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Psychological Adjustment In The Work Context : Assignment 1 : IOP2604
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- University Of South Africa (Unisa)
First assignment of course code IOP2604 : Psychological adjustment in the work context
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NAME: REJEANNE COURTNEY ROSSOUW MODULE: IOP2604 ASSIGNMENT NUMBER 1UNIQUE NUMBER: 758769 STUDENT NUMBER: 56218435
QUESTION 1 :
(i) MENTAL HEALTH CONTINUUM MODEL :
Expanding on research by Carol Ryff and himself (Ryff, 1989; Ryff & Keyes, 1995; Keyes,
1998), Keyes (2002, 2005 & 2007) created an encompassing complete model of mental
health. This model conceptualises prosperity or emotional wellness in terms of particular
attributes of feeling better and working great on individual and social dimensions. This
mental health continuum model are made up of three principles components, namely,
psychological/personal well-being (PWB), social well-being (SWB) and emotional
well-being (EWB). Keyes also developed a scale based on this model with which the
degree and levels or states of mental health and well-being can be measured (Keyes,
2006).
(ii) BROADEN-AND-BUILD CONTINUUM MODEL:
(a) Fredrickson’s broaden-and-build model (Fredrickson, 2001) proposes that positive
emotions unlocks our minds and broadens our perceptual attributes (i.e. expands
our functioning capacity). Positive emotions create better cognitive flexibility,
openness to the environment, and others’ and own internal processes, and there for
help to develop a better sense of meaning and coherence (Fredrickson, Cohn,
Coffey, Pek & Finkel, 2008).
(b) Positive emotions expand the mind, perceptual alertness and creative action
possibilities. It also builds more long-lasting personal resources (Fredrickson, 1998,
2001). Positive emotions help overtime, together with the broadening effect, to
building intellectual resources (Fredrickson et al., 2008). The amassment of
resources helps contribute to individual development and the creation of upward
spirals of well-being. The recurrent occurrences of positive emotions and accrued
personal resources are important components to later increase in well-being.
Fredrickson et al. (2008, p.1045) state that, putting it simply, “the broaden-and build
theory states that positive emotions widen people’s outlook in ways that, little by little,
reshape who they are”.
(iii) PERMA MODEL OF WELL-BEING :
(a) Positive emotions (P)
We need positive emotions as subjectively judged to experience well-being in life.
, NAME: REJEANNE COURTNEY ROSSOUW MODULE: IOP2604 ASSIGNMENT NUMBER 1
UNIQUE NUMBER: 758769 STUDENT NUMBER: 56218435
(b) Engagement (E)
This model refers to the state where someone is completely engrossed in a task.
(c) Positive Relationship (R)
Positive relationships with other people are substantial to well-being. Those who
have significant positive relationships with other people are healthier and happier.
(d) Meaning (M)
Meaning is found in belonging to and serving something greater than the self.
According to Seligman (2011), a deity, something spiritual or religious, or a cause
that helps humanity in some way.
(e) Accomplishment (A)
According to Seligman (2011), accomplishment refers to achievement, mastery,
success and an “achieving life”.
(iv) STEGER’S (2011) MEANING MODEL :
Steger (2011) describes comprehension and purpose and the basic components
informing meaning. Comprehension is making sense of things, building on the
understanding of one self, the world, and one’s fit into the world. Purpose builds
momentum towards meaning by means of discernment of what is important,
commitment to do the right thing and acting on that commitment.
(v) A HIERARCHICAL MODEL OF GENERAL PSYCHOLOGY WELL-BEING :
The hierarchical model of well-being by Wissel and Temane (2008), was founded on
factual findings in South African context, and also connects to premature findings by
Wissing and Van Eden (2002) on a general well-being component. Wissing and Van Eden
(2002) empirically explored the manifestations of psychological well-being in different
gender, cultural and age groups. A model with three levels was formulated. The first level
is explained in terms of specific constructs. The second was suggested to be structured
according to autonomy and relatedness clusters, in line with the self-determination
theory of Deci and Ryan (2000), although other structures are also possible, such as
agency and communication as major middle-level components, or intra-, inter- and
contextual transpersonal components. The third level refers to the
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