Die belewenis van laat adolessente van selfhandhawing in verhoudings in die werkomgewing aan die begin van hulle werksloopbaan
- Authors: Minnaar, Philippus Carel
- Date: 2011-06-22T10:37:45Z
- Subjects: Assertiveness (Psychology) , Teenagers , Teenagers conduct of life , Adolescent psychology
- Type: Thesis
- Identifier: uj:7102 , http://hdl.handle.net/10210/3697
- Description: M. Ed. , The development of behaviour, character and social skills of people stems from and is maintained by means of interaction with other people. Actually, the most crucial stage is during late adolescence, when proficiency in work ethics, relationships and especially assertiveness should be shaped, as it has direct bearing on the situation when someone does not act in an assertive manner in the work environment. People who are able to act in a truly assertive manner are able to express their feelings, thoughts and convictions without any aggression, in a non-destructive way, and to act in a neither extremely controlling, nor inappropriately reticent fashion. It has come to the notice of the researcher that the behaviour, social skills and especially the assertiveness of a considerable number of late adolescents at a specific technical training college, given their age, appear not be appropriate when among adults, as they communicate ineffectively and are not able to verbalise their expectations regarding their needs. It seems as if late adolescents do not want to make their voices heard. With “voice” an own opinion in relation to choices is meant. The researcher was left wondering whether they would be able to communicate in an adult manner with employees, and express their needs by means of “I messages”, as well as to what extent they would be able to take a stand solely on their own behalf, when having to contend with possible problems in the work environment. The emancipation process of late adolescents often gives rise to mixed emotions in themselves. They simultaneously look forward to and fear the process of becoming adults, which then results in them withdrawing themselves. Others then tend to view them as being incompetent. As a part of their need for independence, they criticise any boundaries, which in turn involves them in conflict. They display open hostility towards others and reveal low quality problem-solving skills, relating to superficial intra- and interpersonal skills in relationships with others.
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- Authors: Minnaar, Philippus Carel
- Date: 2011-06-22T10:37:45Z
- Subjects: Assertiveness (Psychology) , Teenagers , Teenagers conduct of life , Adolescent psychology
- Type: Thesis
- Identifier: uj:7102 , http://hdl.handle.net/10210/3697
- Description: M. Ed. , The development of behaviour, character and social skills of people stems from and is maintained by means of interaction with other people. Actually, the most crucial stage is during late adolescence, when proficiency in work ethics, relationships and especially assertiveness should be shaped, as it has direct bearing on the situation when someone does not act in an assertive manner in the work environment. People who are able to act in a truly assertive manner are able to express their feelings, thoughts and convictions without any aggression, in a non-destructive way, and to act in a neither extremely controlling, nor inappropriately reticent fashion. It has come to the notice of the researcher that the behaviour, social skills and especially the assertiveness of a considerable number of late adolescents at a specific technical training college, given their age, appear not be appropriate when among adults, as they communicate ineffectively and are not able to verbalise their expectations regarding their needs. It seems as if late adolescents do not want to make their voices heard. With “voice” an own opinion in relation to choices is meant. The researcher was left wondering whether they would be able to communicate in an adult manner with employees, and express their needs by means of “I messages”, as well as to what extent they would be able to take a stand solely on their own behalf, when having to contend with possible problems in the work environment. The emancipation process of late adolescents often gives rise to mixed emotions in themselves. They simultaneously look forward to and fear the process of becoming adults, which then results in them withdrawing themselves. Others then tend to view them as being incompetent. As a part of their need for independence, they criticise any boundaries, which in turn involves them in conflict. They display open hostility towards others and reveal low quality problem-solving skills, relating to superficial intra- and interpersonal skills in relationships with others.
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Assertive behaviour of professional nurses and nurse managers in unit management at Academic Hospital settings in the Pretoria Region
- Rasetsoke, Rosemary Lorraine
- Authors: Rasetsoke, Rosemary Lorraine
- Date: 2013-05-27
- Subjects: Assertiveness (Psychology) , Nurse practitioners - Psychology , Nurse administrators - Psychology , Nursing - Psychological aspects
- Type: Thesis
- Identifier: uj:7557 , http://hdl.handle.net/10210/8415
- Description: M.Cur. (Nursing Management) , Assertiveness is the ability to express oneself and one’s rights without violating the rights of others (http: www.naidex.co.uk/page.cfml/link). The need for assertiveness is widely acknowledged in different work settings, and in order to manage the stress of working as part of a team every day, one has to become assertive. Acquiring and using assertiveness involves a simple and effective technique whose main object is to promote and maintain one’s personal health, self-esteem and healthy relationships with other people (Booyens, 2005:395). In the course of her work as a nurse manager in an academic hospital, the researcher became aware in an academic hospital setting that some professional nurses and nurse managers in an academic hospital setting were lacking assertive behaviour in their interactions and relationships with their colleagues. The purpose of the study was to explore and describe the kinds of assertive behaviour of professional nurses and nurse managers in the nursing units of two academic hospitals in the Pretoria region, in order to identify guidelines for effective assertive behaviour in such contexts. In this study a quantitative, descriptive and explorative design was used in order to obtain information from permanent professional nurses and nurse managers working in units of two academic hospitals in Pretoria. All of the nurse managers (n = 80) in these units were included in the study as the total sample. Four hundred and forty (n = 440) professional nurses and eighty (n = 80) nurse managers were eligible to participate in the study. Simple random sampling of the professional nurses was conducted to obtain a sample (n = 110). The method of data collection was a self-administered, structured questionnaire whose purpose was to explore and describe the assertive behaviour of professional nurses and nurse managers in academic hospital settings in the Pretoria region (Burns & Grove, 2005:398).Validity and reliability were ensured by using the principles of Riley, Wood, Clark, Wilkie and Szivas (2004:126) as well as the principles of Goddard and Melville (2001:46). Ethical standards for nurse researchers were adhered to. Descriptive statistics were arrived at by using SPSS (Version 20)
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- Authors: Rasetsoke, Rosemary Lorraine
- Date: 2013-05-27
- Subjects: Assertiveness (Psychology) , Nurse practitioners - Psychology , Nurse administrators - Psychology , Nursing - Psychological aspects
- Type: Thesis
- Identifier: uj:7557 , http://hdl.handle.net/10210/8415
- Description: M.Cur. (Nursing Management) , Assertiveness is the ability to express oneself and one’s rights without violating the rights of others (http: www.naidex.co.uk/page.cfml/link). The need for assertiveness is widely acknowledged in different work settings, and in order to manage the stress of working as part of a team every day, one has to become assertive. Acquiring and using assertiveness involves a simple and effective technique whose main object is to promote and maintain one’s personal health, self-esteem and healthy relationships with other people (Booyens, 2005:395). In the course of her work as a nurse manager in an academic hospital, the researcher became aware in an academic hospital setting that some professional nurses and nurse managers in an academic hospital setting were lacking assertive behaviour in their interactions and relationships with their colleagues. The purpose of the study was to explore and describe the kinds of assertive behaviour of professional nurses and nurse managers in the nursing units of two academic hospitals in the Pretoria region, in order to identify guidelines for effective assertive behaviour in such contexts. In this study a quantitative, descriptive and explorative design was used in order to obtain information from permanent professional nurses and nurse managers working in units of two academic hospitals in Pretoria. All of the nurse managers (n = 80) in these units were included in the study as the total sample. Four hundred and forty (n = 440) professional nurses and eighty (n = 80) nurse managers were eligible to participate in the study. Simple random sampling of the professional nurses was conducted to obtain a sample (n = 110). The method of data collection was a self-administered, structured questionnaire whose purpose was to explore and describe the assertive behaviour of professional nurses and nurse managers in academic hospital settings in the Pretoria region (Burns & Grove, 2005:398).Validity and reliability were ensured by using the principles of Riley, Wood, Clark, Wilkie and Szivas (2004:126) as well as the principles of Goddard and Melville (2001:46). Ethical standards for nurse researchers were adhered to. Descriptive statistics were arrived at by using SPSS (Version 20)
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Opvoeding tot verantwoordbare lewenskeuses as wyse van selfhandhawing
- Authors: Van Heerden, Elna Louise
- Date: 2014-09-04
- Subjects: Choice (Psychology) , Assertiveness (Psychology) , Maturation (Psychology) , Education
- Type: Thesis
- Identifier: uj:12220 , http://hdl.handle.net/10210/11988
- Description: M.Ed. , A person constitutes his world and determines to a large extent his happiness by means of choices. The individual find himself in a society with a network of relationships wherein several values and views of life are representative. In this complex structure of views and relationships a person can easily feel unfettered in the midst of choices in respect of which he does not feel ready to take a view. It is against this background that a study was made as to the education of responsible choices as a means of coping. The goal of the study was to investigate the making of choices as a means of coping against the background of a fundamental-agogic perspective. It shall also be endeavoured to highlight the educational implications of the findings and to express same in functional terms. To determine what the underlying basis of a person's daily choices is, it is necessary to determine a person essential characteristics from a universally valid perspective. This essential characteristics are then brought in connection with the ground motives which regulate a person's daily existence. In futherance of the universally valid perspective the motives relating to personal aspects and to other people within the ideological context and how such motives are manifested within the specific context are investigated. In futherance of the fenomenologistic view on choices, it will be shown what the educational requirements are when the exercise of choices takes place. It will also be shown concisely how a lack of choice-awareness may be a contributing factor in socioeducational problem areas for instance misbehaviour and suicide amongst the youth. The most important findings from the above mentioned study are the following: It is the task of the educator to make the educant aware that he has, as a human being, a choice potential and to encourage him to make use of such potential. An awareness of choices as a life-skill should underlie the rational making of choices. A persons options are determined by his specific time-space situation and the parameters of his responsibility. Because of the uniqueness of every person's circumstances rigid directives of choices cannot be fundamentally or universally valid. There are however certain singular core matters which are generally present in the education of choices namely: The possibility of education toward choices exists because the exercise of choices is a conscious mental process. Through choices the educant obtains a share in his growth process and will his helplessness be gradually reduced. A person should exercise choices from within the safe basis of a value structure to experience order and security. When the educator makes the educant aware of his choice-potential, he should also unfold the sense of life to him, because choices one makes in relation to meaning of his existence also determines to a great extent the goals of the other choices which he will make. The educant should obtain the opportunity for making choices in a climate of responsible discipline. By utilizing choices as a life skill, a person can answer to his basic motives and anthropological needs. Because of choices a person can establish himself as somebody and can enter into relationships with the others of his existence being the divine, his fellowman and objects.
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- Authors: Van Heerden, Elna Louise
- Date: 2014-09-04
- Subjects: Choice (Psychology) , Assertiveness (Psychology) , Maturation (Psychology) , Education
- Type: Thesis
- Identifier: uj:12220 , http://hdl.handle.net/10210/11988
- Description: M.Ed. , A person constitutes his world and determines to a large extent his happiness by means of choices. The individual find himself in a society with a network of relationships wherein several values and views of life are representative. In this complex structure of views and relationships a person can easily feel unfettered in the midst of choices in respect of which he does not feel ready to take a view. It is against this background that a study was made as to the education of responsible choices as a means of coping. The goal of the study was to investigate the making of choices as a means of coping against the background of a fundamental-agogic perspective. It shall also be endeavoured to highlight the educational implications of the findings and to express same in functional terms. To determine what the underlying basis of a person's daily choices is, it is necessary to determine a person essential characteristics from a universally valid perspective. This essential characteristics are then brought in connection with the ground motives which regulate a person's daily existence. In futherance of the universally valid perspective the motives relating to personal aspects and to other people within the ideological context and how such motives are manifested within the specific context are investigated. In futherance of the fenomenologistic view on choices, it will be shown what the educational requirements are when the exercise of choices takes place. It will also be shown concisely how a lack of choice-awareness may be a contributing factor in socioeducational problem areas for instance misbehaviour and suicide amongst the youth. The most important findings from the above mentioned study are the following: It is the task of the educator to make the educant aware that he has, as a human being, a choice potential and to encourage him to make use of such potential. An awareness of choices as a life-skill should underlie the rational making of choices. A persons options are determined by his specific time-space situation and the parameters of his responsibility. Because of the uniqueness of every person's circumstances rigid directives of choices cannot be fundamentally or universally valid. There are however certain singular core matters which are generally present in the education of choices namely: The possibility of education toward choices exists because the exercise of choices is a conscious mental process. Through choices the educant obtains a share in his growth process and will his helplessness be gradually reduced. A person should exercise choices from within the safe basis of a value structure to experience order and security. When the educator makes the educant aware of his choice-potential, he should also unfold the sense of life to him, because choices one makes in relation to meaning of his existence also determines to a great extent the goals of the other choices which he will make. The educant should obtain the opportunity for making choices in a climate of responsible discipline. By utilizing choices as a life skill, a person can answer to his basic motives and anthropological needs. Because of choices a person can establish himself as somebody and can enter into relationships with the others of his existence being the divine, his fellowman and objects.
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Cognitive versus pharmacological effects of alcohol on assertiveness
- Authors: Bolon, Kevin
- Date: 2015-10-28
- Subjects: Alcohol - Physiological effect , Cognition , Assertiveness (Psychology)
- Type: Thesis
- Identifier: uj:14470 , http://hdl.handle.net/10210/14992
- Description: M.A. (Clinical Psychology) , The present study investigated the effect of expectancy and alcohol consumption on the assertive behaviour of female social drinkers, utilising a balanced-placebo design (Marlatt, Demming & Reid, 1973). Using the College Self Expression Scale (CSES) (Galassi et al, 1974) as the self report measure of assertiveness, and the Behavioral Assertiveness Test-Revised (Eisler et al. 1975) as the behavioural measure of assertiveness, analyses of variance were computed on the test results. Significant differences emerged on sub-scale positive assertiveness in both t he self report and behavioural measures...
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- Authors: Bolon, Kevin
- Date: 2015-10-28
- Subjects: Alcohol - Physiological effect , Cognition , Assertiveness (Psychology)
- Type: Thesis
- Identifier: uj:14470 , http://hdl.handle.net/10210/14992
- Description: M.A. (Clinical Psychology) , The present study investigated the effect of expectancy and alcohol consumption on the assertive behaviour of female social drinkers, utilising a balanced-placebo design (Marlatt, Demming & Reid, 1973). Using the College Self Expression Scale (CSES) (Galassi et al, 1974) as the self report measure of assertiveness, and the Behavioral Assertiveness Test-Revised (Eisler et al. 1975) as the behavioural measure of assertiveness, analyses of variance were computed on the test results. Significant differences emerged on sub-scale positive assertiveness in both t he self report and behavioural measures...
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Selfgelding as 'n aspek van bestuurskommunikasie in die onderwys
- Lottering, Christian William
- Authors: Lottering, Christian William
- Date: 2012-09-04
- Subjects: Assertiveness (Psychology) , Management science , School management and organization - Case studies , Teacher participation in administration - South Africa , Communication in education
- Type: Mini-Dissertation
- Identifier: uj:3523 , http://hdl.handle.net/10210/6910
- Description: M.Ed. , This study forms part of a greater ongoing research project concerning Teacher Competence and the implication thereof for school effectiveness and improvement. The aims of this mini-dissertation are: to determine which facets of assertiveness is relevant during the communication of educational managers, procuring teacher opinion as to how often do educational managers put these facets into practice. The literature study describes assertiveness as an aspect of managerial communication in education. The study makes special reference to the self-concept of educational managers; rights and assertive communication; responsibility and accountability ; interpersonal relationship; interpersonal communication and assessment. The empirical component of the study was based on a structured questionnaire with 86 open-ended items that included 18 items on assertiveness as an aspect of managerial communication. Concerning the validity and reliability, a first order factor analysis of the results of the questionnaire recatogorised all items into five constructs that determine competent managerial communication. A second order procedure produced one factor namely managerial communicative competence. The eighteen items on assertiveness as an aspect of managerial communication were discussed with reference to the literature study. The identified independent variables (i.e. sex; post level; age; province; religion; teaching experience; home language; school attendance of pupils; school attendance of teachers and school image), were used to investigate assertiveness as an aspect of managerial communication. Hypotheses on these independent variables were set. Significance was tested on the 1% and 5% levels of significance. The most important findings were as follows: o Educational managers who display assertive behaviour must be more appropriately orientated, honest direct and spontaneous. They possess a high self esteem, social sensitivity and have both the ability and skill to promote intimate interpersonal relationships with others. In order to be assertive in communication, the educational manager should be clear, direct and unambiguous in the communication situation. The self- concept plays an important role in assertive communication since it develops to a great extent as a result of interaction with others. Education managers with a positive self- concept are able to tolerate and accept conflict to a relative extent. They are better able to handle conflict as well as their own shortcomings with a greater degree of tact, knowledge of people and management skills thus avoiding conflict that is unmanageable. Fundamental human rights, the recognition of others' rights and personal rights are imperative for assertive communication. It provides consistency to communication in educational management. The following recommendations are: Educators should receive training with regard to assertiveness, including facets identified in the research essay relevant to communication skills, as part of their undergraduate studies. Educational managers should also get an opportunity to improve their communication skills in practice by implementing techniques in workshops and seminars where aspects of
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- Authors: Lottering, Christian William
- Date: 2012-09-04
- Subjects: Assertiveness (Psychology) , Management science , School management and organization - Case studies , Teacher participation in administration - South Africa , Communication in education
- Type: Mini-Dissertation
- Identifier: uj:3523 , http://hdl.handle.net/10210/6910
- Description: M.Ed. , This study forms part of a greater ongoing research project concerning Teacher Competence and the implication thereof for school effectiveness and improvement. The aims of this mini-dissertation are: to determine which facets of assertiveness is relevant during the communication of educational managers, procuring teacher opinion as to how often do educational managers put these facets into practice. The literature study describes assertiveness as an aspect of managerial communication in education. The study makes special reference to the self-concept of educational managers; rights and assertive communication; responsibility and accountability ; interpersonal relationship; interpersonal communication and assessment. The empirical component of the study was based on a structured questionnaire with 86 open-ended items that included 18 items on assertiveness as an aspect of managerial communication. Concerning the validity and reliability, a first order factor analysis of the results of the questionnaire recatogorised all items into five constructs that determine competent managerial communication. A second order procedure produced one factor namely managerial communicative competence. The eighteen items on assertiveness as an aspect of managerial communication were discussed with reference to the literature study. The identified independent variables (i.e. sex; post level; age; province; religion; teaching experience; home language; school attendance of pupils; school attendance of teachers and school image), were used to investigate assertiveness as an aspect of managerial communication. Hypotheses on these independent variables were set. Significance was tested on the 1% and 5% levels of significance. The most important findings were as follows: o Educational managers who display assertive behaviour must be more appropriately orientated, honest direct and spontaneous. They possess a high self esteem, social sensitivity and have both the ability and skill to promote intimate interpersonal relationships with others. In order to be assertive in communication, the educational manager should be clear, direct and unambiguous in the communication situation. The self- concept plays an important role in assertive communication since it develops to a great extent as a result of interaction with others. Education managers with a positive self- concept are able to tolerate and accept conflict to a relative extent. They are better able to handle conflict as well as their own shortcomings with a greater degree of tact, knowledge of people and management skills thus avoiding conflict that is unmanageable. Fundamental human rights, the recognition of others' rights and personal rights are imperative for assertive communication. It provides consistency to communication in educational management. The following recommendations are: Educators should receive training with regard to assertiveness, including facets identified in the research essay relevant to communication skills, as part of their undergraduate studies. Educational managers should also get an opportunity to improve their communication skills in practice by implementing techniques in workshops and seminars where aspects of
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A model for facilitation of continuous assertiveness for psychiatric nurses in a psychiatric context
- Authors: Lenkwane, Sophie Thelma
- Date: 2012-03-26
- Subjects: Psychiatric nursing , Medical personnel and patient , Assertiveness training , Assertiveness (Psychology) , Interpersonal relations
- Type: Thesis
- Identifier: uj:2175 , http://hdl.handle.net/10210/4555
- Description: D.Cur. , Psychiatric nurses are constantly in interaction with psychiatric patients, families, psychiatrists, auxiliary nurses and other multidisciplinary team members. Psychiatric nurses, during their basic training, have to complete the course in interpersonal skills and methods. However, some psychiatric nurses during their interaction with psychiatric patients, families, psychiatrists and auxiliary nurses behaved aggressively and passively towards them. This has led to this research study aimed at describing a model for facilitation of continuous assertiveness for psychiatric nurses. A theory-generative design which is qualitative, explorative, descriptive and contextual in nature was followed. The research method were dealt with in four steps in theory generation in the following manner: Step 1 - Concept analysis This step was dealt with in two phases namely concept identification and concept definition. During concept identification a qualitative research strategy which is explorative, descriptive and contextual was used. This was attained through field research conducted in a specified urban psychiatric hospital in Gauteng Province. The sample consisted of twelve psychiatric nurses and were purposively selected. Four different scenarios were role-played, each scenario was role-played twelve times. Each scenario lasted approximately forty-five minutes. One advanced psychiatric practitioner from a different hospital took the role of psychiatric patient, family psychiatrist and auxiliary nurse. Videotaped recordings, transcripts of videorecordings, non-participating observational field notes as well as written feedback were used as methods of data collection. Data were analysed according to the protocol of Tesch 1990 (in Creswell, 1994 : 155) and Bottorff (in Schurink & Poggenpoel, 1998 : 329) in analysing the videotape recordings. An independent coder helped in coding the results of videotapes. The researcher concluded from the results obtained from the fieldwork that psychiatric nurses are unable to facilitate interaction through assertive behaviour. This research was characterised by repetitive aggressive and passive behaviour of psychiatric nurses when in interaction with others. The result was validated through literature control. The major concept of the model was identified as "facilitation of continuous assertiveness" for psychiatric nurses. The concept was analysed thoroughly by looking at different dictionaries (see bibliography) and subject usage. The defining attributes were identified and synthesised through a definition. The other related concepts were identified and classified by using a survey list of Dickoff, James and Wiedenbach (1968: 430). Step2 This step dealt with the creation of interrelationship statements between concepts identified in Step 1 so that concepts were able to stand in relation to one another. Step 3 This step dealt with the description of the model by using strategies proposed by Chinn and Kramer (1991 ). Step 4 This step dealt with the description of guidelines for model operationalisation in psychiatric nursing practice, psychiatric nursing education and psychiatric nursing research. The proposed model was evaluated by a panel of independent experts. To ensure valid results a model of trustworthiness proposed by Guba (Lincoln & Guba 1985) was used. The following criteria for trustworthiness were applied in all the steps of theory generation : truth-value, applicability, consistency and neutrality. Ethical measures were applied right through the research. An unique contribution in the model description is the facilitation of continuous assertiveness for psychiatric nurses by the advanced practitioner in psychiatric nursing.
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A model for facilitation of continuous assertiveness for psychiatric nurses in a psychiatric context
- Authors: Lenkwane, Sophie Thelma
- Date: 2012-03-26
- Subjects: Psychiatric nursing , Medical personnel and patient , Assertiveness training , Assertiveness (Psychology) , Interpersonal relations
- Type: Thesis
- Identifier: uj:2175 , http://hdl.handle.net/10210/4555
- Description: D.Cur. , Psychiatric nurses are constantly in interaction with psychiatric patients, families, psychiatrists, auxiliary nurses and other multidisciplinary team members. Psychiatric nurses, during their basic training, have to complete the course in interpersonal skills and methods. However, some psychiatric nurses during their interaction with psychiatric patients, families, psychiatrists and auxiliary nurses behaved aggressively and passively towards them. This has led to this research study aimed at describing a model for facilitation of continuous assertiveness for psychiatric nurses. A theory-generative design which is qualitative, explorative, descriptive and contextual in nature was followed. The research method were dealt with in four steps in theory generation in the following manner: Step 1 - Concept analysis This step was dealt with in two phases namely concept identification and concept definition. During concept identification a qualitative research strategy which is explorative, descriptive and contextual was used. This was attained through field research conducted in a specified urban psychiatric hospital in Gauteng Province. The sample consisted of twelve psychiatric nurses and were purposively selected. Four different scenarios were role-played, each scenario was role-played twelve times. Each scenario lasted approximately forty-five minutes. One advanced psychiatric practitioner from a different hospital took the role of psychiatric patient, family psychiatrist and auxiliary nurse. Videotaped recordings, transcripts of videorecordings, non-participating observational field notes as well as written feedback were used as methods of data collection. Data were analysed according to the protocol of Tesch 1990 (in Creswell, 1994 : 155) and Bottorff (in Schurink & Poggenpoel, 1998 : 329) in analysing the videotape recordings. An independent coder helped in coding the results of videotapes. The researcher concluded from the results obtained from the fieldwork that psychiatric nurses are unable to facilitate interaction through assertive behaviour. This research was characterised by repetitive aggressive and passive behaviour of psychiatric nurses when in interaction with others. The result was validated through literature control. The major concept of the model was identified as "facilitation of continuous assertiveness" for psychiatric nurses. The concept was analysed thoroughly by looking at different dictionaries (see bibliography) and subject usage. The defining attributes were identified and synthesised through a definition. The other related concepts were identified and classified by using a survey list of Dickoff, James and Wiedenbach (1968: 430). Step2 This step dealt with the creation of interrelationship statements between concepts identified in Step 1 so that concepts were able to stand in relation to one another. Step 3 This step dealt with the description of the model by using strategies proposed by Chinn and Kramer (1991 ). Step 4 This step dealt with the description of guidelines for model operationalisation in psychiatric nursing practice, psychiatric nursing education and psychiatric nursing research. The proposed model was evaluated by a panel of independent experts. To ensure valid results a model of trustworthiness proposed by Guba (Lincoln & Guba 1985) was used. The following criteria for trustworthiness were applied in all the steps of theory generation : truth-value, applicability, consistency and neutrality. Ethical measures were applied right through the research. An unique contribution in the model description is the facilitation of continuous assertiveness for psychiatric nurses by the advanced practitioner in psychiatric nursing.
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