Masters Degrees (Psychology)
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Browsing Masters Degrees (Psychology) by Advisor "Du Plessis, E. D."
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Item Open Access Life stressors and resources as predictors of adolescent suicide attempt(University of the Free State, 2012-01) Campbell, Catherine Sandra; Du Plessis, E. D.The continuing rise in adolescent suicide worldwide constitutes a serious public health challenge. Several environmental and personal factors, such as early losses, discordant relationships, poverty, abuse and other life crises have previously been associated with the rise in adolescent suicides. However, only a few South African studies have investigated the combined occurrence of these factors among the different racial groups. This study investigated the role of gender, race and psychosocial stressors and resources in attempted suicide among 1 033 Grade 11 and 12 learners from schools in the Free State Province, South Africa. A cross-sectional research design was applied. Participants completed a biographical questionnaire and the Life Stressors and Social Resources Inventory, Youth Form. Logistic regression analysis was used to identify stressors, resources and demographic variables that predict attempted suicide among the sample of learners. The findings of the current study suggest that 12.5% of the sample had previously attempted suicide. Being coloured (p ≤ .01) and being female (p ≤ .01) significantly increased the likelihood of attempting suicide. Stressors significantly associated with the increased likelihood of attempting suicide for the whole group were stressors regarding Parents (p ≤ .05), Extended Family (p ≤ .01), Home and Money (p ≤ .05), and Negative Life Events (p ≤ .01). Resources significantly associated with the reduced likelihood of attempting suicide for the whole group were supportive relationships with Parents (p ≤ .01), with Boyfriend/Girlfriend (p ≤ .01) and Positive Life Events (p ≤ .01). These findings highlight the importance of supportive relationships and stable home conditions for the well-being of adolescents. The limitations of this study included an under-representation of black participants in the sample. Furthermore, owing to the cross-sectional design of the study, conclusions cannot be drawn with regard to any causal relationship between demographic variables, life stressors and resources, and attempted suicide. It is recommended that future research studies include factors such as self-esteem and sense of coherence.Item Open Access Die rol van geharde en verdedigingsmeganismes in uitbranding onder lede van die Suid-Afrikaanse Polisiediens(University of the Free State, 2010-05) Holland-Muter, Charmain D.; Du Plessis, E. D.; George, A. A.English: Policing is universally seen as a stressful, demanding occupation with the occurrence of potentially violent and life threatening situations. This situation can clearly be identified in the South African context, due to the violent culture and shortage of means within the police service. South African police officers are constantly confronted with high levels of crime, transformation and a shortage of means. A high occurrence of work stress, post traumatic stress syndrome, burnout, the misuse of alcohol, suicide, as well as low levels of work satisfaction and work performance is common among police officers. International as well as South African research have shown that untreated stress in some individuals can lead to burnout, a condition that is seen as a health threat in many service rendering and people orientated occupations. In spite of this fact some police officers succeed in maintaining their psychological wellbeing. The concepts of hardiness and defence mechanisms are explored as protective factors against burnout, under the meta-theoretical framework of positive psychology. The aim of this research is to determine the occurrence of burnout among police members in high risk units, as well as to determine the role of hardiness and defence mechanisms. The research group consisted of 365 members of the police service from high risk units in the Free State Province, with an average age of 38.5 years. Specific sampling was used to include participants. Most of the participants were male (74.5%), married (64.9%) and on the level of inspector (49.9%). In addition to the biographical questionnaire that gave information about race, gender, mother tongue, age, marital status and the unit in which members work, three additional questionnaires were used. Burnout was measured by means of the Maslach Burnout Inventory. Hardiness was measured with the Dispositional Resilience Scale – Hardiness, and defence mechanisms with the Defence Style Inventory. Descriptive statistics and alpha coefficients were calculated for all scales and subscales. Systematic regression analysing was performed to investigate the formulated research hypothesis. The results show that more than a third (37.3%) of participants experience high levels of depersonalisation. It is also seen that captains and inspectors experience higher levels of burn out, whilst the diving unit experience high levels of depersonalisation. Higher levels of burn out were also found in divorced individuals and those that are separated by bed and table. It seems that the burn out component of depersonalisation plays a large role in the general level of burn out in the participants. A specific correlation was found between emotional burn out and the use of unhealthy defence mechanisms. The hardiness component of commitment was present in all the scales of burn out (emotional drainage, depersonalisation, as well as personal achievement). There is also a correlation between control and personal achievement. In the light of some of the results the recommendation can be made that a higher level of hardiness and the use of maladaptive defence mechanisms must be included in the selection of high risk unit members. These founding’s can be used for the development and implementation of prevention – and intervention programs within the South African police service.Item Open Access Teaching learners with learning difficulties in mainstream primary schools: the educators' sense of coherence(University of the Free State, 2010-05) Jacobs, Meagan; Du Plessis, E. D.English: South Africa’s education system has undergone dramatic changes the last ten years resulting in an increase in the levels of stress reported by educators. Changes, such as the introduction of Inclusive and Outcomes Based Education as well as the new culture of human rights in schools, created extra responsibilities for educators. Today, educators don’t just have to adjust to these changes, but also have to deal with the rise in behavioural problems displayed by learners. This study attempted to explore the experience of educators teaching students with learning difficulties in the mainstream classroom. The purpose of this study was to obtain an understanding of these educators’ sense of coherence by exploring and describing the everyday challenges educators’ face. The coping resources and the coping strategies used by these educators in dealing with these challenges were also described. A mixed-method approach was used which allowed the researcher to combine the strengths of both qualitative and quantitative research. The Sense of Coherence Scale was administered to educators teaching learners with learning difficulties in primary schools in a metropolitan area in the Free State Province. Educators who scored high on the sense of coherence questionnaire were included in a qualitative part of the study. Five female educators, scoring high on the Sense of Coherence Scale, were purposively selected for inclusion in the qualitative part of the study. Semi-structured interviews were conducted and the interview transcripts analyzed by means of Interpretative Phenomenological Analysis The findings of the study suggest that educators experience high levels of stress from various environments, which include the school environment and aspects in their personal lives. Several support mechanisms were also identified, which included spouses, colleagues and friends. Religion was found to play a major role in the comprehensibility, controllability and meaning that educators attached to their classroom situation.