Die fokus van hierdie studie is die verkenning van grondslagfase opvoeders se belewings van die opvoeder-leerder verhouding. Positiewe sielkunde is gebruik as die teoretiese raamwerk vir hierdie navorsing, en ‘n fenomenologiese benadering is gebruik as die metodologiese struktuur van die kwalitatiewe studie. Hierdie studie van opvoeder-leerder verhoudings in die grondslagfase is gerig op die bydrae wat dit kan lewer tot leerders se goeie prestasies, hulle positiewe ontwikkeling, sowel as die opvoeder se eie werksbevrediging. Dit dra ook by tot die welstand van opvoeders, leerders en die skoolgemeenskap. Alhoewel gesonde verhoudings in die skoolgemeenskap van die allergrootste belang is, blyk dit dat die doelbewuste uitbouing van die skoolgemeenskap se verhoudingswelstand as belangrike sosiale hulpbron verwaarloos of afgewater word. Die volgende navorsingsvraag het na vore gekom: Wat is grondslagfase opvoeders se belewings van die opvoeder-leerder verhouding? Die perspektief van die positiewe benadering van sielkunde is gebruik om die meganismes van gesonde verhoudings binne die skoolgemeenskap bloot te lê. Daar is gebruik gemaak van ‘n kwalitatiewe navorsingsmetode om die fenomeen te verken. Inligting is verkry deur middel van individuele onderhoude en ʼn fokusgroepbespreking as navorsingstegnieke. Doelgerigte steekproefneming is gebruik en nege grondslagfase opvoeders verbonde aan ‘n privaatskool in die Gauteng-provinsie van Suid-Afrika was deelnemers aan die navorsing. Die doel van die studie was om grondslagfase opvoeders se belewing van die opvoeder-leerder verhouding te verstaan. Tydens die proses van data-insameling is daar visuele en tekstuele data verkry. Deelnemers het collages gemaak ter beskrywing van hul belewing van die opvoeder-leerder verhouding; daarna is individuele onderhoude en die fokusgroepbespreking gevoer. Klankopnames van die versamelde data is getranskribeer, en ‘n narratiewe analise is gedoen. Bevindinge van hierdie studie is vervat in vier hooftemas: Die rol van emosies en verhoudingswelstand, opvoeders se verhoudingsvaardighede, werksbevrediging, uitdagings en verhoudingswelstand. Hierdie bevindings omvat die gesonde hantering van emosies, doelgerigte bevordering van verhoudingsvaardighede, die belewing van werksbevrediging, en die ervaring van uitdagings wat oorwegend gekoppel is aan welvarende leerders se huiskonteks. Die bevindings is verder verfyn in die subtemas wat die grondslagfase opvoeder se alledaagse belewing van die Opvoeder-leerder verhouding opvoeder-leerder verhouding in diepte beskryf. Die bevindings toon dat die opvoeders se positiewe ervaring van die opvoeder-leerder verhouding gesien kan word as ‘n belegging in die welstand en positiewe funksionering van beide die opvoeder en die leerder. Aanbevelings word gemaak sodat opvoeders verbeterde opvoeder-leerder verhoudings kan beskerm en bevorder deur doelgerig die ondersteuning van multidissiplinêre spanne te ontgin. Opvoeders moet begelei word om die dinamiese krag van interpersoonlike verhoudings op ‘n kreatiewe manier te gebruik ten einde die volhoubare welstand van skoolgemeenskappe as gesonde en bemagtigende ruimtes te verseker. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

Die fokus van hierdie studie is die verkenning van grondslagfase opvoeders se belewings van die opvoeder-leerder verhouding. Positiewe sielkunde is gebruik as die teoretiese raamwerk vir hierdie navorsing, en ‘n fenomenologiese benadering is gebruik as die metodologiese struktuur van die kwalitatiewe studie. Hierdie studie van opvoeder-leerder verhoudings in die grondslagfase is gerig op die bydrae wat dit kan lewer tot leerders se goeie prestasies, hulle positiewe ontwikkeling, sowel as die opvoeder se eie werksbevrediging. Dit dra ook by tot die welstand van opvoeders, leerders en die skoolgemeenskap. Alhoewel gesonde verhoudings in die skoolgemeenskap van die allergrootste belang is, blyk dit dat die doelbewuste uitbouing van die skoolgemeenskap se verhoudingswelstand as belangrike sosiale hulpbron verwaarloos of afgewater word. Die volgende navorsingsvraag het na vore gekom: Wat is grondslagfase opvoeders se belewings van die opvoeder-leerder verhouding? Die perspektief van die positiewe benadering van sielkunde is gebruik om die meganismes van gesonde verhoudings binne die skoolgemeenskap bloot te lê. Daar is gebruik gemaak van ‘n kwalitatiewe navorsingsmetode om die fenomeen te verken. Inligting is verkry deur middel van individuele onderhoude en ʼn fokusgroepbespreking as navorsingstegnieke. Doelgerigte steekproefneming is gebruik en nege grondslagfase opvoeders verbonde aan ‘n privaatskool in die Gauteng-provinsie van Suid-Afrika was deelnemers aan die navorsing. Die doel van die studie was om grondslagfase opvoeders se belewing van die opvoeder-leerder verhouding te verstaan. Tydens die proses van data-insameling is daar visuele en tekstuele data verkry. Deelnemers het collages gemaak ter beskrywing van hul belewing van die opvoeder-leerder verhouding; daarna is individuele onderhoude en die fokusgroepbespreking gevoer. Klankopnames van die versamelde data is getranskribeer, en ‘n narratiewe analise is gedoen. Bevindinge van hierdie studie is vervat in vier hooftemas: Die rol van emosies en verhoudingswelstand, opvoeders se verhoudingsvaardighede, werksbevrediging, uitdagings en verhoudingswelstand. Hierdie bevindings omvat die gesonde hantering van emosies, doelgerigte bevordering van verhoudingsvaardighede, die belewing van werksbevrediging, en die ervaring van uitdagings wat oorwegend gekoppel is aan welvarende leerders se huiskonteks. Die bevindings is verder verfyn in die subtemas wat die grondslagfase opvoeder se alledaagse belewing van die Opvoeder-leerder verhouding opvoeder-leerder verhouding in diepte beskryf. Die bevindings toon dat die opvoeders se positiewe ervaring van die opvoeder-leerder verhouding gesien kan word as ‘n belegging in die welstand en positiewe funksionering van beide die opvoeder en die leerder. Aanbevelings word gemaak sodat opvoeders verbeterde opvoeder-leerder verhoudings kan beskerm en bevorder deur doelgerig die ondersteuning van multidissiplinêre spanne te ontgin. Opvoeders moet begelei word om die dinamiese krag van interpersoonlike verhoudings op ‘n kreatiewe manier te gebruik ten einde die volhoubare welstand van skoolgemeenskappe as gesonde en bemagtigende ruimtes te verseker. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

Participation in leisure-time physical activity (LTPA) is vital to ensure adequate physical work capacity for the demands of daily living and job performance. Due to work demand, most top and middle (executive) managerial employees become physically inactive and experience psychological and other health problems which may lead to hypokinetic diseases and even premature death. The purpose of this study was twofold: to determine leisure-time physical activity and psychological well-being status of executive employees; and to determine the relationship between leisure-time physical activity and psychological well-being status of executive employees in selected African countries. A cross-sectional study design was carried out on a group of 156 (mean age 41.22±10.17) available executive employees from selected African countries. Participants were grouped according to age (≤35 years; 36–46 years and ≥ 46 years). Standardised questionnaires were used to collect the data. Subsequently, total scores were calculated for all variables. Out of 156 participants in the study, 42.9% occupied top level management and 57.1% middle level management positions. When data was analysed according to age groups, 31.4% and 68.6% in the less than 35 years age group were in the top and the middle level management positions respectively. In the age group 36 to 46 years, 47.2% occupied the top level management position and 52.8% occupied the middle level management position. With regard to LTPA, top level managers (71.6%) scored low LTPA compared to the middle level managers (62.9%). In addition, both the top and middle level managers reported bad emotional index (49.3%; 56.2%) and happiness index (41.8%; 37.1%) respectively. Though not significant, LTPA was positively associated with psychological well-being parameters amongst top level managers. The study concluded that both top and middle level managers exhibited low LTPA, and with no participation in high physical activity among top level managers. In addition, more middle level managers reported bad emotional stage than the top level managers, while the top level managers were less happy than the middle level managers. The study therefore recommends urgent strategic intervention programmes for leisure-time physical activity and psychological well-being. / MSc (Biokinetics), North-West University, Potchefstroom Campus, 2014

Participation in leisure-time physical activity (LTPA) is vital to ensure adequate physical work capacity for the demands of daily living and job performance. Due to work demand, most top and middle (executive) managerial employees become physically inactive and experience psychological and other health problems which may lead to hypokinetic diseases and even premature death. The purpose of this study was twofold: to determine leisure-time physical activity and psychological well-being status of executive employees; and to determine the relationship between leisure-time physical activity and psychological well-being status of executive employees in selected African countries. A cross-sectional study design was carried out on a group of 156 (mean age 41.22±10.17) available executive employees from selected African countries. Participants were grouped according to age (≤35 years; 36–46 years and ≥ 46 years). Standardised questionnaires were used to collect the data. Subsequently, total scores were calculated for all variables. Out of 156 participants in the study, 42.9% occupied top level management and 57.1% middle level management positions. When data was analysed according to age groups, 31.4% and 68.6% in the less than 35 years age group were in the top and the middle level management positions respectively. In the age group 36 to 46 years, 47.2% occupied the top level management position and 52.8% occupied the middle level management position. With regard to LTPA, top level managers (71.6%) scored low LTPA compared to the middle level managers (62.9%). In addition, both the top and middle level managers reported bad emotional index (49.3%; 56.2%) and happiness index (41.8%; 37.1%) respectively. Though not significant, LTPA was positively associated with psychological well-being parameters amongst top level managers. The study concluded that both top and middle level managers exhibited low LTPA, and with no participation in high physical activity among top level managers. In addition, more middle level managers reported bad emotional stage than the top level managers, while the top level managers were less happy than the middle level managers. The study therefore recommends urgent strategic intervention programmes for leisure-time physical activity and psychological well-being. / MSc (Biokinetics), North-West University, Potchefstroom Campus, 2014

Pregnancy can be a very difficult time of transition for some women as they have to adapt, change and prepare for the role and responsibility that awaits them after their baby is born. This is especially challenging for first-time mothers as they experience higher levels of anxiety and uncertainty than more experienced mothers. From a fortogenic perspective, pregnancy can be viewed as a developmental opportunity for maturation and growth. With high levels of psychological well-being the new mother will be able achieve optimal functioning by being a sensitive and responsive and confident in her abilities to care for her new-born baby. There is substantial evidence to show that spirituality is strongly associated with psychological well-being, but the lived experiences of first-time mothers have not yet been explored. Therefore this study aims to explore a group of first-time mothers‟ experiences of meaningfulness during their third trimester of pregnancy by focusing on their spirituality. Qualitative research and a phenomenological design were used to gain in-depth understanding of the experiences of first-time mothers. The Mmogo-Method® and reflective journals were used as data-gathering techniques and visual and textual data were captured. The data were analysed by using thematic analysis (textual) and comparing the symbolic values (visual) with the research question. This group of first-time mothers expressed a very personal and intimate relationship with a Divine reality that they rely on and from it they derive a sense of meaningfulness. This sense of meaning stems from their belief that the Divine reality is the giver of life; they were given a responsibility to carry new life. Unconditional trust in the Divine reality makes them willing to surrender control of their lives and accept the responsibility they were given. They find meaning, which potentially has implications for higher levels of psychological well-being. The findings of this research provide the basis for developing interventions for mothers-to-be to make sense of their pregnancy by relying on their pre-existing spiritual frameworks. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

Pregnancy can be a very difficult time of transition for some women as they have to adapt, change and prepare for the role and responsibility that awaits them after their baby is born. This is especially challenging for first-time mothers as they experience higher levels of anxiety and uncertainty than more experienced mothers. From a fortogenic perspective, pregnancy can be viewed as a developmental opportunity for maturation and growth. With high levels of psychological well-being the new mother will be able achieve optimal functioning by being a sensitive and responsive and confident in her abilities to care for her new-born baby. There is substantial evidence to show that spirituality is strongly associated with psychological well-being, but the lived experiences of first-time mothers have not yet been explored. Therefore this study aims to explore a group of first-time mothers‟ experiences of meaningfulness during their third trimester of pregnancy by focusing on their spirituality. Qualitative research and a phenomenological design were used to gain in-depth understanding of the experiences of first-time mothers. The Mmogo-Method® and reflective journals were used as data-gathering techniques and visual and textual data were captured. The data were analysed by using thematic analysis (textual) and comparing the symbolic values (visual) with the research question. This group of first-time mothers expressed a very personal and intimate relationship with a Divine reality that they rely on and from it they derive a sense of meaningfulness. This sense of meaning stems from their belief that the Divine reality is the giver of life; they were given a responsibility to carry new life. Unconditional trust in the Divine reality makes them willing to surrender control of their lives and accept the responsibility they were given. They find meaning, which potentially has implications for higher levels of psychological well-being. The findings of this research provide the basis for developing interventions for mothers-to-be to make sense of their pregnancy by relying on their pre-existing spiritual frameworks. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2014

Teaching is a stressful occupation. Teacher stress can be described as the experiences by teachers of psychological distress such as anxiety, depression and nervousness and languishing, resulting from aspects of their workload and school setting. Stress manifests itself in various ways including psychological, emotional, and social changes. Teachers demonstrate individual discrepancies in their responses to stressors. South Africa is as a multicultural environment with previously segregated school settings based on race. Research revealed that it is possible that the functionality of schools, usually related to school setting, has implications for the psychological well-being of teachers. As comparative study between group White teacher-Black teacher data are limited, this study analysed aspects of psychological well-being to show that race, associated with school setting, can be pervasive determinate of positive mental health. The current study, which is a secondary analysis of the Sympathetic Activity and Ambulatory Blood Pressure in Africans (SABPA) 2008-2009 data, aimed at explaining the similarities and differences by identifying aspects most likely to influence psychological well-being between a White teacher group and a Black teacher group in the North West Province in South Africa. One research question was formulated to reach the purpose of the research and is: How does the psychological well-being of Black and White teachers in different school settings in the North West Province in the South African context compare? A sample consisting of White (208) and Black (200) teachers completed the Mental Health Continuum – Short Form (MHC-SF; Keyes, 2002) to measure positive mental health: the Patient Health Questionnaire (PHQ-9; Kroenke, Spitzer, & Williams, 2001) to measure depression, the Fortitude Questionnaire (FORQ: Pretorius, 1998) to measure social support, and the Teacher Stress Inventory (TSI, Boyle, Borg, Falzon, & Baglioni Jr., 1995) during the SABPA study. Data from various self-reported psychological questionnaires completed by the two teacher groups were included and analysed by means of bivariate correlations of the two teacher groups, t-test comparisons, cross tabulations of categories of positive mental health as well as of depression, and multiple regression. Significant associations were found for the following: teacher stress related to general resources (TSI), teacher stress related to teaching and classroom management (TSI), positive self-appraisal, social support from family, social support from friends and others (FORQ), emotional well-being, and psychological well-being (MHC), for both the White and Black teacher groups. According to regression analysis, in the White teacher group, 11.9% of total variance in teacher stress was accounted for by depression while positive metal health explained 7% of teacher stress. For the Black teacher group, only 2.4% of the total variance of teacher stress was explained by depression and 0.1% by positive mental health. The conclusion is that all teachers experience stress and depression, but according to these results, the effect of stress on well-being seems to be higher among the White group. Although the Black teachers report higher levels of stress, they flourish. In closing, from this comparative study, it was recommended that data between resource availability and school setting pertaining to White-Black teacher groups matched by psychological well-being need to be obtained. Much needed consideration should be given to the development of interventions that explore aspects of psychological well-being of teachers in different school settings. Furthermore, cultural background in the school setting that contributes towards psychological well-being should be considered and applied to guide interventions in the North West Province in South Africa. / MSc (Research Psychology)|cNorth-West University, Potchefstroom Campus|d2014

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.

Human Immunodeficiency Virus (HIV) remains a highly stigmatised condition for people living with HIV or AIDS (PLHA) and people living close to them (PLC) within the African context as well as in other countries. PLC often take part in HIV stigmatisation, but they are likewise often the victims thereof. This research was executed in three phases. The research objectives for the first phase of the study was to explore and describe how HIV stigma and disclosure experiences at present impact on the lives of PLHA in a country where the HIV infection rate is the highest in the world, and to explore whether there are differences between urban and rural settings. The objective of the second phase of the research was to describe the implementation of a comprehensive community-based HIV stigma reduction and wellness enhancement intervention that focused on PLHA as well as PLC from six designated groups, namely partners, children, family members, friends, spiritual leaders and community members. The objective of the third phase was to gain a deeper understanding of the experiences of both the PLHA and PLC by the six designated groups after they had undergone a comprehensive community-based HIV stigma reduction and wellness enhancement intervention. Attention was focused on their expressed experiences of the workshop and projects executed by them in their communities. During the first and third phases of the research a qualitative interpretive description approach was followed. A holistic multiple case study design was used for the second phase. Purposive voluntary sampling was used for the PLHA and snowball sampling for the PLC. Data collection during the first and third phases took place using in-depth interviews in an urban and a rural setting in the North West Province, South Africa. The data was manually analysed through open coding. Phase 2 had open coding as well as document analysis. Findings of Phase 1 indicated that HIV stigma and disclosure themes for experiences in the urban and rural settings were mostly similar, with very few differences. Experiences of stigma were still very prevalent, but also led to negative self-judgement. The intervention proved to have been successful, as was reported during the case study and in participants‟ expressed experiences. All participants reported a better understanding of HIV stigma and how to cope with it. Relationships between PLHA and PLC were enhanced. HIV stigma reduction projects developed by PLHA and PLC were executed successfully and the wider community was reached. Leadership skills were developed in order to go out into the community and be part of HIV stigma reduction actions. Some considerations for strengthening the intervention were provided. The intervention in its comprehensive nature was shown to be successful and promising for future use in reducing HIV stigma and enhancing wellness. / PhD (Nursing), North-West University, Potchefstroom Campus, 2014

Teaching is a stressful occupation. Teacher stress can be described as the experiences by teachers of psychological distress such as anxiety, depression and nervousness and languishing, resulting from aspects of their workload and school setting. Stress manifests itself in various ways including psychological, emotional, and social changes. Teachers demonstrate individual discrepancies in their responses to stressors. South Africa is as a multicultural environment with previously segregated school settings based on race. Research revealed that it is possible that the functionality of schools, usually related to school setting, has implications for the psychological well-being of teachers. As comparative study between group White teacher-Black teacher data are limited, this study analysed aspects of psychological well-being to show that race, associated with school setting, can be pervasive determinate of positive mental health. The current study, which is a secondary analysis of the Sympathetic Activity and Ambulatory Blood Pressure in Africans (SABPA) 2008-2009 data, aimed at explaining the similarities and differences by identifying aspects most likely to influence psychological well-being between a White teacher group and a Black teacher group in the North West Province in South Africa. One research question was formulated to reach the purpose of the research and is: How does the psychological well-being of Black and White teachers in different school settings in the North West Province in the South African context compare? A sample consisting of White (208) and Black (200) teachers completed the Mental Health Continuum – Short Form (MHC-SF; Keyes, 2002) to measure positive mental health: the Patient Health Questionnaire (PHQ-9; Kroenke, Spitzer, & Williams, 2001) to measure depression, the Fortitude Questionnaire (FORQ: Pretorius, 1998) to measure social support, and the Teacher Stress Inventory (TSI, Boyle, Borg, Falzon, & Baglioni Jr., 1995) during the SABPA study. Data from various self-reported psychological questionnaires completed by the two teacher groups were included and analysed by means of bivariate correlations of the two teacher groups, t-test comparisons, cross tabulations of categories of positive mental health as well as of depression, and multiple regression. Significant associations were found for the following: teacher stress related to general resources (TSI), teacher stress related to teaching and classroom management (TSI), positive self-appraisal, social support from family, social support from friends and others (FORQ), emotional well-being, and psychological well-being (MHC), for both the White and Black teacher groups. According to regression analysis, in the White teacher group, 11.9% of total variance in teacher stress was accounted for by depression while positive metal health explained 7% of teacher stress. For the Black teacher group, only 2.4% of the total variance of teacher stress was explained by depression and 0.1% by positive mental health. The conclusion is that all teachers experience stress and depression, but according to these results, the effect of stress on well-being seems to be higher among the White group. Although the Black teachers report higher levels of stress, they flourish. In closing, from this comparative study, it was recommended that data between resource availability and school setting pertaining to White-Black teacher groups matched by psychological well-being need to be obtained. Much needed consideration should be given to the development of interventions that explore aspects of psychological well-being of teachers in different school settings. Furthermore, cultural background in the school setting that contributes towards psychological well-being should be considered and applied to guide interventions in the North West Province in South Africa. / MSc (Research Psychology)|cNorth-West University, Potchefstroom Campus|d2014