Browsing by Author "Gush, Marianne"
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- ItemThe development of a school subject, textbook-based programme as a positive psychology intervention to promote well-being in learners(Stellenbosch : Stellenbosch University, 2016-12) Gush, Marianne; Cilliers, Charl Daniel; Greeff, A. P.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology.ENGLISH ABSTRACT: Positive Psychology has emerged as a paradigm of psychology which emphasises research on and optimisation of well-being and human potential. In light of the rapid development of Positive Psychology and research regarding Positive Psychology Interventions (PPI’s) aimed at improving the well-being of various populations, this thesis had two main goals: firstly, to develop a school textbook for an academic subject (Grade 8 Afrikaans First Additional Language) which, in a natural manner, incorporates the themes and interventions of Positive Psychology into the language learning content; and secondly, to gauge, through a focus group discussion, the reactions to and suggestions for such a textbook from teachers currently teaching the subject. Drawing from seminal works by Abraham Maslow (Self-actualisation) and Hettler (Wellness) and merging them with the developing theories within Positive Psychology (PERMA and the Psycho-social system approach (DPF-5)), as well as the 24 universal character strengths, as identified by Peterson and Seligman (2004), a framework for the textbook was developed. PPI’s were then included systematically to match the existing framework, most commonly as written or oral exercises. Following the development of the preliminary textbook, five experienced teachers currently teaching Afrikaans First Additional Language at three different private schools participated in a focus group discussion in order to illuminate their thoughts, feelings and suggestions relating to the textbook. The discussion was audio-recorded and the recording transcribed for analysis, using a grounded theory approach. The themes identified from the focus group discussion were: the uniqueness of the approach, the hidden curriculum (teaching beyond a subject / teaching as preparing a learner for the future), the learners (what learners enjoy and the relatability of the textbook), standard textbooks or notes, and the academic content. The results indicate a positive view of the textbook as a whole and, specifically, as far as its unique, positive nature is concerned. Surprisingly, the participants felt that using such a textbook would also hold personal advantages for the teacher and not only the learners. The results further pointed out specific areas of concern (difficulty level) or possible difficulty (resistance to change by other teachers) and also possible ways to overcome these potential obstacles (a teacher’s guide, an introduction to the approach and a progression in difficulty level from the first to the last chapters). The collected data from the focus group discussion influenced the textbook development on different levels and served to fill a gap in the literature with regards to teachers’ reactions to Positive Psychology as applied in schools (Positive Education). The textbook itself is the first of its kind and provides a new means by which several PPI’s can be made available to a large population in order to improve adolescent well-being in general. Further research regarding Positive Education as experienced by teachers (in both public and private schools), and the effectiveness of subject, textbook-based PPI, is needed.
- ItemIntegrating positive psychology principles and exercises into a second-language high school curriculum(Education Association of South Africa, 2018) Gush, Marianne; Greeff, Abraham P.ENGLISH ABSTRACT: This study reports on the development of a textbook for a school subject (Grade 8 Afrikaans second language – an official South African language). A framework for the textbook was developed by drawing from Maslow’s self-actualisation and Hettler’s wellness approaches, and merging these with Seligman’s PERMA and the psychosocial system approach, as well as the 24 character strengths identified by Peterson and Seligman. Positive Psychology interventions were then included systematically to match the existing framework. Positive Psychology therefore provides the framework and context for language learning, which takes place and is possibly even enhanced through the themes and context. Using existing school subjects as a means to provide wellbeing-enhancing activities to learners in a natural, but structured, framework is realistic, as it makes use of existing school infrastructure and staff, while producing what could be a powerful tool to facilitate growth and wellbeing.
- ItemPathways to potential actualisation: a qualitative meta-interpretation of 60 years’ theory, research, and interventions(Stellenbosch : Stellenbosch University, 2021-12) Gush, Marianne; Greeff, Abraham Petrus; Stellenbosch University. Faculty of Arts Social Sciences. Dept. of Psychology.ENGLISH ABSTRACT: Many researchers from various disciplines have, over several decades, studied and theorised on the topic of optimal human functioning, using terms such as self-actualisation, potential development, flourishing and thriving. Sadly, much of the knowledge gained in the past is lost as experts in their respective fields retire or pass away. Similarly, knowledge from one discipline is often hidden to another discipline, thus impeding progress. This dissertation serves as an exploration and analysis of past, present, and future directions in research in optimal human functioning, here referred to as potential actualisation. By means of a qualitative meta- analysis, fifty-one sources, stretching across six decades (1960 – 2020), across at least seven disciplines and six continents were qualitatively analysed and coded according to the broader categories of affect, cognition, behaviour, physiology, and internal personality characteristics. hese codes and categories were later reorganised into the themes of identifiers, means, and benefits of potential actualisation. The aim was to determine possible overlap and the potential usefulness of such information in the creation of an overarching framework for an improved understanding of potential actualisation. This investigation thus led to the development of the Systematic Potential Actualisation (SPA) framework – a framework aimed at a comprehensive and cross-disciplinary understanding of potential actualisation, including both its nature and the systems at play on an individual level, which characterise and / or develop potential actualisation. The possibility of the ignition of an autopoietic (self-sustaining) process of potential actualisation is explored, but does require further investigation. This study emphasises the need to heed the work done by past researchers, to prevent us from reinventing the wheel, or losing valuable insights. It also highlights the importance of interdisciplinary research to gain both a detailed and comprehensive understanding of optimal human functioning. Most importantly, however, this study provides a practical and dynamic framework which may serve as a powerful tool for practitioners, from various disciplines, who seek to actualise human potential. Furthermore, it may be viewed as the foundation for future multi-disciplinary research to further understand and actualise potential.