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Research on coping and resilience
The preceding section focused on both concerns and positive emotions as experienced by foster mothers in their fostering of adolescents. In this section research on coping and resilience is presented. Magyar-Moe (2009) refers to Positive Psychology as the scientific study of optimal human functioning, with the goals to better understand and apply those factors that help individuals and communities to thrive and flourish. Magyar-Moe further indicates that those who study Positive Psychology subscribe to Strengths Theory or the idea that it is vital to understand and build from one‟s strengths while managing weaknesses. Magyar-Moe (2009) contends also that when positive
emotions broaden momentary thought-action, a variety of personal resources are also built up over time. These resources include physical resources (coordination, muscle strength), social resources (friendships, social skills, and support), intellectual resources (knowledge and problem solving), and psychological resources (creativity, optimism, and resilience).
Research on coping
Coping is defined as „the cognitive and behavioural efforts an individual utilises to manage specific demands or stressors‟ (Khan, Siraj & Poh Li, 2011, p. 210) and the altering of cognitive and behavioural efforts to control specific demands that are both environmental and intrapersonal, but found to be taxing or exceeding the resources of an individual (Khan, Siraj & Poh Li, 2011).
Coping processes thus include the person‟s efforts to deal with threats, whether overt or covert, positive or negative, adaptive or maladaptive.
Coping has become one of the central constructs in the area of research on life events, emotions and health but it is not clear yet how to conceptualize it in the most powerful way. Cole and Eamon (2007) refer to the ability to cope with specific tasks or challenges across multiple life oles as self-efficacy. This is the belief by an individual that s/he is competent in meeting specific life challenges. This makes foster mothers set higher goals for themselves and to persevere and engage in adaptive behaviours. Such mothers experience parental satisfaction with their tasks (Cole & Eamon, 2007). The authors note that parents believed they are competent if they can provide a nurturing, responsive and stimulating home environment as well as enhancing the child‟s developmental outcomes. It means that the accurate understanding of the role responsibilities of fostering will result in more positive experiences for both foster parents and children.
Studies of religion-oriented coping strategies have found that a wide range of strategies people use to deal with stress and difficulties in life include hope e.g. „God gives you difficulties to help make you strong‟ (Compton, 2005 p. 200). Religion provides social support from church members and gives a sense of optimism. Religious forms of coping include faith, prayer, and discussing problems with the minister.
Types of coping
Appraisal-focused coping involves an attempt to understand the crisis and represents a search for meaning.
It occurs when a person modifies the way s/he is thinking. For example, employing denial or distancing oneself from the problem. People may alter the way they think about a problem by altering their goals and values, for instance by seeing the humour in a situation. It may be divided into primary (evaluation of the significance of a stressor or threatening event) and secondary appraisal (evaluation of the controllability of the stressor and a person‟s coping resources) (www.utwente.nl/…/transactional_model_, retrieved 27 June 2016). Appraisal focused coping is appropriate when there is no straightforward solution to the problem (chicagobehaviouralhealth.wordpress.com , retrieved 27 June 2016).
Problem-focused coping:
people using a problem-focused strategy try to deal with the cause of the problem. They do this by finding out information on the problem and learning new skills to manage the problem. Problem-focused coping strategies tend to be employed when an individual has determined that a harmful, threatening, or challenging situation is amenable to change (Khan et al. 2011). Thus, the individual who is experiencing stress perceives the stressful situation to be alterable and within his/her capabilities of control. In other words, an individual evaluates a specific situation as changeable or controllable. In brief, it involves confronting the problem and reconstructing it as manageable. This is further divided into three processes: seeking information and support; involving specific procedures and behaviours; and identifying alternative rewards. Problem focus may allow an individual greater perceived control over their problem.
CHAPTER 1 Introduction
1.1 Background information
1.2 Conceptualising the prospective research
1.2.1 Thesis statement
1.2.2 Purpose of the study
1.2.3 Research questions, Goals and Objectives
1.2.3.1 Research questions
1.2.3.2 Goal of the study
1.2.3.3 Objectives of the study
1.2.4 Significance and relevance of the study
1.2.5 Ethical issues
1.2.6 Scope and limitations of the study
1.2.7 Definition of key words
1.2.8 Outline of the study
CHAPTER 2 Literature surve
2.1 Introduction
2.1.1 Foster care
2.2 Foster care: A global concept
2.2.1 Support for foster parents in the United Kingdom (UK)
2.2.2 Fostering in sub-Saharan Africa
2.3 Foster care: A regional aspect
2.3.1 Fostering process in Zambia
2.4 Foster care in South Africa: A national perspective
2.4.1 Criteria for selecting foster parents in South Africa
2.4.2 Screening of foster parents in South Africa
2.4.3 Training programmes for foster families in South Africa
2.4.4 Child placement
2.4.5 Support of foster parents
2.4.6 Challenges experienced within the South African fostering context
2.4.6.1 Lack of human resources
2.4.6.2 Backlog in foster care cases
2.4.6.3 Remuneration
2.4.6.4 Capacity building and training
2.4.6.5 Unfavourable working environment
2.5 Benefits of foster care to children in foster care
2.5.1 Safety and stability
2.5.2 Relationships
2.6 Previous research on foster mothers who have fostered adolescents
2.6.1 Roles and responsibilities of foster mothers
2.6.2 Motivation for fostering adolescents
2.6.3 Psychological impact of fostering on foster mothers
2.6.3.1 Concerns by foster mothers
2.6.3.2 Fear of the unknown
2.6.3.3 Family background
2.6.3.4 Child‟s behaviour
2.6.3.5 Financial support
2.6.3.6 Social support
2.6.3.7 Inadequate information
2.7 Factors contributing to foster mothers‟ positive emotions
2.7.1 Maintaining the family‟s equilibrium
2.7.2 Networking
2.7.3 Foster mothers‟ perception of fulfilling their role
2.7.4 Child-oriented foster parents
2.7.5 Responsive parenting
2.7.6 Behaviour alterations
2.7.7 Positive relationships
2.7.8 Feelings of competency and self-efficacy
2.8 Research on coping and resilience
2.8.1 Research on coping
2.8.2 Types of coping
2.8.2.1 Appraisal-focused coping
2.8.2.2 Problem-focused coping
2.8.2.3 Emotion-focused coping
2.8.3 Coping determinants of foster mothers
2.8.3.1 Age of foster caregiver
2.8.3.2 Educational level
2.8.3.3 Financial resources
2.8.3.4 Prior experience of foster mothers
2.8.3.5 Commitment and determination
2.8.3.6 Support groups
2.8.4 Research on resilience
2.9 Conclusion
Chapter 3 Theoretical Framework
3.1 Introduction
3.2 Historical background of Positive Psychology
3.3 The definitions and meaning of Positive Psychology
3.3.1 Positive Psychology defined
3.3.2 Aim of Positive Psychology
3.4 Development of Positive Psychology
3.4.1 Development of Positive Psychology in South Africa 6
3.4.2 Positive Psychology at present
3.4.3 Positive Psychology in the future
3.4.4 Positive Psychology research
3.5 Positive Psychology theories used in the current researc
3.5.1 The Strengths Theory
3.5.2 The Broaden-and-Build Theory of positive emotions
3.5.3 The broaden hypothesis
3.5.4 The build hypothesis
3.5.5 The undoing hypothesis
3.5.6 The resilience hypothesis
3.5.7 The flourish hypothesis
3.6 Ontological underpinnings of Positive Psychology
3.6.1 Ontology defined
3.6.2 Ontological view of Positive Psychology
3.6.3 Integrated ontology for Positive Psychology
3.7 Hermeneutic reflections on Positive Psychology
3.8 Conclusion
Chapter 4 Research Methods and Procedures
4.1 Introduction
4.2 Study goals
4.3 Study objectives
4.4 Methodological fit with the chosen theoretical framework
4.5 Research procedures
4.5.1 Selection of respondents
4.5.2 The process of contacting the respondents
4.5.3 Sample size
4.6 Demographics
4.7 Data collection procedure
4.7.1 Rationale for using face-to-face in-depth interviews
4.7.2 Recording of interviews
4.7.3 Interview schedule
4.8 Method of analysis
4.8.1 Steps in data analysis
4.8.2 Transcription of the interview data
4.8.3 Interpretation of the findings
4.9 Ethical issues
4.10 Conclusion
Chapter 5 Data analysis
Chapter 6 Results and interpretation of data
CHAPTER 7 Conclusions and recommendations
References
