Petro Erasmus

This study conceptualises a novel function called Brain Awareness by creating a Comprehensive Model of Self-Regulation through a systematic conceptual review of self-regulation, and functionalising it using the Composite Hierarchical Concept reformation process of De Boecke et al. The resulting Brain Awareness is the result of reconceptualising self-regulation into a composite hierarchical scaffolded function that enables contextual adaptation across six domains of human self-regulation: physiological, affective, behavioural, social, motivational and cognitive. Brain Awareness functions through a looping process of meta-awareness, detecting deviations from the contextually ideal state in each domain and uses cognitive control to enable domain specific mechanisms aimed at restoring equilibrium in the affected domains. This holistic and functional nature of Brain Awareness may facilitate neuroplastic brain development through the creation of therapeutic and educational experiences. Such experiences could rehabilitate neuropsychosocial deficits in self-regulation or improve self-regulation for optimal functioning throughout the lifespan for all populations.

Background/Objectives: Motor impairments, including reduced muscular strength and coordination, are commonly reported in children with autism spectrum disorder (ASD) and may negatively affect functional mobility and participation in daily activities. Despite increasing recognition of these challenges, structured resistance training programs for children with ASD remain limited. This study aimed to examine the effects of a 12-week resistance training program on muscular strength and functional performance in children aged 9–11 years with mild ASD. Methods: A selected-group repeated-measures design was employed. Twenty-eight children with specialist-confirmed mild ASD were allocated to an exercise (n = 14) or control group (n = 14) using a strength-matched allocation procedure. The intervention followed established exercise guidelines for youth. Assessments were conducted at baseline, week 6, and week 12 and included handgrip strength, vertical jump height, and 10-m walk time. Non-parametric Friedman tests assessed changes over time, followed by Durbin–Conover post hoc comparisons where appropriate. Effect sizes (r) were calculated. Results: No significant overall time effect was observed for handgrip strength, although a between-group difference favoring the exercise group was observed at week 6. Vertical jump height demonstrated a significant effect over time, with improvements observed in the exercise group from baseline to week 6 and a between-group difference at week 6. Walking time improved significantly across the study period, with improvements observed in both the exercise and control groups. Conclusions: These findings suggest that structured resistance training is a feasible intervention that may support improvements in physical function in children with mild ASD. Resistance training may therefore represent a useful component of exercise programs aimed at improving functional mobility and participation in children with developmental conditions.

This study assessed knowledge and awareness of developmental dyscalculia among education professionals in the UK, Italy, Vietnam and South Africa, using the newly developed Dyscalculia Knowledge and Awareness Scale (DKAS). In total, 1323 educators responded to the DKAS as well as questions relating to their job roles, level of experience, and training received in supporting pupils with dyscalculia and dyslexia. Overall, most educators were familiar with the concept of dyscalculia, but only 33% reported that they had a clear idea about it. Responses to the DKAS also revealed several knowledge gaps and misconceptions. Our study also documented the low availability of training in dyscalculia, with most educators not receiving any relevant training. Higher levels of education, working in specialist inclusion and support roles, and access to relevant training were positively related to knowledge and awareness of dyscalculia. These findings have important implications for research, teacher education and education policy.

Background: Academic performance has been perceived as an element, which can change the lives of youth, while emotional intelligence (EI) often relates to adolescents’ well-being and, in turn, can influence academic performance. Emotional intelligence development is related to multiple beneficial outcomes and deemed a valuable tool for educational and career planning. However, there is a need for more EI-related guidance in youth interventions. Objectives: To inform such guidance, this is the first study that aimed to confirm the relationship between the academic results of South African adolescents and EI (measured using an updated assessment and newer EI model). It also aimed to determine whether specific EI scales were dominant predictors of subject-specific academic results. Methods: A quantitative research study was conducted following a non-experimental, correlational research design and stratified random sampling method. The study was conducted in secondary schools across South Africa. Academic results and EI scores of 284 adolescents between 13 and 19 years were available for correlational and regression-based dominance analysis techniques. Results: Results confirmed a significant positive relationship between total EI scores and academic year averages. Prominent findings included the decision making composite, which had the strongest relationship with and was the most dominant predictor of most compulsory subject averages. Conclusion: The results point to the importance of considering learners’ EI as a contributing aspect to their school performance, by incorporating learner-tailored EI testing and development at a school level. Contribution: Findings contribute to the criterion validity of the EQ-i Youth assessment and can guide teaching and career guidance initiatives in incorporating tailored EI strategies for learner development.

This qualitative research study emerged from the essential need for reliable and valid intelligence test instruments for South African school learners, who are characterised as a diverse population with their variety in culture, ethnicity, and language, as well as having unequal socio-economic and educational backgrounds. The aim of this research study was to use a qualitative interpretive description research design to explore and describe the experiences of both experts in intelligence test development and/or adaptation as well as psychologists and psychometrists who have administered intelligence tests to South African school learners in various contexts. Twelve psychologists and/or psychometrists were interviewed, of which six were also experts in test development and/or adaptation, which yielded four themes after thematic analysis, namely, utilised intelligence measurements in the current South African school learner context are less relevant; the South African education system is a major issue specifically within lower socio-economic status (SES) contexts; it does not seem feasible to design or adapt suitable intelligence measures that are valid and reliable in the current South African school learner context; and key informants’ recommendations from their experiences. Contribution: This research study contributes to the understanding of the measurement of intelligence of South African school learners in diverse contexts. Findings of this research study can guide the strategic process to design an intelligence instrument suitable for a South African population of school learners, informing fair assessment practices for multiethnic equalisation.

Caring for children with developmental delays or disabilities places significant stress on caregivers, which is often exacerbated in low-resource settings. The World Health Organization developed a caregiver skills training for families of children with developmental delays or disabilities, which includes a three-session caregiver well-being module based on Acceptance and Commitment Therapy, that aims to help caregivers build psychological flexibility (i.e. the ability to focus on the present moment, make space for difficult thoughts and emotions and commit to value-driven actions that enrich their lives). We investigated whether this brief caregiver well-being programme was feasible, acceptable and contributed to positive outcomes for caregivers in a rural South African town. We adapted the intervention to the local context using a participatory approach. The ‘Well-Beans for Caregivers’ adaptation of the World Health Organization Caregiver Skills Training Caregiver Wellbeing module was then delivered by trained facilitators to a group of 10 caregivers in three weekly, 2-h sessions. Most caregivers were single and unemployed. Feedback from the facilitators, caregivers and trainee observers was obtained before, during and after the programme. Results suggested that this brief programme shows promise as a feasible and acceptable intervention, which may lead to improved caregiver well-being and mental health in communities in South Africa. Lay Young children with developmental disabilities and delays who live in low- and middle-income countries are at significant risk of not reaching their full potential. We know that daily interactions with their caregivers (parents or other people taking care of them) play an important role in promoting their development. However, having a child with developmental disabilities can have a negative impact on carers’ mental health and well-being, which in turn can influence their capacity to care for their children. To date, very little attention has been given to the caregivers’ capacity to care . The World Health Organization developed a Caregiver Skills Training programme which includes a brief, three-session module that focuses on improving caregivers’ well-being and mental health. This well-being programme is based on acceptance and commitment therapy. Acceptance and commitment therapy shows increasing evidence of helping people respond to their stressors, thoughts, feelings and experiences a little differently and commit to small changes that are in line with their personal values. Acceptance and commitment therapy has shown promise in improving feelings of well-being in caregivers of children with developmental disabilities. We adapted the World Health Organization Caregiver Skills Training Caregiver well-being module to suit the South African context. The resultant ‘Well Beans for Caregivers’ was then delivered to caregivers from a rural, low-resource setting in South Africa. We found the intervention easy to implement, highly acceptable to caregivers and showed promising impacts on caregivers’ well-being and mental health. This intervention has the potential to be implemented widely and sustainably to build caregivers’ capacity to care for their children.

Introduction: Various studies have been conducted on attachment styles. The majority of these studies are from high-income countries and only a few focused on the relationship between attachment style, love style and attachment behaviour exhibited in intimate relationships or on this phenomenon in the context of a South African university. The aim of this study was to examine the relationship between attachment style (secure, anxious and avoidant), love style (passion, intimacy and commitment) and attachment behaviour (accessibility, responsiveness and engagement) in intimate relationships in a South African university sample. Methods: A cross-sectional, correlational research design was employed. A total of 317 university students were sampled through the randomisation sampling technique. Instruments used were: Experience in Close Relationships-Revised (ECR-R), Sternberg’s Triangular Love Scale (STLS) and Brief Accessibility, Responsiveness and Engagement (BARE). Results: Data were statistically analysed. The male mean was 2.911 (SD = 0.496) and the female mean was 2.864 (SD = 0.499). The results suggest no significant relationship exists between attachment style, love style and attachment behaviour or gender differences regarding these variables. A significant positive correlation was reported between love styles (passion, intimacy and commitment) and attachment behaviour (accessibility, responsiveness and engagement). Intimacy significantly and positively correlates with passion (r =.75; p<.01) as well as commitment (r = .79; p<.01). Passion is also significantly and positively correlated with commitment (r = .82; p<.01). Conclusion: The study recommends attention to attachment styles among university students to improve how students relate to intimate partners. It concludes that knowledge about intimate partners is essential from a young age to lessen psychosocial issues in the future.

We explored gendered group conflict effects on forms of occupational stress and psychological well-being of prosecutors in Botswana. A convenience sample of 92 prosecutors (female = 52%; married = 35.9%; mean years of service = 6.38 years, SD = 3.84 years) responded to the Psychological Well-being Scale and Group Conflict sub-scales of the Generic Job Stress Scale. Hierarchical regression analyses revealed that male prosecutors experience high occupational stress from intra-group conflict. Women’s nature of emotional responsiveness predisposed them to intra-group conflict effects more than their male counterparts. Human resources managers should consider the impact of intra-group conflict on women when developing occupational well-being intervention programmes for prosecutors.

This article describes the extent to which emotional intelligence and study orientation predict the mathematics achievement of middle adolescents. Altogether 435 learners in Grades 9 and 11 from three high schools in the Mafikeng region completed the Bar-On EQ-i: YV™ and the Study Orientation Questionnaire in Mathematics (SOM) (M age = 15.49; SD = 1.32). Stepwise regression showed that a combination of El facets (i.e., General mood, Adaptability and Intrapersonal) and SOM dimensions (i.e., Problem-solving behaviour, Study habits, Information processing and Mathematics anxiety) were predictors of mathematics achievement. Findings suggest that administering a questionnaire on emotional intelligence and study orientation in mathematics may serve a useful purpose in classrooms. The results can be used to plan strategies aimed at dealing with possible gaps in learners' emotional and study orientation frameworks. More research is needed.