Thesis (Ph. D.)--University of California, San Diego, 2007. / Title from first page of PDF file (viewed May 25, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 112-121).

Thesis (Ph.D.)--Texas Christian University, 2007. / Title from dissertation title page (viewed Sept. 11, 2007). Includes abstract. Includes bibliographical references.

Thesis (MA(Social Work Management))--University of Pretoria, 2006. / Includes bibliographical references. Mode of access :World Wide Web.

Thesis (Ph. D.)--Psychology, Georgia Institute of Technology, 2007. / Washburn, David, Committee Member ; Spieler, Dan, Committee Member ; Schumacher, Eric, Committee Member ; Engle, Randall, Committee Chair ; Corballis, Paul, Committee Member.

Thesis (Ph. D.)--Lehigh University, 1999. / Includes vita. Includes bibliographical references (leaves 99-105).

Thesis (M.A.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains iv, 43 p. Includes abstract. Includes bibliographical references (p. 33-36).

Thesis submitted in partial fulfillment of the requirements for the degree of Magister of Technologiae: Educationis In the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2007 / Currently any Post Level One Educator in South Africa may be appointed to the position of School Principal with only the basic qualification, i.e. matric and a three-year teaching diploma (REQV 13). As per the Educators Employment Act (1998), the minimum teaching experience required for a principalship range from 3-7 years depending on the grading of the school (P1- 4 for primary schools and S1 -4 for secondary schools). According to these stipulations, a qualification in management or another form of validation to ensure that candidates have the ability to cope with the demands of the management of a school is not a requirement. The purpose of this study is to investigate the challenges experienced and coping strategies new school managers (school principals) employ to manage their institutions. It also addresses the common challenges and obstacles faced by new school managers. The study was conducted in the Western Cape using a mixed method qualitative approach to investigate the research questions. After the development of the data collecting instruments, data was collected using semi-structured questionnaires and interviews. The questionnaires were sent to thirty school managers in primary and secondary schools in the seven Education Management Development Centres. The data collected was used to ascertain what the challenges are school manager's face. Subsequently five new school managers were interviewed to find what coping strategies they use. A second set of questionnaires were sent to 100 new school principals to ascertain the challenges experienced and coping strategies employed. The research reveals the following aspects: (1) there is a lack of support from the Western Cape Education Department for new school principals; (2) research respondents identified a need for mentoring to assist them to cope; (3) there is a need for a management qualification to help principals to manage their schools as educators are only trained to become classroom teachers; ( 4) the Western Cape Education Department need to consult with schools regarding, among others, schools' year programs as this clash with dates of departmental programmes.

The purpose of the present study was to test a specific path model. It was hypothesized that the relationship between the impact (amount and valence) of stress and an outcome (expressing violence toward a partner) would be mediated by an individual's cognitive appraisal of stressful events. Multiple regression procedures were used to test the model. Standardized beta coefficients indicated the strength of the relationships among the variables. Significant findings indicated that the strength of specific relationships among the ten variables (impact of events, three types of primary appraisal, four types of secondary appraisal and the expression of threats and acts of physical violence toward a partner) differed depending upon subject sex and whether the impact of the events was perceived as positive or negative.

D.Comm. / The aim of my study was to attain new insights into the dynamic interactions between the family and the workplace. Furthermore, the aim of this research project is to contribute methodologically, theoretically, practically and scientifically to the theme of workplace and family stress. For the purpose of my study I believe that a qualitative as opposed to a quantitative methodology is more appropriate. Literature reviewed on these methodologies, led me to the opinion that I would be in a position to express myself fully, with my own worldview, which I would probably not have been able to do with quantitative research. A contemporary qualitative research method was used to ultimately develop my substantive model. My unit of analysis was people from an Enterprise Resource Planning (ERP) solutions provider. I made use of semistandardised interviews to gather my data and paid attention to the considerations for effective qualitative interviewing and preparation as pointed out by Mason (1996). I ended up interviewing six individuals after reaching a point of saturation. This is the point where I ascertained that the interviews could not contribute meaningfully to the information that I had already gathered with regard to the categories. I followed the law as laid down by the Health Professions Council of South Africa (HPCSA). The interviews were transcribed and I commenced with the Grounded Theory process. Furthermore, I adhered to the guidelines for assessing the quality of my study as indicated by Lincoln and Guba (1985) and Marshall and Rossman (1999). The results of this Grounded Theory process enabled me in the design of my substantive model. Three core dimensions emerged from the design process, namely, the job, the family and the personality, which I termed the internal environment. These dimensions formed the central part of the substantive model. The substantive model depicted the unidirectional interactions of the core dimensions mentioned. The model also depicts the external environment and the universe as influencing forces on the core dimensions. Even though the external environment and the universe were not part of the scope of the study I felt that it was necessary to include them in the model. In essence the model described my definion of the family setting, namely: “The family setting is a complex, meaningful system of unidirectional interactions between the family, the job, the personalities, the external environment and the universe of all the individuals concerned” (as defined by the author). In closure, I believe that the theoretical, methodological and practical, contributions derived from this study will add significant value to further exploration of this topic.

M.A. / One of the most perturbing factors of South Africa's communal existence is the high rates of violent crime and the high incidence of Post-Traumatic Stress Disorder JPTSD) amongst all communities. Crime-related PTSD is a problem of epidemic proportions. Therapeutic and mental health services for trauma related counselling are limited and in some communities non-existent. It is therefor essential to develop preventative programmes aimed at equipping individuals with the skills to avoid possible trauma-inducing situations such as vehicle hijacking. It was decided to utilise a vehicle hijacking management and -prevention programme developed especially for the purposes of a "short course" intervention approach. The experimental intervention was performed to provide skill and increase levels of personal competence in handling, or, ideally, avoiding a hijacking. A sample group of 35 was selected out of a white upper middle-class, middle aged population. The subjects were exposed to the intervention. The results indicated that the intervention produced significant positive change in self-efficacy beliefs in the experimental groups. Possible limitations of the study were sample sizes and the inherent nature of the groups. It was not possible to examine the relationship between sex and efficacy beliefs. No non-whites subjects were utilised and thus the relationship between race and efficacy beliefs was also not examined. It is recommended that the intervention programme be refined further and validated scientifically in order to be utilised in future research.