Summaries in English, Afrikaans and Zulu / Orientation: Security personnel work in a high risk and consequently high stress environment. This may negatively affect their wellbeing. Owing to the high crime rate in South Africa, one of the continuous stressors security personnel experience might be fearing for their lives. If security personnel fail to use effective coping strategies they will remain stressed, and this may have a negative impact on them, and their organisation or community. Challenges such as work stress in the South African security industry have not been comprehensively researched or documented (Sibanyoni, 2014). Consequently, no South African questionnaire measuring coping with stress or a stress management model for dealing with stress in a security environment, could be found. Research purpose: The general aim of the research was to develop a valid and reliable coping questionnaire and stress management model for high stress security occupations. Research methodology: A questionnaire development process, as suggested by scientific literature, was followed. The process entailed (1) determining coping strategies by means of a literature review, (2) developing the coping questionnaire, (3) administering the questionnaire to the target population, and (4) statistical analysis. The stress management model was developed by combining the results of the confirmatory factor analysis (CFA) and canonical correlation analysis (CCA). The development of the questionnaire was based on a sample of 381 active duty security personnel working in a high stress security environment in South Africa. Main findings: The study resulted in the development of a psychometrically sound 39-item questionnaire. The following 12 empirically validated healthy and unhealthy coping strategies were identified: (1) social support, (2) group cohesion, (3) physical exercise, (4) relaxation, (5) social media addiction, (6) healthy sleeping habits, (7) healthy diet, (8) training, (9) humour, (10) religion, (11) avoidance, and (12) denial. CFA confirmed both the construct and content validity, and composite reliability. The questionnaire was found to be invariant, and could thus be applied to different groups in high stress security occupations. A stress management model indicating the interrelationship between personality and coping was also developed. Contribution/value-add: The main contribution of this study was the development of a valid coping questionnaire and stress management model. By identifying the specific coping strategies, targeted stress management interventions could be developed. This could contribute to the overall wellness of security personnel working in high stress occupations, resulting in a healthy organisation and sound relationships with the community. Security organisations could also use the model during assessments to identify candidates with personality traits that would lead to healthier coping strategies, thereby selecting personnel that could better adapt to a security environment. / Oriëntasie: Sekuriteitspersoneel werk in ’n hoë risiko en gevolglik ’n stresvolle omgewing. Dit kan hulle welstand negatief beïnvloed. As gevolg van die hoë misdaadsyfer in Suid-Afrika kan een van die deurlopende stressors wat sekuriteitspersoneel ervaar ’n vrees vir hulle lewens wees. Indien sekuriteitspersoneel nie effektiewe streshantering strategieë gebruik nie, kan hulle voortdurend stres ervaar en dit kan ’n negatiewe impak op hulleself, hulle organisasie of gemeenskap hê. Uitdagings soos beroepstres in die Suid-Afrikaanse sekuriteitsindustrie is nog nie deeglik nagevors of gedokumenteer nie (Sibanyoni, 2014). Gevolglik kon daar vir die sekuriteitsomgewing geen Suid-Afrikaanse vraelys wat streshantering meet of ’n stresbestuursmodel gevind word nie. Doel van die navorsing: Die algemene doel van die navorsing was om vir stresvolle sekuriteitsberoepe ’n geldige en betroubare streshanteringsvraelys en stresbestuursmodel te ontwikkel. Navorsingsmetodologie: ’n Vraelys ontwikkelingsproses, soos deur wetenskaplike literatuur voorgestel, is gevolg. Die proses het die volgende behels: (1) die vasstel van die streshantering strategieë deur middel van ’n literatuuroorsig, (2) die ontwikkeling van die streshanteringsvraelys, (3) administrasie van die vraelys aan die teiken populasie en (4) statistiese analise. Die stresbestuursmodel is ontwikkel deur die resultate van die bevestigende faktoranalise (BFA) en die kanoniese korrelasie analise te kombineer. Die ontwikkeling van die vraelys is gebaseer op ’n steekproef van 381 aktiewe diens sekuriteitspersoneel wat in Suid-Afrika in ’n stresvolle sekuriteitsomgewing werk. Hoofbevindinge: Die studie het tot ’n psigometries betroubare 39-item vraelys gelei. Twaalf empiries gestaafde gesonde en ongesonde streshantering strategieë is geïdentifiseer naamlik: (1) sosiale ondersteuning, (2) groep kohesie, (3) fisiese oefening, (4) ontspanning, (5) sosiale media verslawing, (6) gesonde slaapgewoontes, (7) gesonde dieet, (8) opleiding, (9) humor, (10) godsdiens, (11) vermyding en (12) ontkenning. BFA het die konstruk- en inhoudsgeldigheid so wel as die saamgestelde betroubaarheid bevestig. Die vraelys is invariant en kan dus op verskillende groepe in hoë stres sekuriteitsberoepe toegepas word. ’n Stresbestuursmodel wat die verwantskap tussen persoonlikheid en streshantering aandui is ook ontwikkel. Bydrae/waardetoevoeging: Die belangrikste bydrae van hierdie studie was die ontwikkeling van ’n geldige streshanteringsvraelys en stresbestuursmodel. Deur die spesifieke streshantering strategieë te identifiseer kan gefokusde streshantering intervensies ontwikkel word. Dit kan tot die algehele welstand van sekuriteitspersoneel wat in stresvolle beroepe werk bydra en derhalwe ’n gesonde organisasie en goeie verhoudings met die gemeenskap. Sekuriteitsorganisasies kan ook tydens keurings die model gebruik om kandidate met persoonlikheidstrekke, wat tot gesonder streshantering strategieë sal lei, te identifiseer en dus personeel kies wat beter by ’n sekuriteitsomgewing sal aanpas. / Isimo somqondo: Abasebenzi bezokuphepha basebenza ezindaweni ezinobungozi obuphakeme nengcindezi ephakeme. Lokhu kungaba nomthelela omubi esimeni sabo sempilo. Ngenxa yezinga lobugebengu eliphezulu eNingizimu Afrika, okukodwa okudala ingcindezi ngokuqhubekayo kubasebenzi bezokuphepha ukwesabela izimpilo zabo. Uma abasebenzi bezokuphepha bengasebenzisi amasu aphumelelayo okubhekana nalezi zimo, bazohlala benengcindezi futhi lokhu kungaba nomphumela omubi kubona, enhlanganweni yabo noma emphakathini wabo. Ucwaningo ngezinselelo ezinjengokucindezeleka emsebenzini ezimbonini zokuphepha lapha eNingizimu Afrika alwenziwanga futhi akubhaliwe kabanzi ngakho (Sibanyoni, 2014). Kanjalo, alutholakalanga uhlu lwemibuzo lwaseNingizimu Afrika olungalinganisa ukuthi abasebenzi bezokuphepha babhekana kanjani nengcindezi kanye nomlinganiso olawula ingcindezi ukubhekana nengcindezi ezindaweni zezokuphepha. Inhloso yocwaningo: Inhloso enkulu yocwaningo kwakuwukuqamba uhlu lwemibuzo oluqinisekile noluthembekile ukubhekana nengcindezi nomlinganiso wokulawula ingcindezi emisebenzini yezokuphepha enengcindezi ephakeme. Indlela yokwenza ucwaningo: Isenzo sokuqamba uhlu lwemibuzo njengoba kuhlongozwa yimibhalo yezesayensi silandelwe kulolu cwaningo. Lesi senzo sibe (1) nokuthola amasu okubhekana nengcindezi ngokubhekisa emibhalweni ehloliwe, (2) nokuqamba uhlu lwemibuzo ephathelene nokubhekana nengcindezi, (3) nokunikeza uhlu lwemibuzo kubantu abathintekayo, kanye (4) nokwenza uhlaziyo lwezibalo. Umlinganiso wokulawula ingcindezi wenziwe ngokuhlanganisa imiphumela yeConfirmatory Factor Analysis (CFA) neyeCanonical Correlation Analysis (CCA). Ukuqanjwa kohlu lwemibuzo kweyeme esampuleni labasebenzi bezokuphepha abangama-381 abamatasa emsebenzini abasebenza ezindaweni ezinengcindezi ephakeme eNingizimu Afrika. Okukhulu okutholakele ocwaningweni: Ucwaningo lube nomphumela ekuqanjweni kohlu lwemibuzo oluqinisekile ngokwesayikhomethri olunemibuzo angama-39. Kukhonjwe amasu okubhekana nengcindezi ayishumi nambili aqinisekiswe ngokubukisiswa asesimeni esiphilile nesingaphilile sempilo, okubalwa kuwo, (1) uxhaso lomphakathi, (2) ukuba ndawonye kweqembu, (3) ukuzivocavoca umzimba, (4) ukuziphumuza, (5) ukuba yisigqili semithombo yomphakathi, (6) imikhuba emihle yokulala, (7) uqeqesho, (8) amahlaya, (10) inkolo, (11) ukuxwaya, kanye (12) nokwala. ICFA iqinisekise ukuba neqiniso kombono nokuqukethwe, kanye nokwethembeka okuxubile. Kutholakele ukuthi uhlu lwemibuzo aluguquki futhi lungasetshenziswa emaqenjini ehlukene emisebenzini yezokuphepha anengcindezi ephakeme. Kuthuthukiswe nomlinganiso olawula ingcindezi okhombisa ubudlelwano phakathi komuntu isibili nokubhekana nengcindezi. Umnikelo: Umnikelo omkhulu walolu cwaningo kube ukuqamba uhlu lwemibuzo oluqinisekile ukubhekana nengcindezi kanye nomlinganiso wokulawula ingcindezi. Ngokukhomba amasu aqondene nokubhekana nengcindezi, kungathuthukiswa izindlela ezihlosiwe zokulawula ingcindezi. Lokhu kunganikela esimeni esihle sempilo yabasebenzi bezokuphepha abasebenza imisebenzi enengcindezi ephakeme, okuzoholela enhlanganweni esesimeni esihle nasebudlelwaneni obuhle nomphakathi. Izinhlangano zezokuphepha nazo zingawusebenzisa lomlinganiso ngesikhathi sokuhlola ukubona abafundi abanezici ezinomthelela omuhle, kumasu abhekana nengcindezi asesimeni esihle, ezizobenza bakhethe abasebenzi abazongena kahle ezindaweni zokuphepha. / Industrial and Organisational Psychology / D. Phil. (Industrial and Organisational Psychology)

The purpose of this study was to explore how state universities in Zimbabwe respond to the implementation of sexual harassment policies. Utilising a social constructivist and interpretive lens, this exploratory qualitative case study aimed at an in-depth study as well as a comparison of how various stakeholders respond to the implementation of sexual harassment policies in two selected state universities. Data collection methods took the form of key participant semi-structured interviews, focus group discussions and document analysis. Two research sites comprised the case study. The sample at each of the sites consisted of a registrar, two deans, two chairpersons, a counsellor, a nurse, a security officer, a warden, two student representative members, and three students. The data analysis consisted of hermeneutic, content and discourse analysis. The content of in-depth interviews, feedback on interpretations, and notes from the sexual harassment policies analysed were considered as data in the analysis. A number of findings emanated from this study. First, sexual harassment is prevalent in the two universities studied and remains a persistent problem. Sexual harassment occurs at three levels: that perpetrated on female students by male lecturers; that perpetrated by female students on male lecturers; and that perpetrated by male students on female students. Second, efforts to mitigate incidences of sexual harassment in the two universities are hampered by underreporting of the phenomenon, absence of very clear sexual harassment guidelines, fear of reprisals in the event of reporting sexual harassment incidences, as well as silence on zero tolerance to sexual harassment in the policies, ordinances and codes of conduct. Third, the presence of a sexual harassment policy on its own is not a guarantee of mitigating prevalence of the phenomenon. Transparent and anonymous reporting procedures, who to report to, what ought to be done to the harasser, the need for counselling the victim, public lectures on sexual harassment awareness and road shows could augment the need to mitigate incidences of sexual harassment in universities. The study revealed that whilst efforts have been made to mitigate sexual harassment incidences in the universities under study through sexual harassment policies, preventing and effectively addressing sexual harassment in the two universities is still a significant challenge, given the shortcomings regarding the responsiveness of stakeholders highlighted in the study. The need for a commitment on the part of all stakeholders in the universities, to take on board measures to prevent and respond to sexual harassment as well as promote a safe, respectful, inclusive and welcoming environment, cannot be overemphasised. The proposition is that orienting students and lecturers, among other stakeholders, to the universities’ cultures, policies as well as procedures for handling sexual harassment, could lead to a climate of zero tolerance towards the phenomenon. In other words, lecturers and students should be made responsible for mitigating as well as preventing sexual harassment. / Lolu cwaningo beluhlose ukuphenya indlela amanyuvesi aseZimbabwe abhekana nayo mayelana nokusetshenziswa kwemigomo yokuhluknyezwa ngokocansi. Ngokusebenzisa umqondo obizwa phecelezi nge- (social constructivist nangeso lokuchaza (interpretive), lolu cwaningo lotho oluphenyayo olugxile phezu kwengxoxo, phecelezi(exploratory qualitative case study) beluqondiswe kucwaningo olujulile kanye nokuqhathanisa indlela abadlalindima abahlukahlukene ababhekana ngayo ekusetshenzisweni kwemigomo yokuhluknyezwa ngokwecansi kumanyuvesi ombuso amabili akhethiwe. Izindlela zokuqokelela idatha ziye zalandela indlela yenhlolovo ehlelwe ngokwesigamu exuba abadlalindima abasemqoka, ziye zalandela izingxoxo ezigxile kumaqembu aqondiwe futhi ziye zagxila ekuhlaziyeni imibhalo. Ucwaningo lotho lwenziwe ezikhungwini ezintathu. Kanti isampuli kwesinye nesinye isikhungo sinombhalisi, odini ababili, osihlalo ababili, umeluleki wezengqondo, umhlengikazi, ugadi, ujele, amalungu amabili abameli babafundi, kanye nabafundi abathathu. Idatha ehlaziyiwe yequkethe, ithiyori nendlela yokuchaza (hermeneutic), okuqukethwe kanye nomsebenzi wocwaningo ohlaziyiwe. Ulwazi oluqukethwe olumayelana nenhlolovo ejulile, umbiko wakamuva omayelana nezincazelo, kanye namanothi avela kwimigomo emayelana nokuhlukunyezwa ngokocansi, konke lokhu kuye kwathathwa njengedatha emsebenzini ohlaziyiwe. Kuye kwatholakala ulwazi oluvela kucwaningo. Okokuqala, ukuhlukunyezwa ngokocansi kuyisichelo njengomchilo wesidwaba kumanyuvesi amabili acwaningiwe kanti lezi zenzo zilokhu ziyinkinga engapheli. Ukuhlukunyezwa ngokocansi kwenzeka ngezigaba ezintathu, okuyizigaba ezibhebhetheka kubafundi besifazane behlukunyezwa ngabafundisi besilisa basemanyuvesi, kanti lezi zigameko zibhebhethekiswa ngabafundi abesifazane kubafundisi besilisa; kanti kuphinde futhi kubhebhethekiswe abafundi abesilisa kubafundi abesifazane. Okwesibili, Imizamo eqonde ukunciphisa izehlakalo zokuhlukunyezwa ngokocansi kumanyuvesi amabili ziphazanyiswa kungabikwa ngokugcwele kwalezi zehlakalo, ukusweleka kwemihlahlandlela ecacile yokuhlukunyezwa ngokocansi, ukwesaba ukubika lezi zehlakalo zokuhlukunyezwa ngokocansi ngenxa yokugxekwa, kanye nemigomo ethulile mayelana nokuhlukunyezwa ngokocansi, imitheshwana emalungana nalokhu yezifundazwe kanye nokusweleka kwemithetho yokuziphatha. Okwesithathu, ukuba khona nje komgomo obhekene nokuhlukunyezwa ngokocansi akusona isiqinisekiso sokunciphisa lezi zenzo zokuhlukumeza. Izingqubo ezikwishashalazi nezinemfihlo, ezimayelana nokuthi ubika kuphi, kanti kufanele ohlukumezayo athathelwe ziphi izinyathelo, isidingo sokuthi isiZulu sokuhlukunyezwa sithole ukwelulekwa ngokwengqondoukufundiswa komphakathi ngokwexwayiswa ngokuhlukunyezwa ngokocansi kanye nemibukiso kungagcwaliselela isidingo sokunciphisa izehlakalo zokuhlukunyezwa ngokocansi emanyuvesi. Ucwaningo luyaveza ukuthi njengoba sekwenziwe imizamo yokunciphisa izehlakalo zokuhlukunyezwa ngokocansi emanyuvesi acwaningwayo ngaphansi kwemigomo yokuhlukunyezwa ngokocansi, ukuvikela kanye nokudingida ngokufanele udaba lokuhlukunyezwa ngokocansi kumanyuvesi amabili kusese yinselelo enkulu, uma kubhekwa izihibhe ezikhona mayelana nokuzibandakanya kwabadlalindima kuvezwe kucwaningo. Isidingo sokuzimisela kwingxenye yabo bonke abadlalindima kumanyuvesi, ukuba balethe ngaphambili imizamo yokuvikela kanye nokubhekana nokuhlukunyezwa ngokocansi kanye nokwenza indawo ephephile, ehloniphekile, nexuba zonke izinhlaka futhi nendawo eyamukelayo, kuyinto ebaluleke kakhulu engeke yagqizwa qakala. Kuphakanyiswa ukuthi kufundiswe abafundi kanye nabafundisi, hlangana nabanye abadlalindima, ngosikompilo lwasenyuvesi, ngemigomo kanye nangezingqubo zokuphatha uhlelo lokuhlukunyezwa ngokocansi, kanti lokhu kungaholela ekwakheni isimo esingeke savumela lolu daba. Ngamanye amagama, abafundisi kanye nabafundi kufanele banikezwe umsebenzi wokunciphisa kanye nokuvikela izehlakalo zokuhlukunyezwa ngokocansi. / Morero wa thutelo ye e be e le go utolla ka moo diyunibesithi tsa Zimbabwe tseo di thuswago ke mmuso di fetolago go phethagatso ya melaotshepetso ya tlaiso go tsa thobalano. Ka go dirisa tebelelo go ya ka go gola ga motho le tsebo yeo a e hwetsago ka tirisano le batho ba bangwe leagong le tlhathollo ya seo se ithutwago, tlhahlobo ye e tseneletsego ya go hlohlomisa tshedimoso ka ga tiragalo ye e ikemiseditse go thutelo ye e tseneletsego gammogo le papetso ya ka moo batho bao ba fapanego bao ba nago le kgahlego ba fetolago go phethagatso ya melaotshepetso ya tlaiso go tsa thobalano ka go diyunibesithi tse pedi tseo di kgethilwego tseo di thuswago ke mmuso. Mekgwatshepediso ya kgoboketso ya datha e tsere popego ya ditherisano le babotsiswa ba bohlokwa tseo di sa latelego dipotsiso tseo di beilwego, ditherisano le dihlopha tseo di nepisitswego le tshekatsheko ya ditokomane. Ditsha tse pedi tsa dinyakisiso di bile motheo wa thutelo ye. Sampolo ka go setsha se sengwe le se sengwe e be e na le moretsistara, dihlogo tse pedi tsa mafapha a thuto, badulasetulo ba babedi, mogakolodi, mooki, mohlankedi wa tshireletso, mohlapetsi, maloko a mabedi a kemedi ya baithuti, le baithuti ba bararo. Tshekatsheko ya datha e bopilwe ke tshekatsheko ya mekgwatshepediso ya ditlhathollo, diteng le ka moo polelo e diriswago gare ga batho. Diteng tsa ditherisano tseo di tseneletsego, dipego ka ga ditlhathollo, le dintlha go tswa go melaotshepediso ya tlaiso go tsa thobalano tseo di sekasekilwego di tserwe bjalo ka datha ye e sekasekwago. Go tsweletse dikhwetso tse mmalwa thutelong ye. Sa mathomo, tlaiso go tsa thobalano e atile diyunibesithing tse pedi tseo go ithutilwego ka tsona gomme e sa le bothata bjo bo tswelago pele. Tliso ya thobalano e direga go ya ka magato a mararo: leo bafahlosi ba dirago tiro ye e sego molaong ya go robala le baithuti ba basadi, leo le dirwago ke ge baithuti ba basadi ba robala le bafahlosi ba banna, le leo le dirwago ke ge baithuti ba banna ba robala le baithuti ba basadi. Sa bobedi, maitekelo a go fokotsa ditiragalo tsa tlaiso go tsa thobalano diyunibesithing tse pedi tse a sitiswa ke go se begwe ga ditiragalo tse ka mo go kgotsofatsago, tlhokego ya ditlhahlo tse di kwagalago gabotse tsa tlaiso go tsa thobalano, poifo ya boipuseletso ge motho a ka bega ditiragalo tsa tlaiso go tsa thobalano gammogo le ge melaotshepetso, melawana le melao ya boitshwaro di sa bolele selo ka magato ao a ka tsewago go ditiragalo tsa tlaiso go tsa thobalano. Sa boraro, go ba gona ga molaotshepetso wa tlaiso go tsa thobalano ka bowona ga se tiiso ya phokotso ya go ba gona ga tiragalo ye. Ditshepediso tseo di sa utego selo gape di sa utollego boitsupo bja motho, gore ke mang, yo dipego di swanetsego go lebiswa go yena, ke seo motlaisi a swanetswego go se dirwa, tlhokego ya gore motlaiswa a hwetse thuso go rarolla mathata a kgobatso maikutlong a gagwe, dithuto go setshaba ka moka ka ga temoso ya tlaiso, le dipontsho mafelong ao a fapanego di ka godisa tlhokego ya go fokotsa ditiragalo tsa tlaiso go tsa thobalano diyunibesithing. Thutelo e utollotse gore le ge go dirilwe maitekelo a go fokotsa ditiragalo tsa tlaiso go tsa thobalano diyunibesithing tseo thutelo e dirilwego go tsona ka mokgwa wa melaotshepetso ya tlaiso go tsa thobalano, go thibela le go rarolla bothata bja tlaiso go tsa thobalano ka bokgoni diyunibesithing tse pedi tse e sa le tlhohlo ye e bonalago, ge go lebeletswe bofokodi malebana le batho bao na nago le kgahlego bao ba supilwego thutelong ye. Tlhokego ya boikgafo lehlakoreng la batho ka moka yunibesithing bao ba nago le kgahlego go se, go hlagisa magato a go thibela le go araba go tlaiso go tsa thobalano gammogo le go hlola tikologo ye e bolokegilego, ye e hlomphago, e akaretsago gape e amogelago bohle ka matsogo a borutho, go bohlokwa go fetisa ka mo go hlalositswego. Tshisinyo ke go re go tsebisa baithuti le bafahlosi, gare ga batho ka moka bao ba nago le kgahlego, go ditlwaelo, melaotshepetso gammogo le ditshepediso tsa go rarolla tlaiso go tsa thobalano, go ka hlola tikologo yeo e sa kgotlelelego tiragalo yeo le gatee. Ka mantsu a mangwe, bafahlosi le baithuti ba swanetse go rweswa boikarabelo bja go fokotsa gammogo le go thibela tlaiso go tsa thobalano. / Educational Studies / Ph. D. (Comparative Education)