The purpose of this study was to determine whether it has an effect on teachers’ resilience when they live according to their innate talents and strengths. The result of the Clifton StrengthsFinder® (CSF) assessment was used as the basis for this study. I linked Bandura’s social cognitive theory with the CSF and used it as a conceptual framework for the study. Bandura identified four core features of human agency, namely intentionality, forethought, self-reaction and self-reflection. The 34 talent themes identified by the CSF are divided into four domains, namely executional, thinking, influencing and relational. These four domains of talent themes can be partially linked with Bandura’s four core features of human agency. The domains of talent themes cannot be individually and rigidly linked with each of the features identified by Bandura, but there are clearly discernible points of contact between the talent themes and the core features of human agency. In this qualitative study I conducted conversational interviews with eight participants from a phenomenological perspective. Seven participants were female and one male. Five of the participants are educators at private schools; generally not well-resourced, but with small class groups. The other three participants are employed at former Model C schools with significantly more resources, but also much larger class groups. All the educators who participated in this study indicated that the outcome of the CSF assessment described them accurately. Most of the participants live and work according to their strengths and experience that it plays a significant role in their resilience at work. Participants who indicated that they do not live according to their strengths, or use it to a lesser extent, experience limited or no resilience professionally and personally. / Dissertation (Med)--University of Pretoria, 2017. / Humanities Education / MEd / Unrestricted

Highly skilled nurses amongst the OR team, are needed in the operating room (OR) to ensure optimal patient safety. Shortages in experienced OR nurses and a stressful working environment prove to have a negative influence on effective safe patient care as well as a negative effect on nurses’ own well-being. The research focused on the effectiveness of sensory stimulation therapy (SST) to strengthen the well-being of nurses in the OR of a private hospital in the North-West Province. SST, better known as Snoezelen™, is a blend of sight, sounds, textures, aromas and motion providing stimulation to the primary senses (Collier, McPherson, et al., 2010:698). The five primary senses are gently stimulated without any intellectual activity needed. A particular aim with SST is to improve the well-being of individuals by setting them at ease. The well-being of OR nurses was studied from a resilience viewpoint assuming that, if exposure to stressors was limited and the individual did have an opportunity to recover, stressors may have a positive, toughening effect. Well-being and resilience was used interchangeably in the study. The objectives of the study were to explore and describe OR nurses‟ needs for SST, to explore and describe OR nurses’ suggestions with regard to the implementation of SST in an OR and to explore and describe the effectiveness of a SST intervention to strengthen the well- being of OR nurses in a private hospital in the North-West Province. An explorative, descriptive quasi-experimental design within a quantitative approach was used. Seventy two participants from two private hospitals in the North-West Province voluntarily participated in the research. A pre-/post-test design was used. One pilot group, one intervention group and one comparison group were identified. Participants from all three the participating groups completed a self administered resilience scale questionnaire before and after the implementation of a SST intervention. Before the intervention 100% participants from the pilot group, 100% participants from the intervention group and 96% participants from the comparison group completed the self administered resilience scale questionnaire. Participants of the intervention group also completed a self report questionnaire from which their needs could be determined and suggestions were made on the implementation of a SST intervention. A 98% response rate was obtained for these self report questionnaires. After the intervention the intervention group’s participants were invited to write narratives regarding their experiences after visiting the SST room. The intervention was implemented for a period of two consecutive months in the OR of one of the private hospitals. After the intervention an 88% response rate from the pilot group, 100% response rate from the intervention group and a 63% response rate from the comparison group, completing self administered resilience scale questionnaires, were obtained. Data was analysed with the assistance of a statistical consultant at the North-West University in Potchefstroom by using STATISTICA (version 10) and SPSS (version 20, release 20.0.0) (StatSoft Inc., 2011, SPSS Inc., 211). Results indicated that there was no statistical difference between the three participating groups regarding their resilience before the intervention. However, after the intervention, the intervention group demonstrated a statistical increase in their resilience levels. Based on these results, as well as on conclusions of relevant literature and the feedback from participants in their written narratives, recommendations were formulated with regard to nursing education, nursing practice and further research. Briefly it means that there should be more consideration for OR nurses’ well-being by means of a SST program providing for their needs. Recommendations included the benefits of a SST room in a hospital environment as well as complete instructions on how to create and to furnish such a room. Attributes of resilience, factors influencing resilience levels and methods to increase resilience levels in the workplace should be included in a regular in-service training program. For future research the researcher recommended further studies in order to determine the resilience levels in various departments of private hospitals. This could mean the successful implementation of a SST room in other departments as well which will eventually lead to the improved well-being of all nursing staff. The researcher is willing to act as a consultant if the need arises for the comparison groups to implement a SST intervention in their different departments. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013.

Highly skilled nurses amongst the OR team, are needed in the operating room (OR) to ensure optimal patient safety. Shortages in experienced OR nurses and a stressful working environment prove to have a negative influence on effective safe patient care as well as a negative effect on nurses’ own well-being. The research focused on the effectiveness of sensory stimulation therapy (SST) to strengthen the well-being of nurses in the OR of a private hospital in the North-West Province. SST, better known as Snoezelen™, is a blend of sight, sounds, textures, aromas and motion providing stimulation to the primary senses (Collier, McPherson, et al., 2010:698). The five primary senses are gently stimulated without any intellectual activity needed. A particular aim with SST is to improve the well-being of individuals by setting them at ease. The well-being of OR nurses was studied from a resilience viewpoint assuming that, if exposure to stressors was limited and the individual did have an opportunity to recover, stressors may have a positive, toughening effect. Well-being and resilience was used interchangeably in the study. The objectives of the study were to explore and describe OR nurses‟ needs for SST, to explore and describe OR nurses’ suggestions with regard to the implementation of SST in an OR and to explore and describe the effectiveness of a SST intervention to strengthen the well- being of OR nurses in a private hospital in the North-West Province. An explorative, descriptive quasi-experimental design within a quantitative approach was used. Seventy two participants from two private hospitals in the North-West Province voluntarily participated in the research. A pre-/post-test design was used. One pilot group, one intervention group and one comparison group were identified. Participants from all three the participating groups completed a self administered resilience scale questionnaire before and after the implementation of a SST intervention. Before the intervention 100% participants from the pilot group, 100% participants from the intervention group and 96% participants from the comparison group completed the self administered resilience scale questionnaire. Participants of the intervention group also completed a self report questionnaire from which their needs could be determined and suggestions were made on the implementation of a SST intervention. A 98% response rate was obtained for these self report questionnaires. After the intervention the intervention group’s participants were invited to write narratives regarding their experiences after visiting the SST room. The intervention was implemented for a period of two consecutive months in the OR of one of the private hospitals. After the intervention an 88% response rate from the pilot group, 100% response rate from the intervention group and a 63% response rate from the comparison group, completing self administered resilience scale questionnaires, were obtained. Data was analysed with the assistance of a statistical consultant at the North-West University in Potchefstroom by using STATISTICA (version 10) and SPSS (version 20, release 20.0.0) (StatSoft Inc., 2011, SPSS Inc., 211). Results indicated that there was no statistical difference between the three participating groups regarding their resilience before the intervention. However, after the intervention, the intervention group demonstrated a statistical increase in their resilience levels. Based on these results, as well as on conclusions of relevant literature and the feedback from participants in their written narratives, recommendations were formulated with regard to nursing education, nursing practice and further research. Briefly it means that there should be more consideration for OR nurses’ well-being by means of a SST program providing for their needs. Recommendations included the benefits of a SST room in a hospital environment as well as complete instructions on how to create and to furnish such a room. Attributes of resilience, factors influencing resilience levels and methods to increase resilience levels in the workplace should be included in a regular in-service training program. For future research the researcher recommended further studies in order to determine the resilience levels in various departments of private hospitals. This could mean the successful implementation of a SST room in other departments as well which will eventually lead to the improved well-being of all nursing staff. The researcher is willing to act as a consultant if the need arises for the comparison groups to implement a SST intervention in their different departments. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013.

The purpose of this study was to develop a way of identifying resilient and non-resilient middle-adolescent learners, by means of an instrument or otherwise, in a former Model C-school. The research paradigm is pragmatism and a methodology of mixed methods was used. A questionnaire was developed and qualitative interviews were conducted to verify the results of the questionnaire. The theoretical framework of resilience as well as the developmental phase of middle-adolescence were studied. After conducting a pilot study, the necessary changes were made and an experimental version of the questionnaire was compiled on the basis of Kumpfer’s Transactional Model. This framework includes both processes and outcomes and six main constructs were specified, viz. stressors or challenges, the environmental context, person-environment-transactional process, internal resilience factors, resilience processes and outcomes or means of reintegration. Focus was placed on internal resilience factors. The “Veerkragtigheidsvraelys vir Middel-adolessente (toets)” (VVM-A(t)) (Resilience Questionnaire for Middleadolescents (test)), was compiled consisting of forty two self-evaluation questions using a continuum scale. This self-evaluation scale gives the respondent the opportunity to respond on a continuum line between not like me at all and exactly like me. The place of research, a secondary school in an area reflecting the diversity of the South-African population, was selected by means of convenience sampling and all the grade 8 and 9 learners (294 participants) completed the VVM-A(t). Two factors were identified by means of factor analysis viz. internal locus of control and external locus of control. The VVM-A, consisting of 22 items, was finalised from these results and the participants’ scores were recalculated for the selected items. Interviews for the purpose of verification or rejection of the VVM-A were conducted with twelve participants, four from the group with high scores, four from the group with low scores and four learners that grouped near the median. The in-depth interviews confirmed the results on the VVM-A. This instrument can therefore be regarded as valid and reliable to identify the resilient and non-resilient middle-adolescent learner. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

Providing mental health care to involuntary mental health care users (MHCUs) is challenging and an ethical adversity nurses often have to deal with. The literature, in general, indicates that nurses might possess coping and resiliency in the work environment where they are often faced with adversities. However there is a paucity of information regarding the resilience of nurses providing mental health care (MHC) to involuntary MHCUs. Therefore the research objectives explored the resilience of nurses using the Connor-Davidson scale (CD-RISC), to explore and describe how nurses cope and strengthen their resilience in providing MHC to involuntary MHCUs and to formulate guidelines to strengthen the resilience of these nurses to provide quality nursing care in the work environment where MHCUs are often involuntarily admitted. To achieve these objectives, the research followed both a qualitative and quantitative approach and an exploratory and descriptive design which was contextual in nature. A convenience sampling method was used to achieve a sample size of 28 participants, who were handed questionnaires to complete, containing demographical information, the CD-RISC and a narrative. A response rate of 85.7% was reached. Quantitative data was analysed by using the SPSS programme while data from narratives, for the qualitative data, were grouped and themed. The results in the first phase indicated that resiliency was high amongst participants, as the mean score of the CD-RISC was 79.9 out of a total score of 100; whilst only one participant scored below 50. The mean for the highest scores was on item 25 (pride in your achievements) (3.8) and item 10 (best effort no matter what) (3.6) and two critical aspects which scored low were item 18 (make unpopular or difficult decisions) and item 19 (can handle unpopular feelings) (2.3) amongst participants. Interestingly, the majority of participants (66.7%) do not have training in psychiatric nursing. In the second phase, two themes were identified from the questions. The first theme “Coping mechanisms” identified four methods to cope with involuntary MHCUs. These subthemes are “support system”, “knowledge, skills and experience”, “nurse-patient relationship” and “spirituality and selfcare”. The second theme “Resilience strategies” brought forth five subthemes as follows: “support”, “trained staff”, “security measures and safety”, “teamwork” and “in-service training and education”. Conclusions suggest that nurses are resilient to provide MHC for involuntary MHCUs. Furthermore, they take pride in their achievements and have passion for their work. On the contrary, they find it difficult to make unpopular decisions which affect others and to handle unpleasant feelings. This is indicative of internal conflict and difficulty in being assertive. Nurses take pride in their achievements and want to give nursing care that’s in the best interest of the MHCUs whilst they feel that they might not always be able to do so due to the involuntary nature of the MHCUs admission and treatment. Recommendations for nursing practice, namely guidelines to strengthen the resilience of nurses providing mental health care to involuntary MHCUs could be developed from the research findings. Facilitating assertiveness and a supportive environment might strengthen resilience and should be addressed by management and supervisors. Recommendations for nursing education and further research were also formulated. / MCur, North-West University, Potchefstroom Campus, 2015

Providing mental health care to involuntary mental health care users (MHCUs) is challenging and an ethical adversity nurses often have to deal with. The literature, in general, indicates that nurses might possess coping and resiliency in the work environment where they are often faced with adversities. However there is a paucity of information regarding the resilience of nurses providing mental health care (MHC) to involuntary MHCUs. Therefore the research objectives explored the resilience of nurses using the Connor-Davidson scale (CD-RISC), to explore and describe how nurses cope and strengthen their resilience in providing MHC to involuntary MHCUs and to formulate guidelines to strengthen the resilience of these nurses to provide quality nursing care in the work environment where MHCUs are often involuntarily admitted. To achieve these objectives, the research followed both a qualitative and quantitative approach and an exploratory and descriptive design which was contextual in nature. A convenience sampling method was used to achieve a sample size of 28 participants, who were handed questionnaires to complete, containing demographical information, the CD-RISC and a narrative. A response rate of 85.7% was reached. Quantitative data was analysed by using the SPSS programme while data from narratives, for the qualitative data, were grouped and themed. The results in the first phase indicated that resiliency was high amongst participants, as the mean score of the CD-RISC was 79.9 out of a total score of 100; whilst only one participant scored below 50. The mean for the highest scores was on item 25 (pride in your achievements) (3.8) and item 10 (best effort no matter what) (3.6) and two critical aspects which scored low were item 18 (make unpopular or difficult decisions) and item 19 (can handle unpopular feelings) (2.3) amongst participants. Interestingly, the majority of participants (66.7%) do not have training in psychiatric nursing. In the second phase, two themes were identified from the questions. The first theme “Coping mechanisms” identified four methods to cope with involuntary MHCUs. These subthemes are “support system”, “knowledge, skills and experience”, “nurse-patient relationship” and “spirituality and selfcare”. The second theme “Resilience strategies” brought forth five subthemes as follows: “support”, “trained staff”, “security measures and safety”, “teamwork” and “in-service training and education”. Conclusions suggest that nurses are resilient to provide MHC for involuntary MHCUs. Furthermore, they take pride in their achievements and have passion for their work. On the contrary, they find it difficult to make unpopular decisions which affect others and to handle unpleasant feelings. This is indicative of internal conflict and difficulty in being assertive. Nurses take pride in their achievements and want to give nursing care that’s in the best interest of the MHCUs whilst they feel that they might not always be able to do so due to the involuntary nature of the MHCUs admission and treatment. Recommendations for nursing practice, namely guidelines to strengthen the resilience of nurses providing mental health care to involuntary MHCUs could be developed from the research findings. Facilitating assertiveness and a supportive environment might strengthen resilience and should be addressed by management and supervisors. Recommendations for nursing education and further research were also formulated. / MCur, North-West University, Potchefstroom Campus, 2015

An effective educator-student relationship is a key factor to ensure a positive learning climate where learning can take place. Educators must work together to build caring relationships with students, provide support to eliminate barriers and create a positive learning climate. This will establish an atmosphere characterised by mutual support, caring and understanding, all of which are fundamental to a sound educator-student relationship. Resilience research consistently points to the importance of positive and supportive relationships between the educator and student as a key protective factor in students’ progress. Strengthening students’ resilience from the beginning of their nursing career through a positive and supportive educator-student relationship can improve their well-being, as well as improve the quality of education and eventually the patient care delivered. The overall aim of this study was to explore and describe the basic elements required for an effective educator-student relationship in a private nursing education institution in the North-West Province. The study enabled the researcher to recommend guidelines to strengthen the resilience of nursing students within the educator-student relationship. An explorative, descriptive and contextual qualitative design was followed. This study made use of a non-probability sample and specifically a purposive sampling method. The sample consisted of forty enrolled nursing auxiliary students. The “World Café” method was used to collect data. Data were analysed by using Creswell’s steps in data analysis. Five main categories were identified: (1) teaching/learning environment, (2) educator-student interaction, (3) educator qualities, (4) staying resilient and (5) strategies to strengthen resilience. Conclusions were drawn by looking at the interrelation between the literature review, the theoretical framework chosen for this study, namely Kumpfers’ resilience framework, and the findings of the research. It is eminent that students need a caring and supportive learning environment including enough space, lighting and ventilation. Students reported that they need interaction that is constructive, interaction that acknowledges human rights and interaction that makes use of appropriate non-verbal communication. The educator must display qualities of love and care, respect, responsibility, morality, patience, openness to new ideas, motivation, willingness to “go the extra mile” and punctuality. Students reported various ways through which they manage to stay resilient namely: being positive, having a support system, improving study methods, self-motivation, setting personal goals, taking pride, perseverance and determination. Recommendations were formulated for nursing education, nursing practice and further research. / MCur, North-West University, Potchefstroom Campus, 2014

Coping and resilience occurs on a regular basis within the lives of children residing in at-risk communities. Coping refers to an action or behaviour on behalf of the child with the aim of diminishing the burden of psychological and emotional stressors. Coping can be achieved by means of internal factors, such as avoidance, positive cognitive restructuring, and wishful thinking, as well as by means of external factors such as social support. Resilience was operationalized as the ability of the child to bounce back from adversity or stress in order to achieve positive developmental outcomes. This ability to overcome adverse events can be achieved by means of external as well as internal factors, and thus resilience is understood as a socio-ecological construct (Ungar, 2008). Hence a theoretical link between the two constructs has been identified in relevant literature, since both coping and resilience refer to children‟s ability to deal with stress and adversity they encounter. A quantitative method of research was chosen for this study in order to investigate the relationship between coping behaviour and resilience processes. The sample consisted of 262 primary school pupils aged 10 to 14, residing in a severely socio-economically deprived community in Vereeniging, Gauteng. An equal distribution of gender was achieved in the sample. Two questionnaires were administered to determine the coping behaviour and resilience processes of participants, namely The Children‟s Coping Strategy Checklist (CCSC) compiled by Ayers and Sandler (1999), and the Resilience and Youth Developmental Model (RYDM) by West.Ed (1999; 2002). Both measures were administered in Afrikaans, which was the medium of teaching in the school. All ethical requirements for a study of this nature were met with precision. Descriptive statistics regarding the sample revealed that the majority of the participants were aged 12 years, in Grade 6 and Afrikaans speaking. Furthermore the measuring instruments yielded acceptable reliability coefficients, with the CCSC as well as the RYDM obtaining a value of ρ = 0,98. Measurement model 1, consisting of an eleven-factor structure (coping consisting of six factors and resilience of five factors) indicated the best fit, with a Chi-square (χ²) value of 4667,30; CFI of 0,95, and a TLI value of 0,95. Furthermore, significant but tenuous statistically correlational relationship was observed between coping and resilience. A coping measurement model could be conceptualized from the results of this study. Possible limitations of the study were that: The data was collected in 2010, with secondary analysis being the focus of this study; the CCSC as well as the RYDM are relatively new measures within a South African context, and although both were translated for use in this project, cultural equivalence was not ensured. Possible recommendations for further studies may include the development of standardised South African measures, as well as qualitative studies to explore and provide an in-depth understanding of coping behaviour and resilience processes in children. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

An effective educator-student relationship is a key factor to ensure a positive learning climate where learning can take place. Educators must work together to build caring relationships with students, provide support to eliminate barriers and create a positive learning climate. This will establish an atmosphere characterised by mutual support, caring and understanding, all of which are fundamental to a sound educator-student relationship. Resilience research consistently points to the importance of positive and supportive relationships between the educator and student as a key protective factor in students’ progress. Strengthening students’ resilience from the beginning of their nursing career through a positive and supportive educator-student relationship can improve their well-being, as well as improve the quality of education and eventually the patient care delivered. The overall aim of this study was to explore and describe the basic elements required for an effective educator-student relationship in a private nursing education institution in the North-West Province. The study enabled the researcher to recommend guidelines to strengthen the resilience of nursing students within the educator-student relationship. An explorative, descriptive and contextual qualitative design was followed. This study made use of a non-probability sample and specifically a purposive sampling method. The sample consisted of forty enrolled nursing auxiliary students. The “World Café” method was used to collect data. Data were analysed by using Creswell’s steps in data analysis. Five main categories were identified: (1) teaching/learning environment, (2) educator-student interaction, (3) educator qualities, (4) staying resilient and (5) strategies to strengthen resilience. Conclusions were drawn by looking at the interrelation between the literature review, the theoretical framework chosen for this study, namely Kumpfers’ resilience framework, and the findings of the research. It is eminent that students need a caring and supportive learning environment including enough space, lighting and ventilation. Students reported that they need interaction that is constructive, interaction that acknowledges human rights and interaction that makes use of appropriate non-verbal communication. The educator must display qualities of love and care, respect, responsibility, morality, patience, openness to new ideas, motivation, willingness to “go the extra mile” and punctuality. Students reported various ways through which they manage to stay resilient namely: being positive, having a support system, improving study methods, self-motivation, setting personal goals, taking pride, perseverance and determination. Recommendations were formulated for nursing education, nursing practice and further research. / MCur, North-West University, Potchefstroom Campus, 2014

Coping and resilience occurs on a regular basis within the lives of children residing in at-risk communities. Coping refers to an action or behaviour on behalf of the child with the aim of diminishing the burden of psychological and emotional stressors. Coping can be achieved by means of internal factors, such as avoidance, positive cognitive restructuring, and wishful thinking, as well as by means of external factors such as social support. Resilience was operationalized as the ability of the child to bounce back from adversity or stress in order to achieve positive developmental outcomes. This ability to overcome adverse events can be achieved by means of external as well as internal factors, and thus resilience is understood as a socio-ecological construct (Ungar, 2008). Hence a theoretical link between the two constructs has been identified in relevant literature, since both coping and resilience refer to children‟s ability to deal with stress and adversity they encounter. A quantitative method of research was chosen for this study in order to investigate the relationship between coping behaviour and resilience processes. The sample consisted of 262 primary school pupils aged 10 to 14, residing in a severely socio-economically deprived community in Vereeniging, Gauteng. An equal distribution of gender was achieved in the sample. Two questionnaires were administered to determine the coping behaviour and resilience processes of participants, namely The Children‟s Coping Strategy Checklist (CCSC) compiled by Ayers and Sandler (1999), and the Resilience and Youth Developmental Model (RYDM) by West.Ed (1999; 2002). Both measures were administered in Afrikaans, which was the medium of teaching in the school. All ethical requirements for a study of this nature were met with precision. Descriptive statistics regarding the sample revealed that the majority of the participants were aged 12 years, in Grade 6 and Afrikaans speaking. Furthermore the measuring instruments yielded acceptable reliability coefficients, with the CCSC as well as the RYDM obtaining a value of ρ = 0,98. Measurement model 1, consisting of an eleven-factor structure (coping consisting of six factors and resilience of five factors) indicated the best fit, with a Chi-square (χ²) value of 4667,30; CFI of 0,95, and a TLI value of 0,95. Furthermore, significant but tenuous statistically correlational relationship was observed between coping and resilience. A coping measurement model could be conceptualized from the results of this study. Possible limitations of the study were that: The data was collected in 2010, with secondary analysis being the focus of this study; the CCSC as well as the RYDM are relatively new measures within a South African context, and although both were translated for use in this project, cultural equivalence was not ensured. Possible recommendations for further studies may include the development of standardised South African measures, as well as qualitative studies to explore and provide an in-depth understanding of coping behaviour and resilience processes in children. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014