Dissertations / Theses on the topic 'Social support provision'

The present study had four main objectives. First, the relationship between the provision of spousal support and its theoretical antecedents and consequences was assessed as informed by the conservation of resources theory (Hobfoll, 1989). Second, the crossover of physicians' work interference with family conflict on their spouses' family demands (perceived family demands and family hours) was investigated. Next, the mediating role of social support as an explanation for the crossover process was examined using two distinct pathways. Lastly, the fourth objective of the present study was to investigate the relationships described above across multiple time points and using dual-source data (from physicians and their spouses). The final sample included matched responses from 126 couples across two time points. Results were generally supportive of the relationship between the provision of spousal support and the receipt of spousal support, perceived family demands, family hours, and work interference with family conflict (WIF) and were consistent with expected relationships according to COR theory. Results also provided support for the synchronous crossover of WIF on perceived family demands; however, results were generally unsupportive of the mediating role of the provision of spousal support in the crossover process. The present study makes several important contributions to the social support, work-family conflict, and crossover literatures by adding to the knowledge of the antecedents and consequences of the provision of spousal support, the growing body of research examining the crossover of WIF, and the understanding of the mediating role of the provision of spousal support in the crossover process. Major findings and areas of opportunity for future research are discussed.

The present study investigated the relationship between hope, stress, and social support provision from teachers during the COVID-19 pandemic. The participants were 80 students (i.e., 34 males; 46 females) ranging in age from 16 to 22 from multiple gymnasiums across Sweden. The cross-sectional research design collected data using an online survey. Statistical analyses revealed that there was a negative correlation between perceived stress and hope. Social support from teachers was also found to be positively correlated with hope. The subcategories identifying the nature of the social support provision indicated that levels of stress were negatively correlated with appraisal, informational, and instrumental support. Students’ levels of reported hope were found to correlate with appraisal, informational, instrumental, and emotional support. Gender was also found to be associated with stress, where women reported more perceived stress than men. Taken collectively, the study found that students who feel more hope are less stressed perceive more social support provision from teachers. Implications for teachers and limitations of the present study are discussed.
Denna studie undersökte förhållandet mellan hopp, stress och socialt stöd från lärare under COVID-19 pandemin. Deltagarna var 80 studenter (34 män; 46 kvinnor) i åldrarna 16 till 22 år från gymnasieskolor över hela Sverige. Datan samlades in med hjälp av en onlineundersökning. De statistiska analyserna visade att det fanns ett negativt samband mellan upplevd stress och hopp. Socialt stöd från lärare visade sig också vara positivt korrelerat med hopp. Underkategorierna som identifierade de olika karaktärerna av socialt stöd indikerade att stressnivåerna var negativt korrelerade med bedömning, information och instrumentellt stöd. Studenternas nivåer av rapporterat hopp visade sig korrelera med bedömning, informativt, instrumentellt och emotionellt stöd. Kön visade sig också förknippas med stress, där kvinnor rapporterade mer upplevd stress än män. Sammantaget fann studien att studenter som känner mer hopp är mindre stressade och upplever mer socialt stöd från lärare. Konsekvenser för lärare och begränsningar av denna studie diskuteras.

This thesis deals with a very important issue in South African society, i.e. the provision of financial and non-cash support to older persons. Older persons in South Africa can be described as a sizeable but vulnerable group requiring specific protection. Section 27 of the South African Constitution of 1996 obliges the state to take reasonable legislative and other measures within available resources to progressively realise the right of access to social security. Hence, the steps taken by the state to promote older persons&rsquo
right of access to social security and to protect their right to dignity need to be evaluated. The legislative framework for the provision of financial and non-cash support to older persons currently is fragmented into various statutes dealing with retirement income, state grants to older persons and care and support services for older persons. Therefore, the current legislation lacks an integrated approach to the provision of support and care to older persons, as well as a central principle on which to base future legislation concerning older persons. One such principle that could potentially be adopted is intergenerational solidarity, which can be described as the solidarity between the active working-age population, as one generation, from which benefits flow to older persons as the other. This thesis evaluates whether intergenerational solidarity should form the basis of South African legislation on the provision of retirement income and the provision of care and support to older persons, and if so, whether it in fact does. If the answer to the latter is in the negative, the thesis further examines whether the current process to reform the retirement income system and related legislation in South Africa would be a suitable platform to introduce the concept of intergenerational solidarity to legislation concerning older persons.

Coaches of high school athletes are one potentially important source of athletes' social support. This leads to the possibility that at least some coaches provide little social support to their players and thus could contribute to players' injury rates. I examined the social support high school football coaches provide their players in a specific circumstance where coach social support might be considered forthcoming, the circumstance of injured players. I sent a 21-item, 9-point Likert scale questionnaire to 2,000 California, Texas, Ohio, and Florida high school football coaches, asking about the amount of social support they provided to their injured players. A total of 668 questionnaires were returned. The social support items were reasonably homogeneous (coefficient alpha .84). Mean levels of self-reported coach social support ranged from 3.1 (almost no social support provided) to 9.0 (strong social support, provided consistently), with a mean of 6.9 (median=7.0) and a S.D. of 1.0. I then examined the relationship between the social support reported to be provided and coach-reported numbers of minor and major player injuries in a typical season. Both relationships were low and negative, but significant (r = -.14 in both cases,p is less than .0005), indicating a weak tendency for the players of low social support coaches to experience more injuries than those of high social support coaches. The results overall suggest that (a) coach social support of athletes is indeed quite low in some cases, and (b) coach social support may be an important element in determining the injury rates of high school athletes.

A primary aim for undertaking this research was to seek evidence of the value of supporting parents through early years' provision, especially those who are socially and economically disadvantaged. The study explored the way three different types of public provision (education, social work nurseries and family centres) affected parental wellbeing, parenting stress and associated risks to the healthy social and emotional development of children. The characteristics of the neighbourhood and nurseries in which the study was located were examined, and compared, before looking further at the families who used each type of provision, including their social support networks. The influence of support and the role of nurseries and family centres on parenting stress and wellbeing were then considered. An ecological framework was used to develop a largely quantitative, longitudinal survey study with a sample of 85 families at the start and 71 at follow-up, one year later. Parents of children using public provision were interviewed and completed questionnaires on parenting stress and wellbeing. Standard developmental assessments were completed on the children concerned. It was found that a very high proportion of the parents were experiencing excessive stress and psychological problems such as anxiety and depression. Most parents had reduced levels of stress and improved wellbeing after using the nursery for a year. The way each of the different types of units was organised influenced the balance and nature of informal and formal support and the extent of neighbourhood involvement. Education nurseries provided a focus for parents to meet informally, usually external to the daily routine and organisation of the nursery. Through this many found new friends and were able to participate in other aspects of the community the nursery helped share the care of the child for short periods and provided a range of quality experiences to enhance the child's development. Education nurseries did not view parent support and education as their responsibility although almost all parents considered it of vital importance. Similarly, the social work nurseries provided an accessible, dependable service enriching the lives of children and parents by reducing social isolation and increasing access to a wide range of stimulating, learning experiences for children and positive, helpful relationships with staff who were able to advise and listen to parents. The majority of the most vulnerable families, often with children who had developmental problems and little informal support, used social work nurseries, although a number of parents who were struggling to cope were found to use other forms of provision. Family centres incorporated the most diverse range of activities and services for parents and children. Informal support was mutually beneficial, harnessing individual's personal strengths, enabling these to be shared with others. Confidential formal support was available. Continuity for parents and children, however, was not possible due to a lack of sufficient childcare to enable parents to work or children to gradually increase the amount of time they spent away from their parents and in a learning situation with their peers. Living in an economically disadvantaged area increased risks to wellbeing and the importance of possessing and developing resilience to help parents and children adapt and cope successfully to the many challenges they faced. All forms of early years' provision contributed to supporting parents, enhancing developmental opportunities for children and made a major contribution to the wellbeing of young families. The organisational framework and separation of education, welfare and parental employment functions resulted in segregation between the families who used each type of provision on the basis of household income and were not conducive to strengthening informal support systems or enabling parents to work. As a means of enhancing the wellbeing and development of future generations, opportunities for informal and formal support should be more strongly integrated into the functions of early years' provision, making them more accessible, flexible and multi-purpose. The extension of parents' social networks and provision of quality childcare helps build support, skills and confidence, promoting social inclusion and the rejuvenation of disadvantaged areas.

Thesis (Ph. D.) - Central University of Technology, Free State, 2008
This study primarily focuses on the factors that should be taken into account when developing Learning and Teaching Support Material (LTSM) to be used by FET Accounting educators to improve the results of their learners. In order to accomplish this aim, literature from published books, textbooks, guidelines and syllabi from the Department of Education, speeches and articles on the internet, interviews and questionnaires were used in capturing data to establish the essence of Accounting and Accounting principles, to determine the educational changes regarding the curriculum that were made and the influence of these changes on the Accounting syllabi for the FET phase, to identify the factors that hamper the improvement of FET Accounting results in schools and to identify, describe and analyse a curriculum and LTSM. A triangulation methodology was employed in this study where qualitative data (interviews) and quantitative data (questionnaires) were captured. Through the interviews with the Learning Facilitators of Accounting and questionnaires completed by Accounting educators, it became clear that a lack of LTSM exist in Accounting. Accounting educators indicated that they are in dire need of LTSM for the FET phase to be able to improve the results of their Accounting learners in tests and examinations.

Since the early 1970's researchers have expressed concern about the emotional well being of family members after traumatic brain injury (TBI) and it is now widely acknowledged that TBI has long term effects on the patient and relatives alike. Researchers have found a substantial number of relatives caring for head injured patients to show significant levels of anxiety and depression and have emphasised the need for information for relatives on the prognosis of head injury. There are, however, very few studies that have investigated the usefulness of giving literature to relatives. Using a longitudinal, mixed variable, within and between subject design, the present study investigated the effect of an information booklet on levels of distress in a group of 35 carers of individuals with TBI. The role of individual coping strategies, locus of control and social support were also considered. The participants were either caring for someone two to nine months post injury (early) or one or more years post injury (late). This allowed for the hypothesis that those carers in the early group would show a greater reduction in psychological distress than those in the late group. In addition, the influence of coping strategy, social support and individual locus of control were examined. These results are discussed and the proposal made that an information booklet such as the one used in the present study should become an integral part of the discharge procedure for relatives of individuals who have sustained a head injury.

At work and in the family, people do emotional work to meet other people's emotional needs, improve their wellbeing, and maintain social harmony. Emotional work is unique and skilled work - it involves handling emotions and social relationships and its product is the change of feeling in others. ¶ The thesis extends the work of Erickson and Wharton (1993, 1997) and England (1992, England & Farkas, 1986) by adding a psychological perspective. Emotional work is defined in terms of behaviours. Three dimensions, companionship, help and regulation, distinguish whether positive or negative emotions in other people are the target of emotional work. Companionship builds positive emotions, whereas help and regulation repairs and regulates negative emotions. ¶ Two studies, the Public Service Study (n=448) and the Health Care Study (n=261), sample different work and family role contexts (spouse, parent, kinkeeper and friendship, manager, workmate and service roles). The Integrative Emotional Work (IEW) Inventory was developed to assess emotional work in these roles. ¶ Emotional work is not just women's work. Younger people and those from ethnic minority backgrounds also do more emotional work. In contexts where it is not rewarded, emotional work is done by those with lower status. Emotional work is responsive and increases when other people are distressed. It is an aspect of the domestic division of labour, and influenced by workplace climate. Although personality is a factor, some determinants are modifiable. People do more emotional work when they have the skills, when it is saliently prescribed, and when it is rewarded and recognised. ¶ Emotional work is costly to those who do it and combines in its effects across work and family roles. When people do emotional work they 'catch' emotions from others (Hatfield, Cacioppo, & Rapson, 1994). Handling positive emotions in others improves wellbeing. However, handling negative emotions in others relates to a wide range of psychological health problems. These health costs are mitigated when emotional work is rewarded. Emotional work's devaluation sets in train social group differences in its performance, and confers both material (England & Folbre, 1999) and health disadvantages on those who do it.

This thesis aims at examining the extent to which state-based social assistance provision, in the form of Child Support Grant (CSG), influences the character of a developmental state. Social assistance provision is understood to be part of a developmental state response to the needs of its citizens. I have argued in this thesis that CSG influences the characteristics of a developmental state in as far as it is available to all needy children who pass the means-test regardless of race. I hold the view that the developmental approach to social policy should be of great assistance in a country such as South Africa where there is mass poverty by meeting people's needs in a short to medium term but also enabling them to depend on themselves in a long term. The history of the policy context in South Africa and three approaches to social policy have been examined. These are residual, institutional and normative approaches. My emphasis has been on the approach that best suits the developmental state. I argue that the developmental state that applies a normative approach will address issues related to the eradication of poverty, poor economic opportunities as well as social deprivation and promotes self-reliance. South Africa's conceptualisation of social policy and social welfare is in keeping with a developmental state. The problem however, is the implementation of social policy and social welfare provision. In this thesis I have focused on four research questions and these are: • Can the CSG illustrate an appropriate social policy intervention of a developmental state in the context of mass poverty? • Is South Africa's conceptualisation of social policy and social welfare in keeping with a developmental state? • What impact does social assistance provision, in the form of a CSG, have on poor households? • Can such impact together with other policy interventions contribute to lifting people out of poverty and building their developmental capacity? I have used both qualitative and quantitative to examine these questions. My findings show that social assistance in the form of CSG is consistent with the developmental approach to social welfare.

Aim: This study aimed to explore the experiences which influenced the perceptions of three key groups of stakeholders: academic and support staff, international students, and their domestic peers, when engaging in International Education at one Australian university. The original research questions for this study were: 1. What experiences influence staff members’ perceptions of International Education at one Australian university? 2. What experiences influence international students’ perception of their education at one Australian university? As directed by theoretical sampling, the views of domestic students were then also sought, to shed light on the following research question: 3. What experiences influence domestic students’ perceptions of International Education at one Australian university? Conceptual Framework: A Social Constructivist theoretical framework was employed within a Case Study approach for a number of reasons. First, institutions have their own specific characteristics, budgets and student populations and so can be studied separately in order that the researcher might develop a detailed critical understanding of the intricacies of the single case. Since International Education is a complex phenomenon, the researcher also needed to include the multiple realities of the different stakeholders involved. The researcher’s personal philosophy aligned with Social Constructivism, which argues that perceptions of reality are subjective to the person experiencing them. As such, Social Constructivist Grounded Theory allowed for the interpretation of both the participants’ views of reality as well as the researcher’s. Finally, this approach allowed for a co-construction of reality through the interactions of the participants and the researcher during the data collection process. This was important since the researcher, too, is an international student. Data collection strategies associated with Grounded Theory (GT) were used to obtain a more holistic understanding of the complex issues at play, and allowed for theoretical sampling, such that the researcher could follow up new directions as they arose during data analysis. Methodology: The study evolved in three interwoven stages, during which 25 international students, 38 staff members (academic and non-academic) and 10 domestic students were interviewed using semi-structured, face-to-face interview techniques. Theoretical sampling allowed new issues to be addressed in subsequent interviews as the study progressed. Participants: Data collection ceased after 38 interviews for staff members. This group comprised of 28 females and 10 males, most over 45 years of age, and an approximately equal mix of academic and non- academic staff. For international students, data collection ceased after 25 interviews. This group included both undergraduates and postgraduates, with only two having English as their first language. Length of stay in Australia varied from 2 months to 9 years. Data collection for the third group of participants, the domestic students, ceased after ten interviews, due to the difficulty of recruiting more students. There was an important gap in the sample of staff members, with no representatives from the SSC (Student Services Centre) responding to the numerous invitations to participate in the research. Ironically, SSC staff reported there was a policy based deterrent by which any staff working in the SCC were technically unable to participate in this (or any) research within the course of working hours. Procedure: The sampling process was carried out using snowball and volunteering techniques. Invitational emails, flyers and website posts were used to inform staff members, international and domestic students about the research. The participants then contacted the researcher to arrange for an interview date and time suitable for all parties. Interviews ranged from 30 to 45 minutes in length and data were transcribed immediately after each interview, so that a constant comparison with previous data could be carried out. Data were analysed using Constructivist Grounded Theory techniques. Findings: Perceptions of the key stakeholders were influenced by experiences both at the university level as well as at student and staff levels. It was observed that experiences of International Education depended on staff members’ roles and how much experience they had had with international students; how they perceived their international students; questions about the motivation of some students; and concerns about some students’ communication skills. At the university level, staff experiences were influenced by frustration with existing services and multi-level miscommunication across the university. These factors led to a number of implications for the staff, the students and the university. Issues such as lack of time to work with students, heavy workloads, lack of training or incentives to participate in training, and tensions around student assessment led to some staff members feeling “frustrated” or “resentful” about working with international students. International students’ perceptions of their education were influenced by concerns about the adequacy of their own communication skills, a lack of confidence in participating fully in the academic and social life of the university; and their perceptions of staff roles and responsibilities. Their broad experiences of their education were also affected by concerns about the services provided, which were either not specific enough, not familiar enough, or poorly coordinated. They also perceived some negative responses from their domestic peers. These combined factors resulted in a reluctance to access available services; some level of withdrawal from full participation in classroom activities, and feelings of being treated as the ‘other’ by some staff and students. Domestic students were recruited to the study using theoretical sampling after issues surrounding culturally-mixed group work were raised in the interviews with staff members and international students. Domestic students’ perceptions of International Education were influenced by concerns about some international students’ communication skills; in-group favouritism; and their belief that teachers did not facilitate group work to the extent required. At the university level, some commented that limited promotion of both the benefits of diversity, and of a sense of community on campus, influenced their experiences of working with individuals who were culturally and/or linguistically different. Conclusions: The study highlighted the importance of the university’s Value Position in influencing the International Education experiences of staff and students. The findings of the study supported the view that the model of service provision did not acknowledge that different student cohorts had, to some extent, different needs. This stance then influenced how staff and students responded to those they deemed as different. The contributions of the current study, its limitations and directions for future research are also discussed, along with a set of recommendations for the current Case aimed at enhancing the key stakeholders’ experiences of International Education.

Magistro darbe yra analizuojama valstybės vykdoma būsto politika, būsto srityje vykdomos ir valstybės finansuojamos programos ir projektai, iškeliamos būsto srities problemos, aptariamas valstybės remiamas būsto kreditas kaip socialinio būsto alternatyva. Pagrindinis dėmesys skiriamas su socialinio būsto suteikimu ir nuoma susijusioms problemoms bei aptariamos įstatymo, reglamentuojančio šią sritį, spragos. Tiriamojoje dalyje atlikta anketinė apklausa Tauragės rajono savivaldybėje ir savivaldybės būstus prižiūrinčioje įmonėje UAB Tauragės butų ūkis.
The accommodation policy the state pursues, the programmes and projects financed by the state in the field of accommodation, problems with accommodation, credits for accommodation supported by the state as an alternative of social accommodation are analysed in the master's paper. The main attention is paid to the problems connected with the provision and rent of social accommodation and gaps of the law which finetunes sphere are also analysed. The survey in Tauragė Municipality and the joint stock company Tauragės butų ūkis supervised by Tauragė Municipality has been carried out.

This thesis examines how the psychology of human relationships can be applied to the phenomenon of pet ownership. Current views on the origins of pet ownership and reasons for its popularity, and the application of concepts from the psychology of human-human relationships to human-pet relationships are reviewed. The most popular model, attachment theory, is critically evaluated and examined empirically in a preliminary study. Attachment seems not to provide a satisfactory model. A functional approach, investigating what human-pet relationships do rather than what relationships they resemble, was pursued in the remainder of the thesis. Individuals in a pet-owning family may all interact with the pet in quite different ways, yet are often all labelled equally as pet owners. Investigation of human-pet relationships in the family context facilitated an analysis of characteristics of owning a pet, such as exclusivity. Differences among human-pet relationships were examined according to family role of the owner, and pet species. Pets are frequently regarded as members of their owners' social network, and as a source of relational provisions at levels which are in some cases comparable to those from human relationships. For some pet owners, support from pets may have a buffering effect against stressful life events, and protect owners against adverse psychological symptoms. Important differences were found between species. Dogs provide higher levels of provisions than cats, and cats are rated more highly than other pet species. There is therefore a need for caution against generalising from one species to pets in general. The social provisions approach is shown to be productive, but it is not the only model from human social relationships that might be used, and alternative or complementary models should also be explored.

abstract: Older children are expected to serve as support substitutes when parents are not able to adequately provide the support needed to their younger siblings. This exchange of resources may influence the individual who is serving as a substitute to experience feelings of obligation and resentment that can ultimately lead to mental health symptoms. The term mental health is broadly conceptualized in this thesis as negative affect and positive affect. Online surveys were conducted on a sample of 170 Arizona State University students to analyze whether the provision of sibling support was related to worse affect. Hypotheses included: 1) provision of support from the student to the sibling will be related to lower positive and higher negative affect, 2) sibling support provision will be related to greater feelings of obligation and resentment, 3) obligation and resentment will mediate the relationship between sibling support provision and affect and 4) gender differences exist in the mediational relationship of sibling support provision, obligation/resentment, and affect. Results showed that sibling support provision is related to higher levels of both negative and positive affect. Moreover, provision of sibling support was significantly related to feelings of obligation and resentment. There was also some evidence for a mediational model, such that there was an indirect effect of sibling support provision on negative and positive affect through feelings of obligation, but not resentment. Lastly, females experienced significantly greater feelings of obligation to provide support, while males experienced significantly greater feelings of resentment. However, there was no evidence of a moderated mediation by gender. These results suggest that sibling support provision is related to affect and one potential explanation is the feelings of obligation engendered by the sibling support provision.
Dissertation/Thesis
Masters Thesis Psychology 2017

Australia is undertaking a major, six-year reform of the nation-wide system of support and care services for people with disabilities. This research explores the implications of systemic changes at a microsystemic level – the provision of in-home disability support services by a Victorian municipality through the Home and Community Care program.

o Partindo da problematização da relação entre a provisão social informal com a ação providencial pública face a uma população idosa socialmente vulnerável, o presente trabalho aborda a pertinência das redes de suporte social informal no e para o Serviço Social, articulando dois estudos: A e B. O Estudo A caracteriza e problematiza a dimensão técnico-operativa e instrumental na avaliação diagnóstica do suporte social informal em Serviço Social, no contexto de respostas sociais para idosos em Portugal, a partir da perspetiva de assistentes sociais, num estudo quanti-qualitativo com 204 participantes. O Estudo B, uma investigação quantitativa com 612 participantes com 65+ anos, traça o perfil das redes sociais pessoais de idosos portugueses, em geral e segundo a (in)existência de descendência, propondo uma tipologia multidimensional agregada em quatro tipos de rede: familiares, de amizade, de vizinhança e institucionais. Os resultados do Estudo A evidenciam lacunas na especificidade e sustentação teórica, metodológica e reflexiva associadas ao diagnóstico social do suporte informal, pretendendo constituirse a evidência do Estudo B como uma matriz de referência teórica e instrumental de tal processo diagnóstico. Tais resultados interpelam o Serviço Social a problematizar a tendência familista nos serviços sociais e a repensar a intervenção na área gerontológica com fontes de suporte informal, apontando desafios de um reforço no domínio técnico-operativo, assim como a interferir no debate público, gizando propostas investigativas, organizativas e de medidas de política social que vão ao encontro da variabilidade de trajetórias e de configurações de provisão social entre as pessoas cidadãs de idade avançada
Starting from the problematization of the relationship between informal social provision and public welfare facing the socially vulnerable elderly population, this thesis addresses the relevance of informal social support networks in and for Social Work, articulating two studies: A and B. Study A characterizes and problematizes the technical-operative and instrumental dimension in the assessement of informal social support in Social Work in the context of social services for the elderly in Portugal, from the perspective of social workers, in a quanti-qualitative study with 204 participants. Study B, a quantitative study with 612 participants aged 65+, traces the profile of personal social networks of Portuguese elderly, in general and focusing childlessness, proposing an multidimensional typology aggregated in four types of networks: family, friendship, neighborhood and institutional. The results of Study A show gaps in the specificity and theoretical, methodological and reflexive fundamentation associated with the social diagnosis of informal support, intending the evidence of Study B to be a theoretical and an instrumental reference matrix of such assessement process. These results interpellate Social Work to problematize the familistic tendency in social services and to rethink the intervention in the gerontological area with informal support networks, pointing out challenges on the reinforcement of the technical-operative domain, as well as to interfere in the public debate, outlining investigative, organizational and social policy proposals that meet the variability of trajectories and configurations of social provision among elderly citizens.

At work and in the family, people do emotional work to meet other people's emotional needs, improve their wellbeing, and maintain social harmony. Emotional work is unique and skilled work - it involves handling emotions and social relationships and its product is the change of feeling in others. ¶ The thesis extends the work of Erickson and Wharton (1993, 1997) and England (1992, England & Farkas, 1986) by adding a psychological perspective. Emotional work is defined in terms of behaviours. Three dimensions, companionship, help and regulation, distinguish whether positive or negative emotions in other people are the target of emotional work. Companionship builds positive emotions, whereas help and regulation repairs and regulates negative emotions. ¶ Two studies, the Public Service Study (n=448) and the Health Care Study (n=261), sample different work and family role contexts (spouse, parent, kinkeeper and friendship, manager, workmate and service roles). The Integrative Emotional Work (IEW) Inventory was developed to assess emotional work in these roles. ¶ ...

The role of school management on the qualitative provision of inclusive education in designated full-service schools in North West Province is vital for optimum accommodation of learner diversity in ordinary mainstream primary schools. The school management of designated primary schools are assigned with the task of ensuring that inclusive education policy and practices are adopted and implemented by all stakeholders as prescribed by policy in their respective schools. This dissertation sought to investigate at a micro perspective the impact of school managers as individual employees and their response to the new inclusive education system in their schools. The study also identifies factors that facilitate or hinder their role. A qualitative approach and the case study design were applied in this study. Five schools were purposefully selected and total of 40 participants were involved. The participants include five principals, five deputy principals, ten heads of departments (HoDs) and 20 members of the SBST. Data were collected by conducting individual interviews for principals and deputy principals and focus group interviews for HoDs and members of SBST. The findings reveal that the school managers, SBST and stakeholders like parents do not yet understand the reasons behind expansion of inclusive education in their schools. The study reveals that the school management are still finding it difficult to fulfil their role and responsibility. This is owing to numerous challenges emanating from inadequate support from district based support teams or departmental officials, pedagogical barriers, systemic barriers, insufficient staffing, lack of human resource development through trainings, infrastructure challenges, resistance to policy such as SIAS and lack of knowledge of assistive devices. Subsequent to that, literature review reveals that studies on implementing inclusive education in schools focus largely on the plight and role of teachers and that little attention was paid to the role of school management on the provision of inclusive education. To enhance the impact of school management on provision of inclusive education and to address prohibiting factors noted form the findings, the study recommends to the department an intensive and structured capacity building programmes for departmental officials, school management, curriculum specialists, senior managers with specific reference to inclusive teaching strategies, admission within protocol of SIAS policy, and curriculum differentiation using assistive devices. A proposed model to improve the impact of school management on the provision of inclusive education with specific reference to administer admission within SIAS protocol is presented.
Educational Management and Leadership
M. Ed. (Education Management)