Search

The aim of this qualitative study was to explore the supportive needs of volunteers working with sexually abused children in Somerset West. Six participants working as volunteers at a specific organisation were recruited through purposive sampling. Data were obtained through group discussions and individual interviews, and were then thematically analysed. Various supportive needs were highlighted in the study. The volunteers expressed a need for appreciation, as well as a need for contact and better support. Although volunteers experienced support from significant others, they had concerns about this in relation to both themselves and their significant others. Volunteers reported developing various coping strategies, but highlighted the need for strategies to deal with anger. A sense of self-worth and appreciation was an important need that emerged in order for volunteers to feel motivated to continue working at the organisation. Recommendations are made for ways in which the organisation can meet the supportive needs of volunteers, the most imperative being that volunteers receive emotional support through supervision and debriefing. http://reference.sabinet.co.za/sa_epublication_article/carsa_v14_n2_a8 http://reference.sabinet.co.za/sa_epublication/carsa

In hierdie studie is die alledaagse bekommernisse en laerskoolleerders se hantering daarvan verken en beskryf deur die benutting van 'n beskrywende kwalitatiewe navorsingsontwerp. Dertig laerskoolleerders in hulle laat middelkinderjare (tien tot elf jaar) is in 'n spesifieke skool deur 'n eenvoudige ewekansige steekproef geselekteer. Data is deur die voer van semi-gestruktureerde, een-tot-een onderhoude ingesamel. Die data-analise is volgens Braun en Clarke se metode van tematiese analise gedoen. Temas en subtemas is gevolglik geïdentifiseer en bevindinge is met verwysing na relevante literatuur geverifieer. Die bevindinge van die studie dui daarop dat bekommernisse op intra- en interpersoonlike vlak ervaar en hanteer word. Op intrapersoonlike vlak is bekommernisse geïdentifiseer oor sekere emosies wat ervaar word. Hantering op hierdie vlak geskied deurdat die deelnemers verkies om alleen te wees; hulle probeer nie aan bekommernisse dink nie; huil, skryf of teken in dagboeke; deur gebed, eet of te slaap. Op interpersoonlike vlak is bekommernisse rakende die skool, die gesin, vriende en verlies geïdentifiseer. Hantering op hierdie vlak geskied deur tyd te spandeer met gesinslede; vriende; die media; troeteldiere of deur vir ondersteuning by die skool te vra. Aanbevelings word gemaak dat skole sekere aspekte ten opsigte van skoolklimaat en verhoudingswelstand in ag moet neem om skoolleerders te help om alledaagse bekommernisse te hanteer en so moontlike gesonde ontwikkeling bewerkstellig. Daarom is dit belangrik dat skole en ouers bewus gemaak word van kinders (laerskoolleerders) se alledaagse bekommernisse en hoe hulle dit hanteer, sodat die laerskoolleerders beter ondersteun en bygestaan kan word. Ordinary daily worries and how these worries are managed by primary school learners were explored and described in this study by making use of a descriptive qualitative research design. Worries form part of most children 's everyday development and can influence their functioning and development if they are not supported properly. It is therefore important that parents and teachers should be aware of these worries, in order to help their children to manage them effectively. The goal of this study was to determine the ordinary daily worries of primary school learners in a specific school and to determine how these primary school learners cope with these worries. Data obtained will be used to help parents and teachers cultivate awareness so that children can be better supported in managing their worries. Thirty primary school learners in their late middle childhood (ten to eleven years old) in a specific school were selected by a simple random sample. Data were obtained until saturation of data occurred by making use of semi-structured one-on-one interviews. Data were analysed by means of Braun and Clarke 's thematic analysing method after which themes and subthemes were identified. The findings of the study were verified with reference to relevant literature. The findings showed that all the participants experience daily worries, and that they manage these worries in different ways. The two research questions, namely (1) What are the ordinary daily worries of primary school learners? and (2) How do primary school learners manage these everyday worries? were used to identify the themes and subthemes from the interview data. Worries and ways of managing worries were divided into two categories, namely on an intrapersonal level (focusing on personal thoughts, reflections, beliefs and values about the self), and on an interpersonal level (interaction between individuals, including relationships, groups or the public). On an intrapersonal level worries about certain emotions experienced (sadness, anger and uncertainty) were identified. The ways of coping with worries on an intrapersonal level were: the preference of participants to being alone; trying not to think about worries; crying; writing or drawing in diaries; praying; eating or sleeping. On an interpersonal level worries were identified with regard to school (strict teachers, punishment that can follow, and possible low achievement); family (conflict in the family, safety in the family, finance and unemployment in the family as well as the consequences of divorce); friends (conflict with friends, acceptance of a peer group as well as bullying behaviour); and lastly, the worry of loss (the death of self or family members, as well as the death of a loved pet). Ways of managing worries on this level were to spend time with family members, friends, pets, interaction with various types of media or to ask for support from the school. Themes were written in a narrative form and are supported with appropriate quotes from the interviews. It was recommended that schools need to consider certain aspects regarding school climate as well as relational well-being to help school learners to cope with everyday worries with the possibility to ensure healthy development. It is therefore necessary that parents and teachers should be made aware of children 's (primary school learners) worries and how they manage these worries, so that this specific age group of children can be better supported and assisted.

This study, presented in the format of three articles, contributed to the measuring of psycho-social well-being in Afri Twin schools. The literature points to a serious lack of studies measuring the psychosocial well-being of teachers and possible interventions to alleviate their challenges. The context of the study is the Afri Twin project. The Afri Twin project is a collaboration between a British school, a South African town/city school, and/or a school from a township or rural community in South Africa. The intention of Afri Twin is to create camaraderie between school principals, teachers and learners/students in South African and British schools. As the relationships between the different schools develop, schools will have the opportunity to visit one another, exchange experiences and teaching ideas, and gain first-hand experience of the different conditions in which the individual schools function. The first article determined the psychometric properties of the Adapted and Revised Organisational Climate Description Questionnaire (AAROCDQ), and was validated for school climate as experienced by teachers. Participants were 394 school teachers (72 male and 322 female) from 40 schools in South Africa. The AAROCDQ correlated positively with other measures of optimal functioning (The Mental Health Continuum - Short Form MHCSF], the Coping Self-Efficacy Scale [CSE], and the Core Self-Evaluations Scale [CSES]). The internal consistency and factor structure were determined as well as the evidence for concurrent validity. The results of the study indicated that the AAROCDQ was reliable and also indicated construct validity in a sample of South African teachers. It was concluded that further validation and standardisation of the AAROCDQ could be done in mixed method studies as well as that future studies could further analyse the scale on item level to give a more coherent perspective on the psychosocial well-being of teachers. The second article explored the prevalence of well-being in Afri Twin and non Afri Twin teachers. A quantitative survey design was implemented and the sample consisted of 97 Afri Twin teachers (20 male and 77 female) and 297 non Afri Twin teachers (52 male and 245 female) from 40 South African schools (13 Afri Twin and 27 non Afri Twin). The MHC-SF, the CSE and CSES were used to determine the well-being of teachers. The results indicated a moderate to high level of well-being, with an almost significant difference in social well-being and core self-evaluations between Afri Twin and non Afri Twin teachers. It was concluded that the social context of the 'twinning' process in Afri Twin schools could influence the social well-being of teachers positively. The aim of the third article was two-fold. Firstly principals', teachers' and learners' experiences of the Afri Twin project were investigated, and secondly the aim was to develop an intervention for resilience in schools participating in the Afri Twin project. The sample consisted of 158 teachers (42 male and 116 female), 14 school principals (10 male and 4 female), and 65 learners (34 boys and 31 girls). The results indicated that leadership, school climate (culture), the people that are involved, and promoting optimism and self-efficacy through support and sharing are essential for the development or improvement of resilience in schools through the Afri Twin project. The main conclusion from this thesis is that teachers' experience of the school as an environment in which they work is influenced by such factors as social support and sharing that can influence the psychological well-being (specifically social well-being) of the educators. This is indicated by the correlation between the findings in article 3 which support the findings in article 2. The benefits from being involved with a project like the Afri Twin could also influence the resilience of the educators and learners/students. Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.

The schools located in many township and rural areas of South Africa struggle to provide a high standard of education because many of the inhabitants of these areas are very poor and there is thus a lack of the funding required for the necessary educational equipment. The Afri Twin project, started by Jayne Martin from the UK, addresses this problem. The project is collaboration between a British school, a South African town/city school, and a school from a poor township or rural community in South Africa. This article reports on a research project that made use of a qualitative case study approach, to focus on the collaboration between Wellacre Technology College, Ferrum High School, and Siyalungelwa High School as part of the Afri Twin project. The objectives of the research project are to determine the benefits of the Afri Twin project for the schools involved; to investigate the unique interaction between Wellacre, Ferrum, and Siyalungelwa; and to determine the cultural enrichment of learners and the multi-cultural interaction between the three schools. Data was collected through focus group interviews, in-depth interviews, and questionnaires. Data analysis led to the emergence of four major themes with categories and subcategories. The conclusion underlined the cultural tolerance that is established through the Afri Twin project, as well as the importance of financial support for promoting an improved learning environment. Thesis (M.A. (Psychology)--North-West University, Potchefstroom Campus, 2009.

Thesis (M.A. (Psychology)--North-West University, Potchefstroom Campus, 2009. The schools located in many township and rural areas of South Africa struggle to provide a high standard of education because many of the inhabitants of these areas are very poor and there is thus a lack of the funding required for the necessary educational equipment. The Afri Twin project, started by Jayne Martin from the UK, addresses this problem. The project is collaboration between a British school, a South African town/city school, and a school from a poor township or rural community in South Africa. This article reports on a research project that made use of a qualitative case study approach, to focus on the collaboration between Wellacre Technology College, Ferrum High School, and Siyalungelwa High School as part of the Afri Twin project. The objectives of the research project are to determine the benefits of the Afri Twin project for the schools involved; to investigate the unique interaction between Wellacre, Ferrum, and Siyalungelwa; and to determine the cultural enrichment of learners and the multi-cultural interaction between the three schools. Data was collected through focus group interviews, in-depth interviews, and questionnaires. Data analysis led to the emergence of four major themes with categories and subcategories. The conclusion underlined the cultural tolerance that is established through the Afri Twin project, as well as the importance of financial support for promoting an improved learning environment. Masters

MA (Clinical Psychology), North-West University, Potchefstroom Campus Technological advancements have given rise to countless new forms of innovative technologies, among which is virtual reality. Virtual reality refers to a computer-simulated environment in which the impression is created that one is totally immersed in that environment and experiencing it as a reality. As it has become increasingly popular, it is being used in multiple contexts, including that of clinical psychology, where it falls under the concept of cybertherapy, known as the use of technology in facilitating therapeutic outcomes. Over the years, virtual reality has been applied to numerous psychological disorders, where it has become known as “virtual reality exposure therapy” and has sparked further interest and an increase in research. However, in South Africa, cybertherapy remains limited to standard forms of technologies, rarely used in practice, creating both a gap and an opportunity for virtual reality exposure therapy within the South African clinical psychology context. A critical literature review has been conducted to critically examine the existing literature on virtual reality in the clinical psychology context to determine the effectiveness thereof. The need for this research study emerged as a result of literature suggesting that future research should be conducted to determine the overall effectiveness of virtual reality within the clinical psychology context. The research study was also seen as an opportunity to contribute to the body of knowledge and create awareness in the scientific and academic community, from which clinicians too can benefit. By synthesising and analysing the literature, the reader is provided, in a clear and understandable manner, with a collective of what has been researched. All the literature in this critical review were retrieved from peer-reviewed studies published in English, which, scientifically, either evaluated or commented on the effectiveness of virtual reality exposure therapy interventions. After the successful appraisal of the identified literature, the final pool consisted of nine studies that were included in the thematic analysis. Two themes that emerged from the analysis were “effectiveness for psychological disorders” (effectiveness of virtual reality, equivalent effectiveness, symptom reduction, less effective, longevity of effects) and “exclusive characteristics of virtual reality exposure therapy influencing its effectiveness” (variability and control, adapting virtual reality exposure therapy for increased effectiveness). The findings of this research study can be used to inform researchers and clinicians of the current state of virtual reality exposure therapy. In addition, the research study can create awareness among South African researchers and clinicians in the field and inform decisions regarding adopting technology such as this within the context of clinical psychology. Masters

MA (Research Psychology), North-West University, Potchefstroom Campus The transition from primary to high school is a normal and exciting process that most school learners engage in. The transition can however present school learners with various risks and challenges, because it may cause a disruption within their environment. This disruption may lead to a negative transitional experience which may result in both short- and long-term effects such as dropping out of school, declined academic performance, substance abuse, financial problems, symptoms of depression, low self-esteem and emotional difficulties. Taking the above into account, one may notice how emotional intelligence (EI) can play an increasingly important role in the transitional process. EI is defined as the capacity, ability or skill to reason and accurately perceive emotion, to access or generate emotion that will assist thought and understanding of emotion, and reflectively regulate emotion. Literature has positively correlated EI with aspects such as a positive social environment, increased academic performance, adjusting positively to new environments, management of stress and mental well-being. Subsequently EI may play a beneficial role to facilitate the experience of a positive transition. This research study adopted a critical review approach in order to evaluate, analyse and integrate the existing scientific literature in order to create an in-depth and holistic perspective regarding the role of EI within the transition. The search and appraisal process of this critical review revealed five studies which investigated the role of EI within the transition from primary to high school. The five studies were subject to the process of thematic analysis in which codes were generated and then utilized to identify themes. The themes that were identified are: (1) The role of EI in school learners mental health during the transition, (2) EI abilities facilitate a positive transition for the school learner, (3) EI plays a positive role within the social environment of a school learner during the transition and (4) the positive role of EI in the scholastic adjustment of a school learner during the transition. An interesting finding to note is that each of the domains interact with one another. Therefore, when EI has a positive effect on one of the domains, it reverberates to the other domains. The findings revealed that EI can play a positive and facilitative role within the transition through increasing their ability to manage stressful situations and adapt positively, assisting school learners within their social environment, adjustment to the academic environment and their mental well-being. The research therefore provides the foundation for future researchers and suggests that it is important for future research to focus on EI within the transitional process. Masters

MA (Clinical Psychology), North-West University, Potchefstroom Campus Depression, loneliness, anxiety, isolation, and a lack of engagement and motivation are symptoms that are prevalent in the clinical context of South Africa. Patients in the South African clinical context face numerous challenges, such as substance abuse, psychotic disorders, stress, and attachment difficulties. However, a brief interaction with a dog yields significant relief and produces positive effects for such patients. Moreover, mental and physical health are closely linked; therefore, enhancing individuals’ physical health can directly improve their mental health. Evidence has shown that through experiencing interaction with therapy dogs, patients encounter numerous health benefits. The primary goal of healthcare professionals in the South African clinical context should be to improve patients’ mental health. Overall, therapy dogs can improve the global functioning of patients and the severity of serious psychiatric disorders. A therapy dog can be defined as a dog that delivers interaction with humans that is of a therapeutic nature, usually in a clinical context, to improve their emotional, physical, social, and cognitive functioning. Therapy dogs work in alliance with a specialised human psychologist to offer motivating and empathetic treatment proposed to facilitate a patient’s recovery. A critical review of scientific literature has been conducted for this research study in order to review what has been examined and written about the phenomenon so far and to provide an all-inclusive account of therapy dogs and the effectiveness of these dogs within the South African clinical context. The focus on therapy dogs is motivated by the lack of research therein in the South African clinical context. There is a lacuna in research on therapy dogs in the South African clinical context; thus, it is essential for the findings or conclusions to be synthesised, allowing for a clearer empirical understanding of this phenomenon. All the data for the critical review were obtained from English peer-reviewed published studies that scientifically evaluated the effectiveness of therapy dogs in a clinical context in South Africa. Once the search and appraisal of the literature had been conducted successfully, three studies were included in the final pool for analysis. Thematic analysis was used to identify themes for the research study. Important themes that were identified included the following: enhancement of health benefits; motivational tool or technique in therapy; the need for trained professionals; and the lack of research in the South African clinical context. This research study provides a synthesis of the effectiveness of therapy dogs in a clinical context in South Africa. Thus, the research study can be used as a basis for further studies and the application and development of therapy dogs within the South African clinical context. The research study reveals the effectiveness of therapy dogs in a clinical context in South Africa and the importance of implementing therapy dogs to enhance the mental health of patients to decrease anxiety, depression, and seclusion and to increase positive feelings, communication, and a sense of happiness. Masters

MSc (Counselling Psychology), North-West University, Potchefstroom Campus The aim of this research study was to explore and describe the experiences of educators working with learners diagnosed with Autism Spectrum Disorder (ASD) in special needs schools in the North West Province of South Africa. The prevalence of ASD is on the rise worldwide, which means the number of learners with ASD in classrooms are increasing each year. Educators are expected to provide high-quality education, even though the increasing prevalence of learners with ASD might pose new challenges in the diverse classrooms of schools for learners with special education needs (LSEN). This research study was conducted to gain an in-depth understanding of the experiences of these educators, with the hope of developing new insights into the management of ASD within a special needs classroom. A qualitative research study, with a phenomenological research design, was used for this research study. The purposive sampling method was followed to recruit participants from the North West Province in South Africa. Participants included in the research study were educators (seven female and one male, aged between 42 and 62) working with learners with ASD at four LSEN schools. Data were collected in the form of audio-recorded in-depth interviews conducted with participants on an online platform. The data were transcribed, and the process of thematic analysis was followed to derive valuable themes from the data. The thematic analysis applied to the data collected from in-depth interviews produced the following themes: Educators experience typical behaviours and symptoms associated with ASD in the classroom; Factors in both the education and home environment of learners with ASD contribute negatively to educators’ experiences of learners with ASD; Knowledge about ASD provides pleasant experiences of learners with ASD; Know the learner to teach the learner; Using personal strengths can lead to optimal experiences of learners with ASD; and Educators implement useful strategies to ensure pleasant experiences in the classroom. Future studies can focus on learner-educator ratio and group composition in LSEN classrooms. The findings of this research study can be used for the development of informative programs about managing learners with ASD for parents with children on the Spectrum and educators employed at LSEN schools. Masters

MSc (Clinical Psychology), North-West University, Potchefstroom Campus In South Africa, inclusive education has been recognized as an important model of education for all learners, including those with disabilities. However, although this model is implemented within a South African context, many challenges to make it feasible remain. As educators can be identified as pivotal in the successful implementation thereof, facilitating and managing these settings result in a variety of occupational demands and stressors. To ameliorate these experiences, educators concurrently apply various coping strategies in reaction to these demands. Although studies focussing on inclusive educators’ coping strategies are well described, attention to these educators’ experiences thereof is negligent. Moreover, relevant literature regarding this topic of interest within a South African context is lacking. Yet it is stated that knowledge related to the stress and coping skills of inclusive educators provides an essential backdrop for established and effective inclusive educational practices. This qualitative research study followed a phenomenological research design to explore, identify, and describe educators’ experiences regarding their own coping strategies in an inclusive educational setting. Purposive sampling allowed for the focus to be drawn to educators within the Dr Kenneth Kaunda District in the North West Province of South Africa. The final sample for this research study consisted of eight female participants aged 24-57. Data collection consisted of demographic questionnaires and in-depth interviews, whereas thematic analysis was followed to identify relevant themes for this research study. Thematic analysis yielded the following main themes: utilised coping strategies within the inclusive classroom; situational aspects contributing to coping strategies and the experiences thereof; personal aspects contributing to coping strategies and the experiences thereof; and knowledge gained during inclusive teaching career. This research study pioneered in research focusing on educators’ experiences of their own coping strategies in an inclusive educational setting. The findings can therefore be used as a foundation for future research studies related to inclusive education within a South African context, as it identified the pivotal role educators’ coping strategies and the related experiences thereof play in the effective implementation of inclusive educational practices. Additionally, the identified needs and further suggestions within this research study can also be taken into consideration in future, as it provides a framework to develop educator- and child-based intervention programs to further enhance the quality of inclusive education within a South African context. Masters

MA (Counselling Psychology), North-West University, Potchefstroom Campus Life Orientation teachers play a significant role in conveying essential knowledge, skills and attitudes about life skills to millions of learners in South Africa, and they are therefore at the forefront of addressing issues such as the development and optimization of learner well-being. One of the core components of the Life Orientation curriculum is the development of optimal well-being amongst learners; however, while some studies have focused on the general well-being of educators in South Africa, very few have focused on the psychological well-being of South African Life Orientation teacher in particular. This qualitative research study utilised a phenomenological research design which aimed to identify, through the use of in-depth interviews, high school Life Orientation teachers’ experiences of psychological well-being within the Dr Kenneth Kaunda District in the North West Province, South Africa. A purposive sampling method was utilised in order to glean a sample of seven high school Life Orientation teachers, four females and three males, from four different schools who participated in this research study. Participants were between the ages of 24 and 62. The research data was analysed thematically, and the following main themes were identified: intrapersonal experiences of identity as a Further Education and Training Life Orientation teacher; experiences of contextual factors and their effects on experiences of psychological well-being, such as time constraints, lack of resources, a lack of commitment and motivation on the part of learners with regard to L.O. as a subject, the perception of L.O. as a trivial subject, work overload and work pressure causing stress, physical health, and experiences of a lack of support; protective factors enhancing Life Orientation teachers’ psychological well-being, such as participants’ perceived importance of L.O. as a subject, L.O. teachers’ being driven by compassion for learners’ well-being, L.O. teachers’ internal motivation to teach and bring about change, rewarding learner interactions as motivation, and a sense of belonging; and how Life Orientation teachers’ psychological well-being plays a role in the classroom. These findings could possibly provide important data regarding the ways in which Life Orientation teachers experience their own psychological well-being within the school context, and how this could play a role in the Life Orientation learning environment. This research study is one of the first studies to explore the experiences of psychological well-being amongst high school Life Orientation teachers specifically. It may therefore provide a point of departure for future research studies in this field. This research study highlighted the importance of psychological well-being amongst high school Life Orientation teachers, and how this psychological well-being can play a role in the Life Orientation classroom. It also identified the situations that influence the L.O. teachers’ experiences of psychological well-being within the school environment. This research study suggests that high school Life Orientation teachers might be an important target for interventions to promote psychological well-being within the school environment. Masters

MA (Research Psychology), North-West University, Potchefstroom Campus The youth in South Africa face increased complexities and challenges on a daily basis, such as unemployment, substandard education, poor living conditions, low morale, substance misuse, risky sexual behaviour, bullying, violence and inadequate access to health care, with many factors that could negatively affect their mental and physical well-being. The quality of the South African education system is lacking tremendously, contributing to its status as one of the worst in the world. It is imperative that youth, especially school goers, are sufficiently equipped with the skills necessary to build resilience and hope in order to uplift them from mental illness and to build up their strength and well-being. The main aim of schools used to be academic excellence, but there has been a shift whereby learners are being acknowledged in a more holistic way and focused on well-being to assist learners in flourishing psychologically, socially and academically. Positive psychology interventions (PPIs) are programmes, practices, treatment methods or intentional activities aimed at enhancing positive feelings, cognitions and behaviours. PPIs enhance psychological and subjective well-being, and reduce symptoms of depression. PPIs are used in school settings to enhance mental health, to increase well-being and strength, and to empower educational staff and school learners. A critical literature review has been conducted for this study in order to review what has been investigated and written until now, and to provide a comprehensive account of positive psychology interventions and the effectiveness thereof within the school setting. The focus on PPIs in schools is motivated by the need for intervening positively in the education system, specifically in South Africa. Although there is expansive literature on positive psychology as a topic and sources with a focus on positive psychology in schools, it is necessary for the findings to be synthesised, allowing for a clearer empirical understanding of this phenomenon. All the data for the critical review came from English peer-reviewed published studies which scientifically evaluated the effectiveness of PPIs or programmes aimed to increase positive factors of learners within a school setting. Once the search and appraisal of literature had been conducted successfully, 18 studies were included in the final pool for analysis. Thematic analysis was used to identify themes for the study. Important themes, which were identified, included: intrapersonal well-being (autonomy, emotional regulation and resilience, self-efficacy and self-esteem); interpersonal well-being (empathy, acceptance and connectedness); feeling happy (positive affect, negative affect and life satisfaction); enjoy, engage and excel at school; and context of PPIs reviewed (location of schools in studies, grades of samples and settings). This research study provides a synthesis of the effectiveness of PPIs implemented in school settings. Therefore, this research study can be used as the foundation for further studies and the development and implementation of PPIs within the South African school setting. This research study reveals the effectiveness of positive psychology in schools and the importance of utilising PPIs to uplift learners and teachers, and to improve their well-being, academic outcomes and school climate. Masters

MA (Counselling Psychology), North-West University, Potchefstroom Campus For a significant amount of years, divorce has been a popular research topic in social science literature, with the focus within this topic mainly being on the parent-child relationship after parental divorce. Very little research, however, has focused on the sibling relationship after parental divorce. With the sibling relationship being one of the longest lasting relationships in people's lives, it is important to gain a better understanding of how experiences regarding this relationship could change after parental divorce. The current study therefore aimed to explore and achieve a better understanding of young adults‟ lived experiences of sibling relationships after parental divorce in childhood. It further aimed to explore whether parental divorce changes the experience of sibling relationships and, if so, how it changes and what aspects contribute to those changes. A phenomenological research design was used. Purposive sampling was used as the sampling criteria are narrowly described. The final sample for the study included six participants, of which one was male and five female. Data collection took place in the form of a demographic questionnaire and in-depth interviews. Field notes (as part of the bracketing process) were taken throughout the research study; in this way, possible bias within the study was interpreted and countered. Data were analysed using thematic analysis. Important themes that were identified included: conflict between siblings, which included increased experiences of conflict and positive experiences in terms of conflict; the feeling of closeness, which included support and shared experiences, open and improved communication, and gratitude for the sibling relationships; and lastly, inter-relational learning. As it was difficult to find any studies pertaining to this topic in a South African context, this study serves as one of the first conducted in South Africa. Therefore, the study stands as a basis for future research studies. It identified the importance of the sibling relationship after parental divorce, as well as the changed experiences that took place after parental divorce. Additionally, when therapeutic programmes are designed regarding parental divorce, these findings could serve as an essential consideration. Masters

MA (Research Psychology), North-West University, Potchefstroom Campus Positive mental health refers to a complete state of flourishing, as well as being free of psychopathology. Positive mental health further entails emotional, psychological, and social well-being. Positive mental health is characterized by a continuum − from languishing at the bottom to flourishing at the top, with moderate mental health in the middle. This study explored the protective value of positive mental health against stress and psychological distress in young adults in South Africa. For example, flourishing was reported to reduce the risk of psychological distress in people with a history of childhood maltreatment. Stress is defined as an unbalanced interaction between a person and his or her environment, where the person experiences the demand as threatening (event load), while they simultaneously feel that they do not have the resources to respond adequately to this demand (personal vulnerability). This combination of life demand and lack of resources is called stress overload. The debilitating effects of stress include cardiovascular disease and psychological distress, as indicated by anxiety, insomnia, depression, social dysfunction, and somatic symptoms. A sample of 947 young adults from South Africa participated in the study (male = 55.6%; female = 44.4%, average age = 24). Young adults face challenges such as starting a career, studying at a tertiary institution, finding a partner and starting a family. The social context within which these young adults live, shapes their functioning. Countries of the global South, including South Africa, are plagued by violence, poverty, corruption, illness, and unemployment. This adds to the challenges that young adults face, and places this group at a higher risk of experiencing stress. Therefore, the aim of this study was to investigate the protective value of positive mental health against stress, by exploring how the person-centred latent classes of the mental health continuum predict individual differences in the experience of stress and psychological distress among young adults. This study employed a quantitative survey design. The Mental Health Continuum Short Form, Stress Overload Scale and the General Health Questionnaire were administered to participants. Latent class analysis was used to identify unobserved groups based on individual responses to the 14 items of the mental health continuum. Analysis of variance (ANOVA) was then used to explore differences between the groups with regard to stress and psychological distress. Four latent groups emerged from the data: flourishing, languishing, socially disenfranchised and socially and emotionally frustrated. The flourishing group had significantly lower scores for personal vulnerability and psychological distress (which manifests through anxiety, insomnia, depression, social dysfunction, and somatic symptoms) compared to the other groups. These results show that flourishing is a protective factor against stress and psychological distress in young adults. Thus, more attention should be devoted to the prevention of stress and psychological distress by improving the positive mental health of young adults. Masters

MHSc (Research Psychology), North-West University, Potchefstroom Campus Rapid reviews are exponentially growing to inform policymakers, healthcare systems, and healthcare workers, as this review type informs all stakeholders within short time frames. In addition, it is noted that rapid reviews fast-track the traditional systematic review methodology. Various guidelines to conduct rapid reviews are prevalent. However, there is disagreement on the methodological practices employed within rapid reviews. Furthermore, no clear guidelines to conduct rapid reviews within psychology research are prevalent. This literature review study aimed to propose guidelines regarding rapid reviews that can be utilised for psychology research. This research study utilised literature review steps to propose guidelines for conducting a rapid review within psychology research. The literature review steps as suggested by Onwuegbuzie and Frels (2012) included: Step 1) selecting the topic and exploring beliefs, Step 2) searching for literature and focusing the search, Step 3) selecting and deselecting relevant literature, Step 4) expanding the literature search to include additional sources, Step 5) summarising, storing literature and additional sources, Step 6) analysing and synthesising the literature and additional sources, and finally Step 7) presenting the literature review findings. The research study included scientific literature that focused on rapid review methodology within the sphere of psychology research. Thematic analysis was used to synthesise all relevant literature. The findings are presented in research article format in alignment with the North-West University Academic guidelines (Manual for Master's and Doctoral Studies). Furthermore, the article is intended for possible publishing in the Journal of Psychology in Africa (JPA). From the data analysis, the following eight themes emerged that provided the guidelines to conduct a rapid review in psychology research; Theme 1) stating the aim of the review and formulating the research question; Theme 2) setting the eligibility criteria and in- and exclusion criteria; Theme 3) formulating the search strategy; Theme 4) screening and selection of literature; Theme 5) extraction of data from included literature; Theme 6) quality and risk of bias assessment of included literature; Theme 7) synthesis and analysis of the included literature; Theme 8) stating the limitations of the review. The findings can be utilised in future as guidelines when conducting rapid reviews within the field of psychology research. Furthermore, the guidelines could enhance the integrity, rigour, and methodological soundness when rapid synthesis of literature is conducted. Masters