Alida Nienaber

Coping self-efficacy as mediator in the dynamics of psychological well-being in various contexts

The aim of this study was to explore whether coping self-efficacy mediates between various distress related variables on the one hand (symptoms of stress and depression), and the degree of psycho-social well-being as measured on the upper end of the mental health continuum on the other hand. Participants were two multi-cultural student groups (n1 = 568; n2=1480) as well as two community samples of Setswana speaking adults (n3=477; n4=1275). Students completed the English versions of measures, and the community samples of adults the Setswana versions. Mediation was evaluated through the testing of structural equation models. Coping self-efficacy mediated significantly between distress and wellbeing, although stressors also influenced the level of psychosocial well-being directly.

The effect of the Lifeplan® programme on the psychological wellbeing of a rural community in South Africa

This study explored the effect of the Lifeplan® programme on a rural South African communitys psychological wellbeing. Participants were adult individuals (N=99) between 20 and 83 years (mean age = 43 years, SD=13.28). A mixed method sequential explanatory research design was followed with quantitative data obtained through standardised scales, which included the General Psychological Wellbeing Scale (GPWS), Patient Health Questionnaire (PHQ-9), Coping Self-Efficacy Scale (CSE), and Mental Health Continuum—Short Form (MHC-SF). These scales, validated for a Setswana-speaking group, compared the levels of psychological wellbeing between and within an experimental group (n=47) and a control group (n=52), in a pre- and post-evaluation stage. Qualitative data (n=30) was obtained through semi-structured interviews conducted with the experimental group in a post-post evaluation stage. Quantitative findings reflected an increase in general psychological and emotional wellbeing. Small practical significant differences (d=0.19–0.40) were found between the experimental and control groups. Qualitative results suggested that participants within the experimental group experienced Lifeplan® as educational and contributing towards general wellbeing.

Psychological well-being among Tanzanian university students

This study explored the prevalence of levels of psychological well-being in a group of Tanzanian university students. A quantitative cross-sectional survey design was implemented for data-gathering. A convenience sample of 279 undergraduate students (19 to 40 years, mean age 29 years) from three church-related universities completed the Mental Health Continuum—Short Form (MHC-SF) as measure of levels of well-being. Descriptive statistics and reliability indices were determined for the MHC-SF and the frequency of various levels of well-being established with implementation of Keyess criteria for categorization. Findings indicated high levels of positive mental health in this group with a large number of students in the flourishing category. Smaller size of institution was associated with higher well-being. Future research should explore well-being in other Tanzanian groups as well as the possible role of spirituality and religion in subjective reports of psychosocial well-being.

The evaluation of an equine-assisted therapy programme with a group of boys in a youth care facility

The goal of this study was to evaluate the efficacy of an equine-assisted therapy programme aimed at improving the psychological well-being of boys in a custodial school of industry. Participants were 39 boys who live in a youth care facility for boys who display problem behaviour. They were from different cultural groups (Black, Coloured, and White) and aged between 14 and 18 years. Horses were utilised in the structured sessions to help the boys learn different coping skills through experiential learning. Data were collected on the boys’ level of coping and subjective well-being in order to assess the efficacy of the programme. The data were analysed using independent groups t-test comparisons. The results showed that the programme significantly improved the boys’ subjective well-being, problem focused coping, and emotion focused coping. However, their levels of dysfunctional coping were unchanged following the intervention. An equine-assisted therapy programme appears to show modest evidence of enhancing psychological well-being of adolescent boys in custodial care.

A discussion of a unique collaboration model between schools

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 addresses this problem. The project is collaboration among a British school, a South African town/city school and a school from a rural community in South Africa. The aims of the research project were to determine the benefits of the Afri Twin project and to investigate a unique interaction among a British school, a South African Model C School and a rural school. Data were 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.

Facilitating the coping self-efficacy and psychological well-being of student rugby players

Research into the ‘dual careers’ (simultaneous academic and sport endeavours) of student-athletes is growing. There is a need to optimise student-athletes’ transition from high school to tertiary institutions. The aim of this study was, first, to determine the personal, academic, and sporting needs of student rugby players, and, second, to evaluate the effectiveness of a purposefully developed experiential-learning programme on the coping self-efficacy and psychological well-being of first-year university rugby players. Players were evaluated prior to and 1 month after the intervention. The experiential-learning programme group showed significant improvements in all the measured variables, whereas the non-experiential-learning programme control group’s scores remained unchanged. When corrected for the pre-test differences, the experiential-learning programme group outperformed the non-experiential-learning programme group in terms of problem-focussed coping, dealing with negative emotions and thoughts, obtaining support from family and friends, as well as overall happiness. The experiential-learning programme contributed to facilitating coping self-efficacy and psychological well-being of student rugby players.

The experiences of alumni adolescents on the contribution of a Youth Opportunities Programme

This article focuses on the experiences of alumni adolescents on the contribution of a Youth Opportunities Programme, a non-profit after-school education programme presented in Namibia. A qualitative descriptive design was used to provide insight into the contribution of this programme. Five focus groups were conducted with 32 participants. The transcribed data were analysed by means of thematic analysis. The rich descriptions of the experiences of alumni adolescents indicated learning, personal and relational experiences as well as challenges. The learning experiences included the transfer of academic knowledge and skills that assisted them to deal with advanced opportunities, and the provision of resources. They were able to socialise with friends and form personal relationships with teachers, serving as emotional support. The challenges they encountered while attending the programme on a full-time basis included high expectations in terms of time management, attendance and behaviour. These challenges proved to be exhausting at times. Keywords : academic improvement, adolescents, after-school programme, development, extracurricular activities, life skills

The Psychometric Properties of the Adapted and Revised Organisational Climate Description Questionnaire (AAROCDQ)

This study validated the Adapted and Revised Organisational Climate Description Questionnaire (AAROCDQ) for school climate as experienced by teachers. Participants were 394 school teachers (72 male and 322 female) from 40 schools in South Africa. Internal consistency and factor structure were determined as well as the evidence for concurrent validity. The results of the study show that the AAROCDQ yielded reliable scores and also indicated construct validity in a sample of South African teachers.

The Prevalence of Well-Being on Teachers in Afri Twin Schools as Well as Non Afri Twin Schools

This study explored the prevalence of well-being in Afri Twin and non Afri Twin teachers. The Afri Twin project allows schools of comparable type and size in Britain and South Africa to be ‘twinned’ with each other, with a possible ‘twinning’ with a third school in a rural or township area in South Africa. 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 Mental Health Continuum—Short Form (MHC-SF), the Core Self-Evaluations Scale (CSES) and Coping Self-Efficacy Scale (CSE) were used to determine the well-being of teachers. Comparable moderate to high level of teacher well-being were observed across the two school systems.

Sport Psychological Characteristics of Talented 13-Year Old Adolescents

The objective of this study was to determine whether the sport psychological profiles of talented 13-year-old sport participants differ from less talented participants. 162 grade 8 learners with a mean age of 13.2 ± 0.33 years voluntarily participated in the study. The participants were subjected to the Australian Talent Search protocol and completed the Athlete Coping Skills Inventory for Sport (ACSI-28). The group was categorize according to the median of all the tests of the talent identification protocol (TID) in a talented (TG) and a less talented group (LTG). The TG obtained higher means in all seven sport psychological characteristics: coping with adversity, peaking under pressure, goal setting, confidence, coachability and the average coping profile, concentration and freedom from worry. The results indicate that talented adolescents exhibit specific sport psychological characteristics compared to less talented adolescents.