This study explored and described the experiences of students with self-reported symptoms of anxiety and depression who participated in a mindfulness-based intervention. The study was conducted in collaboration with the Student Counselling Career and Development Centre (SCCDC) at the Nelson Mandela Metropolitan University (NMMU). The study utilised a qualitative research approach and nine participants were selected through purposive, non-probability sampling. The data were collected by means of semi-structured interviews and participants‟ brief written reflections of their individual experiences. Content analysis produced ten themes categorised according to the components of the biopsychosocial/spiritual (BPSS) model. The most prevalent theme identified, describing participants‟ experience of the mindfulness-based intervention, was an enhanced perception of emotional regulation. This finding confirmed the outcomes of previous studies that also found an increase in emotional regulation related to mindfulness-based interventions. Results also shed new light on the perceived personal changes participants experienced in relation to body awareness, increased attentional regulation, social interactions, and spiritual experiences. In addition, participants verbalised present moment awareness and an accepting non-judgmental attitude as central to the biopsychosocial/spiritual changes and benefits they experienced. Recommendations for further research include investigating the impact of mindfulness-based interventions on attentional control and social interactions.

Infertility is a complex condition associated with the inability to conceive a child, frequently manifesting itself as a result of various biological factors. A literature review indicated that being on Artificial Reproductive Technology (ART) treatment significantly increases the stress in an individual. While some research has been done on coping processes, and stress and depression levels in individuals on infertility treatment, very little literature is available regarding the coping resources and subjective well-being of individuals on infertility treatment. This psychofortigenic study aimed to explore and describe the coping resources, sense of coherence, satisfaction with life and life happiness of individuals undergoing infertility treatment. Furthermore, this study aimed to compare the coping resources, sense of coherence, satisfaction with life and happiness of males and females undergoing infertility treatment at a privately managed unit. It is imperative to view the results of this study from a gender-based perception as a previous study by Ferreira (2005) indicated significant differences in how males and females perceived infertility treatment. The sample in this study consisted of 62 voluntary participants from a privately managed health care unit in the Nelson Mandela Metropole. Participants were given a package of questionnaires to complete under the supervision of the researcher and research coordinator of the participating health care unit. The assessment consisted of a biographical questionnaire and four standardised paper and pencil measures. The participants’ coping resources were explored using Hammer and Marting’s (1988) Coping Resource Inventory (CRI), while Antonovsky’s (1987) Orientation to Life Scale was used to measure their sense of coherence (SOC-29). Overall satisfaction with life was assessed using Diener, Emmons, Larson and Griffin’s (1985) Satisfaction with Life Scale (SWLS), while Kamman and Flett’s (1993) Affectometer-2 (AFM-2) was utilized to measure the respondents’ subjective happiness. A quantitative, exploratory descriptive research design was employed in this study and the participants were chosen by means of a non-probability purposive sampling procedure. Data was analysed using descriptive statistics and independent t-testing. Further investigations were made through Chi square tests which enabled the researcher to draw inferences about differences based on cross tabulations. The reliability coefficient was obtained by calculating Cronbach’s coefficient alpha, which measured the internal consistency of the four standardized measures utilised in the present study. The results of the study revealed that participants generally experienced average levels of coping and subjective well-being as measured by the four assessment tools utilised during this study. On comparing the results of the male group and the female group of the particular sample it was found that although both groups obtained relatively average mean scores in general, the men scored slightly higher on the Coping Resources Inventory, Sense of Coherence and Affectometer-2, while the females scored slightly higher than the males on the Satisfaction with Life Scale.

This study investigated the effects of empathy training on medical students' responses to emotionally intense situations. It also explored the interaction between empathy and stress. Thirteen volunteers from a second-year medical class completed the study which utilized a two-factor crossover design. In the first of three testing situations, each subject participated in a 15-minute videotaped interview with an actor who portrayed an angry, fearful, or grieving patient. Each medical student then completed measures of empathic understanding and perceived stress regarding the encounter, as well as scales of coping and hardiness. Each simulated patient rated the medical student's level of empathic understanding. Two raters, blind to the experimental design, analyzed the tapes and rated the medical students' degree of communicated empathy. Subjects were then randomly assigned to one of two groups: training with follow-up, or control with delayed training. The first group received four 3-hour weekly sessions in empathy training while the second group served as a wait-list control. All subjects then participated in a second taped interview and completed all measures again. The subjects in group two received the training while the first group received no further treatment. All subjects were tested a third time which concluded the experimental procedure. The principal statistical analyses comprised a series of 2 x 2 ANOVAS tested at the .05 level of significance. Results revealed that, following the training, subjects learned to interact in a more empathic manner; effect sizes ranged from 1.08 to 18.32. Also, subjects' stress levels regarding the emotionally intense encounters were reduced; the effect size was -1.95. As hypothesized, these changes in empathy and stress were not observed for the wait-list control group, while training effects were maintained for subjects in the follow-up group. Changes in hardiness and coping were not statistically significant. An outline is presented which illustrates the mediating function of empathic responding in stressful interactions. Also addressed are implications for empathy training in medical education and for communication in the physician-patient relationship. / Graduate and Postdoctoral Studies / Graduate

The purpose of this study was to explore the nature of the influential factors of teacher stress in the special education settings: specifically, some cognitive aspects of the coping process. The importance of the study was summarized in terms of the reported incidence of teacher stress and the need to develop more effective stress intervention and prevention programs. A two-part study was designed to determine the differences in the coping processes of high- and low-stressed teachers in terms of particular cognitive variables. In the first part, high- and low-stressed teachers were differentiated on the basis of the responses of approximately 150 teachers to the Teacher Stress Inventory. In the second part, eleven subjects from each of the low- and high-stressed groups were interviewed. The interviews involved the recollection and report of stressful teaching-related incidents. Teachers were asked to rate each of their incidents in terms of self-evaluation, self-efficacy, outcome evaluation, and incident resolution. As well, they were asked to describe their coping behaviours and to explain what the consequences of the situations meant to them. Statistical and descriptive comparisons were made to determine if there were differences in the responses of the high- and low-stressed teachers. The most significant results of the study were that low-stressed teachers attributed more positive meaning to the consequences of stressful incidents, and that the responses of the low-stressed teachers reflected established philosophies and attitudes. These results have implications for counsellors who are interested in developing intervention and prevention programs and for individuals who conduct teacher-training programs. As well, teachers who feel ineffective at coping with stress are encouraged to seek guidance and to gain awareness of how they contribute to their experience of stress. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

M.Ed.

Bibliography: leaves 48-53. / The aim of this dissertation was to investigate the practice of clinical psychology in the Western Cape. This exploratory study described biographical information, characteristics, activities, and the nature of satisfaction and stress experienced. In addition, it established the degree of burnout experienced within this community, and investigated the interrelationships between job satisfaction, job stress and burnout. The sample consisted of 90 practicing clinical psychologists registered with the Professional Board for Psychology of the South African Medical and Dental Council. A questionnaire which was designed to elicit the above-mentioned information and consisted mainly of multiple-choice-type questions was mailed to the participants. Results were quantitative in nature and were treated predominantly descriptively. The study suggested that burnout occurs in low to moderate degrees and was significantly related to age, marital status and type of clinical practice. Furthermore, it was found that therapeutic expertise seemed to be an important factor when considering the interrelationships between job satisfaction, job stress and burnout.

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