees. This study was conducted in order to gain more knowledge and a better understanding of the outcomes of following a SBA, both from an organisational and the employees’ standpoint within the South African context. A cross-sectional research approach was used. An availability sample (N = 699) of employees from various occupational groups in South Africa was used. Structural equation modelling was used to test the structural model and to determine the indirect effect of positive WHI. The results confirmed that there exists a significant relationship between the job resources that are provided by the organisation and the employees experiencing increased work engagement levels. Furthermore, the results indicated that there is a significant relationship between following an organisational SBA and more employee work engagement. The results showed that there is also a significant relationship between the employees’ applying individual SOB and work engagement. The results confirmed that there is a significant relationship between the job resources that are provided by the organisation and positive WHI. However, the results showed that there was not a significant relationship between following an organisational SBA and positive WHI. Furthermore, the results indicated that there exists a significant relationship between the employees’ applying individual SOB and positive WHI. The results indicated that positive WHI was only a mediator in the relationship between information and work engagement, with an indirect effect of 0,11 (p < 0,00; 95% CI [0,07, 0,14]), and in the relationship between colleague relationships and work engagement, with an indirect effect of 0,04 (p < 0,01; 95% CI [0,01, 0,07]). The results also confirmed that positive WHI was a mediator in the relationship between individual SOB and work engagement, with an indirect effect of 0,05 (p < 0,00; 95% CI [0,02, 0,08]). The knowledge gained from following a SBA will assist individuals in becoming aware of their talents, and of developing them into strengths. This study will also assist organisations in gaining a better understanding of an organisational SBA, and this variable’s relationship with positive WHI and work engagement. This study adds value to the field of positive psychology; more specifically, to the limited research on following a SBA, and possible outcomes within the South African context. Recommendations were made to be applied in practice, as well as for future research. / Thesis (MCom (Industrial Psychology))--North-West University, Potchefstroom Campus, 2013

It is important for organisations to develop their employees. However, organisations will not be able to keep a competitive advantage by merely focussing on the development of their employees’ weaknesses. Employees should also be provided with sufficient job resources and opportunities to develop and/or use their strengths, as this could lead to positive work-home interaction (WHI), and work engagement. The general objective of this research study was to test a structural model of job resources, an organisational strength-based approach (SBA), individual strength-oriented behaviour (SOB), and work engagement, and to investigate if positive WHI mediates between job resources, organisational SBA, individual SOB, and work engagement among South African employees. This study was conducted in order to gain more knowledge and a better understanding of the outcomes of following a SBA, both from an organisational and the employees’ standpoint within the South African context. A cross-sectional research approach was used. An availability sample (N = 699) of employees from various occupational groups in South Africa was used. Structural equation modelling was used to test the structural model and to determine the indirect effect of positive WHI. The results confirmed that there exists a significant relationship between the job resources that are provided by the organisation and the employees experiencing increased work engagement levels. Furthermore, the results indicated that there is a significant relationship between following an organisational SBA and more employee work engagement. The results showed that there is also a significant relationship between the employees’ applying individual SOB and work engagement. The results confirmed that there is a significant relationship between the job resources that are provided by the organisation and positive WHI. However, the results showed that there was not a significant relationship between following an organisational SBA and positive WHI. Furthermore, the results indicated that there exists a significant relationship between the employees’ applying individual SOB and positive WHI. The results indicated that positive WHI was only a mediator in the relationship between information and work engagement, with an indirect effect of 0,11 (p < 0,00; 95% CI [0,07, 0,14]), and in the relationship between colleague relationships and work engagement, with an indirect effect of 0,04 (p < 0,01; 95% CI [0,01, 0,07]). The results also confirmed that positive WHI was a mediator in the relationship between individual SOB and work engagement, with an indirect effect of 0,05 (p < 0,00; 95% CI [0,02, 0,08]). The knowledge gained from following a SBA will assist individuals in becoming aware of their talents, and of developing them into strengths. This study will also assist organisations in gaining a better understanding of an organisational SBA, and this variable’s relationship with positive WHI and work engagement. This study adds value to the field of positive psychology; more specifically, to the limited research on following a SBA, and possible outcomes within the South African context. Recommendations were made to be applied in practice, as well as for future research. / Thesis (MCom (Industrial Psychology))--North-West University, Potchefstroom Campus, 2013

This study is concerned with the inter-subjectively co-constructed narratives of experience, for Child and Youth Care practitioners, in an agency-based school program which focuses on treatment of DSM diagnosed children. This school-based program is formally committed to a strength-based practice for treatment of mental disorder. A Diagnostic and Statistical Manual (DSM) diagnosis is required for admission to this program. This agency-based practice exists at the intersection of dissonant discourses of understanding, in the treatment of children’s mental disorder. In this study, a narrative methodology of inquiry, situated in a post-modern epistemology of understanding, was utilized to investigate the narratives of experience of four Child and Youth Care practitioners. Narratives are distinctive units of speech that are typically employed by the narrator to convey evaluative meaning in context. Narratives inquiry represents a useful means for understanding questions of experience, as people use narratives to organize and evaluate their knowledge and transactions with the social world. The narrative, as a reflection of intersubjective constructs of meaning, provides a means of understanding the individual or group through its conveyance of lived experience. The results of this study include four narratives, written in the first person, communicating the subjective experiences of Child and Youth Care practitioners in this unique practice setting. Each of these narratives suggests the importance of, and methods towards, finding ways for strength-based practitioners to practice in harmony in landscapes of deficit-focused understandings.