Abstract in English, Zulu and Afrikaans / The primary intent of this study was to develop a competitive intelligence (CI) programme implementation strategy framework for the effective use of CI in strategic decision-making (SDM) in a conglomerate, using embedded multiple units and a single-case exploratory study that is qualitative dominant. The study therefore explored the strategic value of CI for SDM in a company that has a conglomerate structure and whose subsidiaries are vertically integrated. Despite the perceived usefulness of CI for distinctive SDM, the case conglomerate and its subsidiaries had collected and employed the available CI products to support their strategic, tactical and other business decisions. Overall results indicated differences between the subsidiaries and the headquarter; and among the subsidiaries on CI practice (CI collection, CI coordination, CI sharing and CI effort) and CI usage for SDM and other decisions. Although a similar strategy development process (guided by the grand corporate strategy), management structure, decision-making process and orientation in the subsidiaries existed, these uniformities did not significantly result in a uniform level of application and usage of CI for SDM across the conglomerate. The conclusion is that CI application is very subjective and contextual even in a vertically integrated conglomerate. Through theory, literature review and empirical findings, synthesis and iteration, a middle-range theory that integrates the CI and SDM disciplines in terms of the contextual issues both share is also constructed. The study also developed a novel way of crafting CI for SDM, which may fit into the existing structure and realities of the conglomerate so as to formalise CI. The CI programme implementation strategy framework was developed considering the proof of tested theories, best practices, existing context, strategy, decision-making process, structure, enabling factors and capabilities of the conglomerate. The CI programme implementation strategy framework, accompanied by a proposed CI structure, has immediate pragmatic utility. It could enable the conglomerate to initiate a formal CI programme without delay and to develop it following an organisational maturation cycle. The study makes an original contribution by conceptualising a CI programme implementation strategy for a unique case and theorising the case within a novel extension within middle-range theory (“SDM and CI application can be viewed in the contextual domains both share”). The exploratory study itself, which led to merging theory and best practices with empirical results and fitting the theories and best practices into case conglomerate’s realities, also makes the study unique in terms of its approach and outputs. / Inhloso enkulu yalolu cwaningo kwakungukusungula uhlaka lokuqala ukusebenzisa uhlelo lwamasu obuhlakani bokuqhathanisa izinkampani ezincintisanayo, obaziwa ngokuthi yiCompetitive Intelligence (iCI) ngesiNgisi ukuze isebenze kahle ekuthathweni kwezinqumo ezihambisana namasu okwaziwa ngestrategic decision-making (iSDM) ngesiNgisi kwinhlanganyela yezinkampani, kusetshenziswa uhlobo locwaningo olungamayunithi amaningi afakwe ndawonye, oluhlola udaba olulodwa nolugxile kakhulu ekuqoqweni kwemininingwane. Ngakhoke, lolu cwaningo luhlole umthelela omuhle wamasu eCI ngokuthatha izinqumo ezihambisana namasu (iSDM) enkampanini enomumo wenhlanganyela yezinkampani enezinkampani ezingena ngaphansi kwayo ezenza imisebenzi eyahlukahlukene. Phezu kokumsebenzi obonakalayo weCI ngokuhlukile kwiSDM, inhlangayela yezinkampani okuyiyo ebhekiwe kanye nezinkampani ezingaphansi kwayo yaqoqa yase isebenzisa imikhiqizo yeCI etholakalayo ukusingatha ukuthatha kwayo izinqumo ezihambisana namasu, namaqhinga kanye nezinye izinqumo zebhizinisi. Imiphumela ephelele yabonisa ukuthi kukhona ukungafani phakathi kwezinkampani ezingena ngaphansi kwayo kanye nekomkhulu; kanti futhi phakathi wezinkampani ezingena ngaphansi kwayo kokuphathelene neCI (Ukuqoqwa kwemininingwane yeCI, ukuhlanganiswa kwemininingwane yeCI, ukusabalalisa imininingwane yeCI nokusebenza kweCI) nokusetshenziswa kweSDM nezinye izinqumo. Nakuba kwakukhona inqubo yokuthuthukisa isu elifanayo (elandela imigomo yesu elihle lenkampani), ukwakheka kohlaka lwabaphethe, inqubo yokuthatha izinqumo kanye nokuqondiswa kwezinkampani ezingaphansi kwenye, lokhu kwefaniswa akuzange kube ngokufanayo endleleni yokwenza nokusebenziswa kweCI kwiSDM kwinhlangayela yezinkampani. Isiphetho ukuthi uhlelo lokusebenza lweCI luncike kakhulu ohlangothini nasengqikithini eyodwa kwinhlanganyela yezinkampani ezenza izinto ezahlukahlukene. Ngokulandela ukuhlaziywa kwemibhalo yemibono yezinzululwazi, kanye nokutholakele uma kwenziwa ucwaningo olubheka izinto ngenkathi zenzeka, ukuhlanganiswa kwemininingwane kanye nokuphindaphindwa kokuhlolwa, kuphinde kwakhiwe imibono yezinzululwazi emibili ehlanganisa imikhakha yeCI neSDM maqondana nezingqikithi ezifanayo kuyona. Ekugcineni, ucwaningo luphinde lwasungula indlela engakaze ibe khona yokwakha iCI iyakhela iSDM engangena ithi khaxa ekwakhekeni nasesimweni esikhona senhlanganyela yezinkampani ukuze iCI ihleleke ngokusemthethweni. Uhlaka lwesu lokuqaliswa kokusebenza kohlelo lweCI lwenziwa ngoba kucatshangwa ngobufakazi obutholakala kwimibono yezinzululwazi ehloliwe, okusebenze ngempumelelo, indikimba ekhona njengamanje, isu, inqubo yokuthatha izinqumo, ukwakheka, yilokho okwenza izinto zenzeke futhi kusebenzeke kwinhlanganyela yezinkampani. Uhlaka lwesu lokuqaliswa kokusebenza kohlelo lweCI, oluphelezelwa ukwakheka okuhlongoziwe kweCI kukwazi ukuhlolisisa kahle umqondo wokukwazi ukubona ubungako bolwazi nesidingo solunye ucwaningo. Kungasiza inhlanganyela yezinkampani, cishe, ukuba ikwazi ukuqala uhlelo olusha lweCI nokulithuthukisa kulandela uchungechunge lwendlela yokukhula yenhlangano. Ucwaningo lufaka ulwazi olusha esivivaneni ngokuqhamuka nomqondo omusha wesu lokuqala ukusebenzisa uhlelo lweCI odabeni olungajwayelekile, bese lubeka imibono ngodaba olubhekwayo ngendlela engakaze yenzeke nehlanganisa imibono yezinzululwazi kanye nocwaningo olubheka izinto ngenkathi zenzeka (“Ukusetshenziswa kweSDM neCI kungabhekwa ezizindeni zengqikithi ezifanayo kukona”). Ucwaningo oluhlolayo, lona uqobo, oluholela ekuhlanganisweni kwemibono yezinzululwazi nokubhekwa kwalokho okucwaningwayo ukuthi kusebenza kahle kuphi kanye nemiphumela yocwaningo olubheka izinto ngenkathi zenzeka, nokuhlanganisa lokho nokwenzeka ngempela enhlanganyeleni yezinkampani, nakho kwenza lolu cwaningo lube ngolwehlukile maqondana nendlela oluyilandelayo kanye nemiphumela evelayo. / Die primêre doel van hierdie studie was om 'n strategieraamwerk vir programimplementering van mededingingsintelligensie (MI) te ontwikkel vir die doeltreffende gebruik van MI in strategiese besluitneming in 'n konglomeraat, deur 'n vasgelegde veelvoudige eenhede, enkelgeval-verkenningstudie, wat ook kwalitatief dominant is, te gebruik. Die studie het dus die strategiese waarde van MI vir strategiese besluitneming verken in 'n maatskappy wat 'n konglomeraatstruktuur het en wie se filiale vertikaal geïntegreer is. Ondanks die waargenome nuttigheid van MI vir spesifiek strategiese besluitneming, het die gevallestudiekonglomeraat en sy filiale die beskikbare MI-produkte versamel en aangewend om hul strategiese, taktiese en ander sakebesluite te ondersteun. Algehele resultate het die bestaan van verskille tussen die filiale en die hoofkantoor aangedui; en tussen die filiale oor MI-praktyke (MI-versameling, MI-koördinering; MI-deling en MI-pogings) en MI-gebruik vir strategiese en ander besluite. Alhoewel daar soortgelyke strategiese ontwikkelingsprosesse bestaan (gelei deur die groot korporatiewe strategie), het hierdie eenvormigheid in bestuurstrukture, besluitnemingprosesse en oriëntering in die filiale nie 'n beduidende eenvormige vlak van toepassing en gebruik van MI vir strategiese besluitneming regdeur die konglomeraat tot gevolg gehad nie. Gevolglik is MI-toepassing baie subjektief en kontekstueel, selfs in 'n konglomeraat wat vertikaal geïntegreer is. Deur teoretiese, literatuuroorsig- en empiriese bevindinge is sintese en iterasie, twee middelvlakteorieë, ook saamgestel wat velde van MI en strategiese besluitneming met betrekking tot die kontekstuele kwessies wat albei deel, geïntegreer het. Op die ou end het die studie ook 'n nuwe manier ontwikkel om MI vir strategiese besluitneming te bewerk wat by die bestaande struktuur en realiteite van die konglomeraat kan inpas om MI te formaliseer. Die strategieraamwerk vir programimplementering van MI is ontwikkel met die bewys van getoetste teorieë, beste praktyke, bestaande konteks, strategie, besluitnemingsproses, faktore wat strukture moontlik maak en vermoë van die konglomeraat, in gedagte. Die strategieraamwerk vir programimplementering van MI, saam met die voorgestelde MI-strukture, het onmiddellike pragmatiese nut. Dit kan die konglomeraat onmiddellik in staat te stel om 'n formele MI-program te inisieer en dit te ontwikkel deur 'n organisatoriese verouderingsiklus te volg. Die studie maak 'n oorspronklike bydra deur 'n strategie vir programimplementering van MI te konseptualiseer vir 'n unieke geval, die teoretisering van die geval binne 'n nuwe uitbreiding in 'n middelvlakteorie ("Toepassing van strategiese besluitneming en MI kan in die kontekstuele domeine beskou word wat beide deel"). Die verkenningstudie self, wat tot die samesmelting van teorie en beste praktyke met die empiriese resultate gelei het en die passing van die teorieë en beste praktyke in die gevallestudiekonglomeraat se realiteite, maak die studie ook uniek met betrekking tot sy benadering en opbrengs. / Graduate School for Business Leadership / D.B.L.

The Johannesburg Metropolitan Police Department (JMPD) is one of the South African institutions with growing levels of corruption. This is despite the presence of several anti-corruption strategies as well as institutions implemented to deal with this epidemic. The ineffectiveness of these strategies and institutions is attributed to, amongst others, the application of ineffective detection methods. The under-detection of corruption in the JMPD is affecting road safety, the economy, and the image of the JMPD itself. It is against this background that the researcher sought to establish how intelligence analysis could add value in detecting corruption in the JMPD. A qualitative research approach was applied to investigate this problem. As such, it has been proven that the use of hotlines and the over-reliance on whistleblowers is less effective in detecting corruption in the JMPD. The results have further shown that intelligence analysis may add value in detecting corruption in the JMPD. / Umnyango wamaphoyisa edolobha elikhulu eGoli (JMPD) ungenye yezikhungo zaseNingizimu Afrika ezithola amazinga akhulayo enkohlakalo. Lokhu kungakhathaliseki ukuthi kukhona amasu amaningi okulwa nenkohlakalo kanye nezikhungo ezisetshenziselwa ukubhekana nesifo sobunkohlakalo. Ukungafezeki kwalawa masu kanye nezikhungo kubhekwa ukuthi, phakathi kwabanye, ukusetshenziswa kwezindlela ezingafenele zokuthola. Ukutholakala kwezinkohlakalo ku-JMPD kuthinta ukuphepha komgwaqo, umnotho nomfanekiso we-JMPD uqobo. Kungokumelene nalesi sizinda ukuthi umcwaningi lufuna ukusungula ukuthi ukuhlaziywa ngobuhlakani kungasiza kanjani ekutholeni inkohlakalo ku-JMPD. Indlela yokucwaninga efanele yasetshenziswa ukuphenya le nkinga. Njengalokhu, kuye kwafakazelwa ukuthi ukusetshenziswa kwama-hotlines nokuxhaswa ngokweqile kwababika ngenkohlakalo akwanele ukuthola inkohlakalo ku-JMPD. Imiphumela ibonise ukuthi ukuhlaziywa kobuhlakani kungasiza ekutholeni inkohlakalo ku-JMPD. / Lefapha la Sephodisa la Teropokgolo ya Johannesburg (JMPD) ke nngwe ya ditheo tsa Aforika Borwa tse di itemogelang maemo a a golang a bobodu. Seno ke kwa ntle ga go nna teng ga ditogamaano tse dingwe tse di kgatlhanong le bobodu ga mmogo le ditheo tse di diragadiwang go samagana le leroborobo la bobodu. Go se nne le nonofo ga ditogamaano tseno le ditheo e amana, mo go tse dingwe, le tiragatso ya mekgwa ya go lemoga go se nne le nonofo. Go nna kwa tlase ga go lemoga bobodu mo go JMPD go ama pabalesego ya tsela, ikonomi le setshwantsho sa JMPD ka boyona. Ke mabapi le lemorago leno gore mmatlisisi o ne a batla go tlhomamisa gore tshetshereganyo ya tsa matlhale e ka thusa mo go lemogeng bobodu mo go JMPD. Boitlhagiso jwa patlisiso ya boleng bo ne jwa diragadiwa go tlhotlhomisa bothata jono. Fa go le jalo, go ne ga netefatswa gore tiriso ya megala ya tlhamalalo e e kgethegileng ya tshoganyetso le go ikaega thata ka batho ba ba tlaleyang ga go a lekana go lemoga bobodu mo go JMPD. Dipholo di bontshitse gape gore tshekatsheko ya tsa matlhale e ka thusa go lemoga bobodu mo go JMPD. / Criminology and Security Science / M.A. (Criminal Justice)

Die doel van hierdie studie is om riglyne daar te stel vir die vroeë identifisering van talent wat die totale funksionering en konteks van die leerder in ag neem. ‘n Literatuurstudie is onderneem om die navorsing en teorieë wat met die onderwerp verband hou, te ondersoek. Die denkverskuiwing van intelligensie as een konstruk na ‘n multikonstrukbenadering wat uit onderliggende intellektuele vermoëns voortvloei, is verken. Definisies van begaafdheid en talent wat oor ‘n tydperk onstaan het, is omskryf en die rasionaal vir die gebruik van talent in plaas van begaafdheid is gegee. Die bio-ekologiese teorie van Bronfenbrenner, die positiewe sielkunde en die bate-gebaseerde benadering dien as teoretiese begronding van die studie. Talentontwikkeling en -identifisering is aan die orde gestel deur die liggaamlike, kognitiewe, sosiale, persoonlikheids-, emosionele en morele ontwikkeling van die adolessent te bespreek. Verder is die stand van talentidentifisering in Suid-Afrikaanse skole ondersoek en is aangedui in watter mate dit deur amptelike beleid gerig en ondersteun word. Beginsels wat tydens talentidentifisering in ag geneem moet word asook enkele identifiseringsmodelle wat ‘n bydrae tot die kennis van begaafdheid en talentidentifisering lewer, is bespreek. Verder is ‘n verskeidenheid talente wat uit algemene intellektuele intelligensie ontwikkel, aangedui. Die literatuurstudie het getoon dat daar nie in die huidige Suid-Afrikaanse skoolbeleid direkte riglyne is vir die identifisering van adolessente leerders se talent nie. Die deurlopende klem op akademiese prestasie en die feit dat leerders teen ‘n graadgemiddeld geassesseer word, lei waarskynlik daartoe dat ander metodes van assessering nie altyd in Suid-Afrikaanse klaskamers tot hul reg kom nie. Ten einde ‘n verskeidenheid talent te identifiseer en terselfdertyd ‘n leerder se konteks in ag te neem, is afsonderlike talentskale vir leerders, ouers en onderwysers ontwikkel en toegepas. Riglyne vir die identifisering van adolessente leerders se talent is dus op ‘n nie-formele manier ontwikkel. Die bevindinge van hierdie studie dui daarop dat die talentidentifiseringsproses bewuswording van verskillende talente waaroor leerders beskik, kan bewerkstellig. Dit help leerders om hul selfkennis uit te brei en om ‘n denkverskuiwing van die erkenning van slegs akademiese talent na ‘n verskeidenheid van talentdomeine wat die uniekheid van elke leerder ontgin, te maak. / The purpose of this study was to formulate guidelines for the early identification of talent, taking into consideration the overall functioning and context of the learner. A literature review was done to investigate the research and theories on the topic. The mind shift from intelligence as one construct to a multiconstruct approach arising from underlying intellectual abilities was explored. The definitions of giftedness and talent, which have existing for some time, were presented and the rationale for using talent instead of giftedness was provided. Bronfenbrenner’s bio-ecological theory, positive psychology and the asset-based approach served as theoretical grounding for the study. Talent identification and development were established by discussing the physical, cognitive, social, personality, emotional and moral development of the adolescent. The state of talent identification in South African schools was also investigated, and an indication was given of the extent to which it is guided and supported by official policy. Principles to be considered in identifying talent and a few identification models that contribute to knowledge of giftedness and talent identification were discussed. A variety of talents developing from general intellectual intelligence were also highlighted. The literature review reveals that in the current South African school policy, there are no direct guidelines for identifying the talent of adolescent learners. The constant emphasis on academic performance and the fact that learners are assessed against a grade average probably lead to other methods of assessment not always coming into their own in South African classrooms. To identify a variety of talents and at the same time take into consideration a learner’s context, separate talent scales for learners, parents and educators were developed and applied. Guidelines for identifying the talent of adolescent learners have therefore been developed in a non-formal way. The findings of this study indicate that the talent identification process can lead to awareness of different talents of learners. This helps learners to expand their self-knowledge and to bring about a mind shift from the recognition of only academic talent to a variety of talent domains which reveal the uniqueness of each learner. / Injongo yalolu cwaningo ukwakha imihlahlandlela yokuhlonzwa kwekhono masinya, kubhekwa indlela umfundi ngamunye asebenza ngayo kanye nesimo angaphansi kwaso. Kwabhekwa imibhalo ukuze kuphenywe ngocwaningo nemibono yezinzululwazi ngaphansi kwalesi sihloko. Kwaphenywa ngokusuka endleleni yokubheka inhlakanipho njengendlela okuyiyona yodwa yokwakha kuyiwe ezindleleni ezihlukene kaningi zokwakha ezisukela emakhonweni obuhlakani acashe ngaphansi kwazo. Izincazelo zesiphiwo nekhono, esezibe khona isikhathi eside, zethulwa kwase kunikezwa izincazelo zokuthi kungani kusetshenziswa ikhono kunesiphiwo. Umbono kaBronfenbrenner wobudlelwano phakathi kwezinto eziphilayo kanye nendawo eziphila kuyo, izifundo zezengqondo zemiphumela emihle kanye nendlela yokubheka encike ekubeni nenani kwento konke kusebenza njengengqikithi yombono wenzululwazi yalolu cwaningo. Ukuhlonza kanye nokuthuthukiswa kwekhono kwasungulwa ngokubamba izingxoxo mayelana nokuthuthuka kwabantwana asebengena ezingeni lentsha ngokomzimba, ngokwengqondo, ngokwenhlalo, ngokwendlela yokuziphatha, ngokomoya nangokwesimilo. Isimo sokuhlonza ikhono ezikoleni zaseNingizimu Afrika naso sibhekiwe, kwanikezwa nesilinganiso sokuthi lingakanani izinga lokuholwa nokusingathwa yinqubomgomo esemthethweni. Imigomo okufanele ibhekwe ngesikhathi sokuhlonza ikhono kanye vii nezinye izibonelo ezingasiza olwazini lokuhlonza iziphiwo namakhono nayo yadingidwa. Izinhlobonhlobo zamakhono avela ebuhlakanini obujwayelekile obuhambisana nemicabango nazo zaqhakambiswa. Ucwaningo lwemibhalo luveze ukuthi kwinqubomgomo yamanje yaseNingizimu Afrika, ayikho imihlahlandlela eqondile yokuhlonza amakhono kubafundi asebengena ezingeni lentsha. Ukuqhubeka nokugcizelela ukwenza kahle kwezemfundo kanye nokuthi abafundi bahlolwa ngokwezilinganiso ezivamile zamabanga cishe kuholela kwezinye izindlela zokuhlola ezingafiki kwezifana nezabo emakilasini aseNingizimu Afrika. Ukuhlonza izinhlobonhlobo zamakhono kube futhi kubhekwa isimo somfundi, kwasungulwa futhi kwasetshenziswa izilinganiso ezihlukile zokukala amakhono abafundi, abazali nawothisha. Ngakho-ke, imihlahlandlela yokuhlonza ikhono labafundi asebengena ezingeni lentsha yakhiwe ngendlela engalandeli kakhulu umthetho kanye nokuhleleka. Imiphumela yalolu cwaningo iveza ukuthi inqubo yokuhlonza amakhono ingaholela ekubonakaleni kwamakhono ahlukahlukene abafundi. Lokhu kusiza abafundi ukuba bakwazi ukwandisa ulwazi labo futhi benze kube khona ukucabanga ngokwahlukile ekwamukeleni kuphela ikhono lezemfundo kodwa kwamukelwe namakhono ahlukahlukene aveza ukwahluka komfundi ngamunye. / Department of Educational Psychology / D. Phil. (Educational Psychology)

Text in Afrikaans. Abstracts in Afrikaans, English and Zulu / This study explored how nine adolescent learner-participants with cerebral palsy or other physical disabilities responded to an emotional support programme (EOP) of 20 intervention sessions, aimed at developing their emotional intelligence. The research study highlighted the utilisational value and importance of emotional intelligence, which is associated with problem-solving skills, career success, selfactualisation, stress management and the like. The rationale for compiling the EOP was in accordance with the rationale for the research study, being embedded in diverse learning needs, support for learners, and the design of learner opportunities. The study focused among others on the development and implementation of an EOP based on Bar-On as conceptual model (2000), together with the five core competencies of social and emotional learning (SEL), namely: responsible decision-making, emotional self-awareness, self-management, social awareness, and relationship skills. The Lions Quest SEL-programme, Skills for Adolescence, formed the basis of the EOP, although the researcher had to adapt it for her learner-participants’ special educational needs. The EOP was further extended with the knowledge obtained through the literature study regarding emotional intelligence and adolescence, and was aligned with the aims of the South African school curriculum in respect of emotional intelligence skills, as stated in the aims of the subject Life Skills. The researcher’s embedded, mixed-method research design allowed the larger qualitative component to include the smaller quantitative component, so that the specific phenomenon could be understood from different participants’ perspectives. Qualitative data was collected by means of metaphor interviews and collage activities. The quantitative research component of the study refers to the standardised Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) together with the researcher’s own structured questionnaire. The researcher did not interpret the data obtained from the quantitative data collection instruments in isolation, but used it to expand and verify the results of her qualitative generated data. The integrated data results of the learner-participants brought the answer to the research problem: most of the adolescent learner-participants with special educational needs who had participated in the EOP, did indeed benefit through their involvement, and their emotional intelligence (the phenomenon under scrutiny) had improved. / Die studie ondersoek hoe nege adolessente leerder-deelnemers met serebrale en fisieke gestremdhede op ’n emosionele ondersteuningsprogram (EOP) van 20 intervensiesessies reageer met die doel om hulle emosionele intelligensie te ontwikkel. Die benuttingswaarde en belangrikheid van emosionele intelligensie word deur die navorsingstudie uitgelig. Hoë emosionele intelligensie word geassosieer met probleemoplossingsvaardighede, werksukses, selfverwesenliking en streshantering, onder andere. Die rasionaal vir die samestelling van die EOP stem ooreen met die rasionaal vir die navorsingstudie en is gevestig in uiteenlopende leerbehoeftes, ondersteuning aan leerders, en die skep van leergeleenthede. Die studie fokus op die samestelling en implementering van ’n emosionele ondersteuningsprogram (EOP) gebaseer op Bar-On (2000) se konstruk van emosionele intelligensie as konseptuele model van die studie saam met die vyf kernbevoegdhede van sosiale en emosionele leer (SEL), naamlik: verantwoordelike besluitneming, emosionele selfbewussyn, selfbestuur, sosiale bewussyn en verhoudingsvaardighede. Die Lions Quest SEL-program, Skills for Adolescence, vorm die grondslag van die EOP, alhoewel die navorser baie aanpassings vir haar leerder-deelnemers se spesiale onderwysbehoeftes moes maak. Die EOP is verder uitgebrei deur die kennis wat die navorser tydens die literatuurstudie ingewin het ten opsigte van emosionele intelligensie en adolessensie, en sluit aan by die Suid-Afrikaanse skoolkurrikulum-doelwitte wat verband hou met emosionele intelligensie-vaardighede soos uiteengesit in die doelwitte vir die vak Lewensvaardighede. Die navorser se ingebedde, gemengdemetode-navorsingsontwerp laat toe dat die groter kwalitatiewe komponent die kleiner kwantitatiewe komponent insluit, sodat die spesifieke fenomeen vanuit verskillende deelnemers se perspektiewe verstaan kon word. Kwalitatiewe data is deur middel van die metafooronderhoud en collage-aktiwiteit ingesamel. Die kwantitatiewe navorsingskomponent van die studie verwys na die gestandaardiseerde Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) tesame met die navorser se eie gestruktureerde vraelys. Die navorser het die data wat sy uit die kwantitatiewe datainsamelingsinstrumente verkry het, nie net in isolasie geïnterpreteer nie, maar dit ook gebruik om die resultate van haar kwalitatief-gegenereerde data uit te brei en te verifieer. Die geïntegreerde data-resultate van die leerder-deelnemers bied die antwoord op die: die meerderheid van die adolessente leerderdeelnemers met spesiale onderwysbehoeftes wat aan die EOP deelgeneem het, het inderdaad gebaat by hulle deelname, en hulle emosionele intelligensie (die fenomeen wat ondersoek is) het verbeter. / Ucwaningo luhlola ukuthi ngabe ukuzibandakanya kwabafundi abangabadlalindima abayisishiyagalolunye abasesigabeni sobubhungu/sobutshitshi abakhubazeke ngokwengqondo noma ngayiphi indlela emzimbeni baphendule kanjani kuhlelo oluxhasa ngokommoya (emotional support programme) kumihlangano engama- 20 yokunceda, ehlose ekuqiniseni ubuhlakani bommoya. Isifundo socwaningo siveze ukubaluleka kokusebenzisa kanye nokubaluleka kobuhlakani bommoya, okuhambisana namakhono okuxazulula izinkinga, impumelelo yobizo lomsebenzi, ukuzibonakalisa, ukulawula ingcindezi yengqondo kanye nokunye. Isizathu sokuhlela i-ESP sasihambisana nenhloso yesifundo socwaningo, esitholakala kwizidingo zemfundo ezahlukahlukene, kanye nokuhleleka kwamathuba omfundi. Ucwaningo lubheke hlangana nokunye nokuthuthukiswa kanye nokusetshenziswa kohlelo lwe-ESP olususelwa ku-Bar-On njengemodeli yegama (2000), kanye namanye amacebo abalulekile amahlanu ohlelo lokufunda kwabantu kanye nokufunda ngokwemizwa (SEL), wona yilawa alandelayo: Ukumelana nezinqumo ozithethe, ukwazi imizwa yakho, ukuziphatha ngokwakho, ukuxwayiswa komphakathi kanye namakhono okwenza ubudlelwano. Uhlelo lwe- Lions Quest SEL, Skills for Adolescence, akha isisekelo se-ESP, yize umcwaningi kwakufanele aluguqule lolu hlelo ukwenzela ukuba luhambisane nezidingo ezikhethekile zemfundo yafundi abadlala indima. . Uhlelo lwe--ESP lwaqhubeka nokukhuliswa ngolwazi olwalutholakala ngocwaningo lombhalo wobuciko obumayelana nobuhlakani bokusebenzisa imizwa kanye nesigaba sobutshitshi/sobubhungu, kanti lolu hlelo lwaluhambisana nezinhloso zekharikhulami yezikole zaseNingizimu Afrika mayelana namakhono okusebenzisa obuhlakani bokusebenzisa imizwa, njengoba kushiwobkwizinhloso zesifundo samaKhono Empilo (Life Skills). Isakhiwo somcwaningi esequkethwe, sohlelo-oluvangene locwaningo siye savumela isigaba esikhulu socwaningo olugxile kukhwalithi (qualitative) ukuba sixube isigaba esincane esigxile kumanani (quantitative), ukuze kuzwisiseke uhlelo oluthize ngokwemiqondo yabadlalindima abehlukahlukene. Idatha yohlelo lwequalitative yaqoqwa ngokusebenzisa izinhlolombono zokungathekisa kanye nemisebenzi yokuhlanganisa imifanekiso eminingi. Isigaba socwaningo olugxile kumanani sichaza uhlelo olufanayo lwe--Bar-On Emotional Quotient Inventory: Youth Version (EQi:YV) kanye nemibhalo yemibuzo ehlelwe wumcwaningi. Umcwaningi akazange achaze idatha etholakele kumathuluzi okuqoqa idatha encike kumanani yodwa, kodwa le datha iye yasetshenziselwa ukukhulisa kanye nokuqinisekisa imiphumela yakhe eyakhiwe ngokwendlela yekhwalithi. Imiphumelo ehlangene yedatha yomfundi ongumdlalindima ilethe impendulo kwinkinga yocwaningo: Iningi labafundi abadlala indima abasesesigabeni sobubhungu/sobutshitshi abadinga imfundo ekhethekile abazibandakanye ohlelweni lwe-ESP, ngempela baye bazuza ngokuzibandakanya kwabo, kanti-ke izinga labo lokusebenzisa ikhono lobuhlakani bemizwa buye bathuthuka kakhulu (the phenomenon under scrutiny). / Inclusive Education / D. Ed. (Inklusiewe Onderwys)