ABSTRACT
BACKGROUND: The authors developed a psycho-educational model as a conceptual framework of reference for university lecturers to facilitate the constructive management of experienced aggression. The model must be implemented in a workshop and in practice to confirm the if the model is effective. AIM: This article describes the implementation of a psycho-educational model in a workshop and in practice, as well as the evaluation of the effectiveness of the psychoeducational model. SETTING: This study was conducted in a specific college at a university in Johannesburg in South Africa. METHOD: This study followed a qualitative, exploratory, descriptive, contextual and theory-generating research design. The psycho-educational model was implemented in three phases during a workshop and then for three months in practice by university lecturers. A purposive sample of university lecturers was applied. The effectiveness of the psycho-educational model was evaluated during and directly after the workshop, 1 week after the workshop and 3 months journal entries. Final evaluation was in a focus group after 3 months of implementation of the model in the workplace. RESULTS: The participating university lecturers found the implementation of the psycho-educational model, as a conceptual framework of reference to constructively manage experiences of aggression, effective, helpful and important. The model increased their understanding of aggression in their places of work and increased their effectiveness to constructively manage experiences of aggression in their workplace. CONCLUSION: The implementation and evaluation of the psycho-educational model underscored the need for affective and effective facilitative support for university lecturers to be able to constructively manage experienced aggression.
ABSTRACT
BACKGROUND: Experienced workplace aggression is a lingering phenomenon and comprises an extensive body of knowledge. Experiences of workplace aggression require constructive intervention and support. These interventions and support must aim to assist university lecturers to constructively manage experiences of aggression. AIM: The aim of this article is to describe the process followed to develop, describe and evaluate a psycho-educational model for university lecturers that could be used as a conceptual framework of reference to facilitate the constructive management of experienced aggression. SETTING: The model is applicable in universities where the university lecturers work and experience aggression. This study was conducted in a specific college at a university in Johannesburg in South Africa. METHOD: A theory-generating, qualitative, exploratory, descriptive and contextual design was applied to develop a psycho-educational model. The process included four steps: concept analysis, relationship statements, description of the model and evaluation of the developed model. The criteria of clarity, simplicity, generality, accessibility and importance were used during the evaluation of the model. RESULTS: The central concept in this study was to facilitate constructive management. The psycho-educational model as the conceptual framework of reference for facilitating the constructive management of experienced aggression was described and evaluated. University lecturers' destructive management of experienced aggression formed the basis for the psycho-educational model. CONCLUSION: The psycho-educational model provides a conceptual framework of reference for university lecturers that may assist them to constructively manage experiences of aggression in their places of work.
