Thesis (MA (Psychology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT:
The impact of transpersonal psychology techniques presented in Capacitar workshops as a
prevention intervention for burnout amongst HIV/Aids coordinator teachers has not been
studied to date in South Africa. This research project utilised a mixed-method approach in a
pre-test and post-test quasi-experimental design. Educators from South Metro, who were
HIV/Aids co-ordinators in their schools, were invited to attend six days in total of Capacitar
workshops. Measures of their levels of stress and burnout were taken before and after the
intervention. Thirty teachers volunteered to take part in the workshops and 27 completed the
training. A control group (n=27) was chosen from a group of teachers in the Central and South
Metros of the Western Cape, South Africa. The Capacitar workshops were presented by
facilitators who had been trained and accredited by Dr Pat Cane, founder of Capacitar
International, California, USA.
The overall theoretical perspective adopted in the transformative approach was transpersonal
psychology. While equal priority was given to both the quantitative and qualitative legs of the
study, the quantitative data were gathered first. The Beck Anxiety Inventory (BAI) was used
to measure anxiety and the Copenhagen Burnout Inventory (CBI) was used to measure three
dimensions of burnout: personal, work and client burnout. The means of the intervention and
control groups of teachers were found to be similar on the BAI and CBI prior to the
intervention. After the workshops, there were significant reductions in anxiety, personal and
work burnout in the post-test measures of the intervention group. There were also significant
differences in personal and work burnout of teachers between the intervention and control
groups. Although reduction in the levels of anxiety and client burnout (working with children)
was evident in the intervention group, this was not significant. The control group showed no
significant improvement on any measures and in some cases, levels of burnout increased.
Qualitative data in the form of global analysis of focus group interviews provided insights into
the experience of workshop delegates, and their teaching contexts. To cope with work and
personal stressors, teachers turned to physical (n=29), mental (n=17) and spiritual activities
(n=15), with many (n=19) using negative coping tools. Individual line sketches, a collage of
outliers and mind maps, together with portraits of delegates, highlighted the context and
experiences in the Capacitar workshops. As a result of exposure to transpersonal practices, HIV/Aids coordinator teachers were first able to start the process of healing themselves, and
then turn to their families, learners and the community at large to share the tools offered.
The qualitative data also yielded sixteen themes: Increased consciousness; personal
empowerment; role empowerment as carers; emotional intelligence; mindfulness; heart
coherence; processing traumatic pain; multiculturalism; self-acceptance; light heartedness;
interconnectedness, sharing; forgiveness; holistic, right brain healing; changing brain patterns;
mind-body-spirit integration and a return to wholeness.
The results of this study showed both quantitatively and qualitatively that transpersonal
psychological techniques mediated burnout amongst HIV/Aids coordinator teachers in Metro
South, Western Cape Education Department, Mitchells Plain, Cape Town. Recommendations
are made in the light of the findings and the limitations of the study. / AFRIKAANSE OPSOMMING:
Die impak van transpersoonlike sielkundige tegnieke wat aangebied is in Capacitar
werkswinkels, as „n voorkomings-intervensie rakende uitbranding op onderwysers wat as
MIV/Vigs ko-ordineerders funksioneer, is nog nie voorheen in Suid-Afrika ondersoek nie.
Hierdie navorsingsprojek het „n kwantitatiewe-kwalitatiewe benadering gebruik met ‟n vooren
natoets kwasi-eksperimentele ontwerp. Opvoeders van die suidelike metropool/grootstad
wat werk as MIV/Vigs ko-ordineerders in hulle skool, is uitgenooi om altesaam ses dae van
die Capacitar werkswinkels by te woon. Die deelnemers se vlakke van stres en ooreising is
voor en na die intervensie gemeet. Dertig onderwysers was gewillig om deel te neem aan die
werkwinkels en sewe-en-twintig het die opleiding voltooi. „n Kontrole groep (n=27) is gekies
vanuit „n groep onderwysers in die sentrale en suidelike metropool van die Wes-Kaap, Suid-
Afrika. Die Capacitar werkswinkels is aangebied deur geakkrediteerde fasiliteerders wat
opgelei is deur dr. Pat Cane, die stigter van Capacitar Internasionaal, California, VSA.
Transpersoonlike sielkunde is die oorhoofse teoretiese perspektief wat gehandhaaf is in die
transformatiewe benadering. Alhoewel gelyke prioriteit verleen is aan beide die kwantitatiewe
en die kwalitatiewe komponente van die studie, is die kwantitatiewe data eerste ingesamel.
Die “Beck Anxiety Inventory” (BAI) en die “Copenhagen Burnout Inventory” (CBI) is
gebruik om die drie dimensies van uitbranding te bepaal: Persoonlike-, werk- en kliëntooreising.
Daar is vasgestel dat die gemiddeldes van die intervensie en die kontrole groepe
dieselfde is vir die BAI en die CBI meet-instrumente voordat die intervensie aangebied is.
Betekenisvolle verskille is gevind met die na-toets vir die intervensie-groep, naamlik die
vermindering van angs, persoonlike- en werks-ooreising. Daar is ook betekenisvolle verskille
getoon in persoonlike en werksuitbranding tussen die intervensie en die kontrole groepe.
Alhoewel nie betekenisvol nie, het daar „n duidelike vermindering in die vlakke van angs en
kliënt-ooreising (werk met kinders), voorgekom in die intervensie-groep. Die kontrole groep
het geen betekenisvolle verbetering getoon met betrekking tot enige van die meet-instrumente
nie, en in sommige gevalle het die vlakke van uitbranding toegeneem.
Kwalitatiewe data in die vorm van die globale analise van fokusgroep-onderhoude het insigte
verskaf rakende die ervaring van die deelnemers, en hul kontekste van onderrig. Onderwysers
het fisiese (n=29), intellektuele (“mental”) (n=17) en spirituele aktiwiteite (n=15) gebruik, om werk-en persoonlike stressors te hanteer en vele opvoeders het (n=19) negatiewe
hanteringmeganismes gebruik. Individuele lyn-sketse, „n collage/plakskildery van uitlopers en
geheue-kaarte, tesame met foto-weergawes van die deelnemers het die konteks en belewings
van die Capacitar werkwinkels gekenmerk. As gevolg van die blootstelling aan die
transpersoonlike gebruike was dit in die eerste plek vir die MIV/Vigs onderwysers moontlik
om self innerlike genesing te ervaar, en ook om hul familie, die leerders en die gemeenskap te
bemagtig met die aangebode toerusting.
Sestien tema‟s is geïdentifiseer met die kwalitatiewe studie: Verhoogde bewustheid;
persoonlike bemagtiging; rol-bemagtiging as deernisvolle persoon; emosionele intelligensie;
gefokusde belewing (“mindfulness”); sin vir koherensie; die verwerking van traumatiese pyn;
multi-kulturalisme; lighartigheid; onderlinge verbondenheid; mededeelsaamheid; vergewing;
holistiese, regterbrein-genesing; veranderde breinpatrone; liggaam-siel-gees integrasie en die
herstel van heelheid.
Die resultate van beide die kwantitatiewe en kwalitatiewe benadering het getoon dat
transpersoonlike sielkundige tegnieke uitbranding bekamp onder onderwysers wat as
MIV/Vigs ko-ordineerders werk in die suidelike metropool, Wes-Kaap departement van
onderwys, Mitchells Plain, Kaapstad. Aanbevelings word aangebied in die lig van die
bevindings, asook die beperkings van die studie.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/2632 |
| Date | 03 1900 |
| Creators | Johnson, Sharon Mary |
| Contributors | Naidoo, A. V., University of Stellenbosch. Faculty of Arts and Social Sciences. Dept. of Psychology. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | Unknown |
| Type | Thesis |
| Rights | University of Stellenbosch |
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