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A NEED ANALYSIS FOR AN EMPLOYEE
ASSISTANCE PROGRAM
by
VICTORIA JOYCE MAELI
DISSERTATION
submitted in partial fulfilment of the requirements for the degree
MAGISTER ARTIUM IN SOCIALIS SCIENTIAE
in
THE FACULTY OF ARTS
AT THE
RAND AFRIKAANS UNIVERSITY
STUDY LEADER: DR A.C. FAUL
OCTOBER 1999
ACKNOWLEDGEMENTS
It is with the greatest pleasure to express my appreciation of the contribution that the
following people have made to this research study:
Dr Annatjie Faul, for the patience, stimulating and positive guidance through the
entire course of this study.
Dr Christa Fouche, for motivating me to undertake the study.
• The respondents who participated in this study. They took time to complete the
questionnaires and returned them on time. The head, Human Resource
Corporate Services for allowing me to undertake the study.
The Alberton Town Council, for the opportunity and privilege to do this study as
well as the financial support provided.
My children, family, friends and colleagues for the tremendous emotional support
and belief in me.
My beloved late husband for always encouraging me that "nothing is
unachievable".
Last, but not least, to the Almighty God, without whom` nothing of lasting
significance can be achieved.
TABLE OF CONTENTS
LIST OF TABLES viii
LIST OF FIGURES ix
LIST OF APPENDIXES
ABSTRACT xi
CHAPTER 1: ORIENTATION TO THE STUDY
1.1 INTRODUCTION
1.2 __.._MOTIVATION FOR,THE swDy_ 3
1.3 RESEARCH AIM AND OBJECTIVES 5
1.3.1 THE UNIT OF ANALYSIS 5
1.3.2 GOALS AND OBJECTIVES OF THIS STUDY 6
1.4 RESEARCH METHODOLOGY 8
1.5 LIMITATION OF THE STUDY 8
1.6. DEFINITION OF CONCEPTS 9
1.6.1 EMPLOYEE 9
1.6.2 10CAL GOVERNMENT 10
1.6.3 SOCIAL FUNCTIONING 10
1.7 OVERVIEW OF THE STUDY 10
CHAPTER 2: LITERATURE REVIEW 13
2.1 INTRODUCTION 13
2.2 HUMAN RESOURCE MANAGEMENT 14
2.2.1 PRINCIPLES OF HUMAN RESOURCE APPROACH 14
2.2.2 FUNCTIONS OF HUMAN RESOURCE 15
ii
2.3 OCCUPATIONAL SOCIAL WORK 16
2.3.1 DEFINITION AND SCOPE OF OCCUPATIONAL SOCIAL
WORK 17
2.3.2 OCCUPATIONAL SOCIAL WORK VERSUS CLINICAL
SOCIAL WORK 19
2.3.3 ROLES OF OCCUPATIONAL SOCIAL WORK 20
2.3.3.1 Counsellor 21
2.3.3.2 Enabler/Facilitator 21
2.3.3.3 Broker 22
2.3.3.4 Advocate 22
273.3.5 Organizer 22
2.3.3.6 Constructive confrontation 22
2.4 EMPLOYEE ASSISTANCE PROGRAMS 23
2.4.1 THE HISTORY AND EVALUATION OF EMPLOYEE
ASSISTANCE PROGRAM 23
2.4.2 STRUCTURE AND DESIGN OF EMPLOYEE ASSISTANCE
PROGRAMS 25
2.4.2.1 Program models of Employee Assistance
Program 25
2.4.2.2 Principles of the Employee Assistance
Program 29
2.4.2.3 The Basis Elements of an Employee Assistance
Program 30
2.4.3 THE STRUCTURE AND DESIGN OF EAP'S 31
2.4.3.1 Administrative Functions 31
2.4.3.2 Education and Training 31
2.4.3.3 Policy and Procedures 31
2.4.3.4 Resources 31
2.4.3.5 Evaluation 31
iii
2.4.4 POLICY AND PROCEDURES OF EAP'S 32
2.4.4.1 Policy statement 32
2.4.4.2 Purpose 32
2.4.4.3 The importance of the policy 33
2.4.4.4 Confidentiality 34
2.4.4.5 Procedure for referrals 35
2.4.5 ADMINISTRATIVE FUNCTIONS OF EAP'S 36
2.4.5.1 Organizational position of the Employee
Assistance Program 36
2.4.5.2 Phisibil Ideation of the EAP ..... . . . . . .- 36 -
2.4.5.3 Record keeping system 37
2.4.5.4 EAP's versus Medical Disability Benefit Plans 37
2.4.5.5 Malpractice/Liability insurance 37
2.4.5.6 Qualifications for EAP staff 37
2.4.6 EDUCATION AND TRAINING FOR EAP'S 38
2.4.6.1 Marketing the EAP concept to employees and
families 38
2.4.6.2 Marketing the EAP concept to management
and unions 38
2.4.6.3 Employee education 39
2.4.6.4 Supervisory training 40
2.4.7 RESOURCES 40
2.4.8 EVALUATION 41
2.4.9 ROLES OF THE EAP COORDINATOR 41
iv
2.4.10 EMPLOYEE PROBLEMS ADDRESSED BY
EMPLOYEE ASSISTANCE PROGRAMS 42
2.4.10.1 Interpersonal conflict 42
2.4.10.2 Dissatisfaction in Social Relations 42
2.4.10.3 Problems with Formal Organizations 43
2.4.10.4 Difficulty in Role Performance 43
2.4.10.5 Decision Problems 43
2.4.10.6 Reactive Emotional Distress 43
2.4.10.7 Inadequate Resources 43
2.4.10.8 Psychological or Behavioural Problems 43
2.4.11 BENEFITS OF EMPLOYEE ASSISTANCE
PROGRAMS 44
2.4.11.1 Benefits to the Employer 44
2.4.11.2 Employee Benefits 47
2.5 PREVIOUS RESEARCH ON EMPLOYEE NEEDS WITH REGARD
TO AN EAP 47
2.6 CONCLUSION 48
CHAPTER 3: THE RESEARCH METHODOLOGY 49
3.1 INTRODUCTION 49
3.2 RESEARCH GOALS AND OBJECTIVES 50
3.3 RESEARCH APPROACH 50
3.4 RESEARCH DESIGN 52
3.5 DATA COLLECTING METHODS 54
3.6 MEASURING INSTRUMENTS 55
3.6.1 THE MULTI-PROBLEM SCREENING INVENTORY 55
3.6.1.1 Introduction 55
3.6.1.2 Description of the scale 55
3.6.1.3 Reliability and validity of the MPSI 56
3.6.2 THE INDEX OF JOB SATISFACTION (IJS) 57
3.6.3 THE EMPLOYEE ASSISTANCE PROGRAM NEEDS
ASSESSMENT QUESTIONNAIRE 58
3.7 SAMPLING 59
3.8 DATA ANALYSIS 60
3.9 CONCLUSION 60
61
4.1 INTRODUCTION 61
4.2 DESCRIPTION OF THE SAMPLE 61
4.2.1. AGE OF RESPONDENTS 62
4.2.2 HOME LANGUAGE OF RESPONDENTS 63
4.2.3 GENDER OF RESPONDENTS 63
4.2.4 MARITAL STATUS OF RESPONDENTS 64
4.2.5 IIUMBER OF CHILDREN 65
4.2.6 HIGHEST ACADEMIC QUALIFICATION 66
4.2.7 LEVEL OF EMPLOYMENT 67
4.3 THE EMPLOYEE ASSISTANCE PROGRAM NEEDS
ASSESSMENT QUESTIONNAIRE 68
4.3.1 HOURS OF OVERTIME WORKED BY RESPONDENTS . 68
4.3.2 DISTRIBUTION OF HOURS WORKED 68
4.3.3 YEARS OF WORK WITH ALBERTON TOWN_ COUNCIL . 69
4.3.4 IMPACT ON PERSONAL PROBLEM :i AT WORK 70
4.3.5 AMOUNT OF SICK LEAVE TAKEN BY RESPONDENTS IN
THE LAST SIX MONTHS 71
4.3.6 REASONS FOR RESPONDENTS FOR LEAVING PRESENT
JOB 72
CHAPTER 4: DATA ANALYSIS AND INTERPRETATION
v i
4.3.7 DESIRE TO DISCUSS PERSONAL PROBLEMS WITH A
PROFESSIONAL THERAPIST 73
4.3.8 WORK-RELATED PROBLEMS EXPERIENCED BY
RESPONDENTS 74
4.3.9 PREVIOUS CONSULTATION WITH PROFESSIONAL
THERAPIST 74
4.3.10 PERSONAL PROBLEMS EXPERIENCED 75
4.3.11 PREFERRED MODELS OF EMPLOYEE
ASSISTANCE 76
4.4 THEIVIUtii-PROBLEM SCREENING INVENTORY - 78
4.5 INDEX OF JOB SATISFACTION 80
4.6 CONCLUSION 80
CHAPTER 5: RECOMMENDATIONS AND CONCLUSIONS 81
5.1 INTRODUCTION 81
5.2 SOCIAL FUNCTIONING OF THE RESPONDENTS 81
5.3 LEVEL OF JOB SATISFACTION 83
5.4 GUIDELINES FOR THE DEVELOPMENT OF AN EMPLOYEE
ASSISTANCE PROGRAM 84
5.4.1 STRUCTURE OF THE EMPLOYEE ASSISTANCE
PROGRAM 84
5.4.2 CONTENT OF THE EMPLOYEE ASSISTANCE PROGRAM 86
5.4.3 CRITERIA FOR EVALUATION OF THE EAP 88
5.4 CONCLUSION 89
BIBLIOGRAPHY 90
vii
LIST OF TABLES
Table 4.1: Age 62
Table 4.2: Marital status of respondents 64
Table 4.3: Number of children 65
Table 4.4: Highest academic qualification 66
Table 4.5: Level of employment 67
Table 4.6: Hours of overtime worked by respondents 68
Table 4.7: Distribution of hours worked 68
Table 4.8: Years of work with Albertan Town Council 69
Table 4.9: Impact of personal problems at work 70
Table 4.10: Amount of sick leave taken by respondents in the last six months . 71
Table 4.11: Reasons for respondents to leave present job 72
Table 4.12: Desire to discuss personal problems with a professional therapist . 73
Table 4.13: Work related problems experienced by respondents 74
Table 4.14: Previous consultation with a professional therapist 74
Table 4.15: Personal problems experience 75
Table 4.16: Preferred models for implementing and employee assistance program 76
Table 4.17: The MPSI subscale scores 78
Table 4.18: Index of Job Satisfaction scores 80
viii
LIST OF FIGURES
Figure 1: Age 62
Figure 2: Home language 63
Figure 3: Gender 63
Figure 4: Marital status 64
Figure 5: Number of children 65
Figure 6: Highest academic qualification of respondents 66
Figure 7: Level of employment 67
Figure 8: Years of work with Alberton Town Council . . . . ... _ _69_
Figure 9: Amount of sick leave taken by respondents in the last six months 71
Figure 10: Reasons for respondents to leave present job 72
Figure 11: Categories of personal problems as reported by respondents 75
Figure 12: The MPSI subscale scores 79
ix
LIST OF APPENDIXES
Appendix 1: The Employee Assistance Program Needs Assessment Questionnaire
Appendix 2: The Index of Job Satisfaction (IJS)
Appendix 3: Multi-Problem Screening Inventory (MPSI)
x
ABSTRACT
The Employee Assistance Program (EAP) can be defined as a program sponsored by
both management and labour, specifically designed to identify and assist employees as
well as their families experiencing various difficulties that impair personal and
occupational functioning.
The Alberton Town Council as a progressive and transparent local authority has
considered the welfare of its employees by identifying the need for such a program.
Beforeihe_p_rogram can be_designed, it is imperative to conduct a needs assessment
so as to determine the specific needs of employees.
The aim of this study is, therefore, to conduct an exploratory investigation into the needs
of the Alberton Town Council employees with regard to an EAP. The objectives of the
study were firstly to determine the level of social functioning of respondents by using 25
subscales of the Multi-Problem Screening Inventory. From the analysis of the data
gained through this instrument, areas of concern (for example, self-esteem, depression,
and relationship problems, etc.) were identified that are to be incorporated in an EAP for
the organization. Secondly, an Index of Job Satisfaction was administered in order to
establish the level of job satisfaction of respondents. The majority of respondents
reported a clinically significant level of job dissatisfaction, which provides a baseline
measurement for later evaluation of the EAP to be designed, as well as an indication of
the necessity of such a program.
The last objective of this study was to give clear guidelines for the development of an
EAP for the Alberton Town Council, including the structure and content of such a
program. An in-house model providing a comprehensive range of services is
recommended and specific areas of emphasis • were identified (for example, conflict
management, stress management, etc.).
xi
The literature review that was embarked on for this study served as a theoretical basis
for the study, as well as for the designing of an additional questionnaire. This
questionnaire was designed to gather demographic information and practical details
about the implementation of an EAP.
xii
CHAPTER ONE
ORIENTATION TO THE STUDY
1.1 INTRODUCTION
The amalgamation of both black and white local authorities and the birth of a new
democratic government, has no doubt dramatic changes in both the external and
internal environment of organisations. The changes and transformation that is taking
place at local government level have exerted pressure on the employee with the result
that local is faced by new important challenges.
McKendrick (1987:138) states that: "The work setting ... is the arena in which millions
of people act out hopes, aspirations and new sets of relationships. It can also be a
testing ground for human interaction." Social workers have started to accept the task
of entering the world of work and this important step should be encouraged. If not,
then we may be accepting artificial boundaries which contradict our declared aims of
an entering arena where human interaction takes place and focussing on the
person/environment interface and interplay.
Whilst acknowledging the changes as well as the above stated quotation it is also
noted that the worker spends most of his time within the work situation. The question
is, how does local government deal with the complexity, speed and magnitude of
these changes, and still maintain an environment that is comfortable for employees
to be motivated and productive within and outside the '<wicking environment? This
study would therefore explore the Employee Assistance Program as a vehicle for
occupational social work. The study will be based on an in-depth exploration is
envisaged to ultimately formulate guidelines for the development of an Employee
Assistance Program in the Alberton Town Council.
McClellan (1981) regards Employee Assistance Programs as more than counselling
services. They are systems for identifying and motivating employees who have
personal problems to seek diagnosis and accept help for the solution of those
problems. What is distinct about an Employee Assistance Program is that, it is for the
mutual benefit of both the employer and employee.
Shain et. al. (1981:1) view Employee Assistance Programs as referring to policies and
procedures adopted by employees in order to identify problem employees, including
those with alcoholic involvement as manifested by deteriorating job performance.
Once identified, such employees are steered to a variety of agencies (both inside and
outside the workplace) for the specific purpose of receiving treatment or rehabilitation.
Ramaknshna—and—Batgorral=(1992)—define—Employee=-Assistance- Programs as-
"programs sponsored by labour and management, that are specifically designed to
identify and assist employees and their families with various difficulties that impair
personal and occupational functioning: individual, marital, family, chemical
dependency, child care, etc., as well as to improve employer-employee
communication and create a positive atmosphere within the work environment."
Cohen (1996) state that there are tremendous advantages that could be drawn from
effective Employee Assistance Programs for both the employees and employers.
Furthermore, he states that: In many organizations there are employees who exhibit
decreasing productivity, increasing absenteeism, rising lateness, fighting with
colleagues, alcohol and drug use at work, etc. The causes of these problems are
often not investigated or understood, resulting in losses for both employee and
employer. Strydom and Botha (1994) view Employee Assistance Programs as a
dynamic development, which presents soda? workers v,;:h The oTpportunity to act as
a link between the needs of employees and the available resources.
Having highlighted the various views of authors, this research investigation will focus
on the needs of the Alberton Town Council services - Gauteng Area, with a view of
establishing an Employee Assistance Program. The agency comprises eleven (11)
main departments with a staff component of ± 1 300.
2
According to the Constitution of the Republic of South Africa, (1996) Subsection 158
(1) the objects of local government are:
to provide democratic and accountable government for local communities.
to ensure the provision of services to communities in a sustainable manner.
to promote social and economic development.
to promote a safe and healthy environment and
encourage the involvement of communities and community organisations in the
matters of local government.
makauthoritles-art-uniqtreasince-the-eommunifiesl-ttIat-t-Key ,=are- servicing are also-
unique, hence the needs of both the employer and employee would differ and
therefore the Employee Assistance Program needs to be relevant to the situation. It
is also important to note that this approach is also in harmony with the generic social
work approach principle that a thorough needs assessment must precede all social
work interventions, which largely determine outcomes (Hepworth and Larsen
1993:192).
The Alberton Town Council does not have an Employee Assistance Program and it
is important that before the program could be designed and implemented a
comprehensive needs assessment has to be conducted. The purpose of this
research project therefore, is to provide the organization with recommendations that
would be indispensable in the development of such a program, based on a thorough
needs assessment of the needs of both the employer and employee.
1.2 MOTIVATION FOR THE STUDY
Social work is one of the caring social sciences characterized by the direct study of
human and cultural activity (De Vos 1998:5). As a caring profession, its basis is
underlined by a scientific study.
3
Reid (1995) highlights the functions of scientific research as follows:
It provides a framework for practice activities whereby practitioners could apply
scientific orientation in seeking to obtain the best results where possible.
It builds knowledge for practice which generate and define concepts, determine
the evidence of generalisations and theories and ascertain the effectiveness
of the practice methods.
It serves the practical function of providing situation-specific data to inform
action such as decisions about practice, the operation of programs or efforts
to achieve social change.
For social work research to take place, Rubin and Babbie (1997) and Grinell (1993)
maintain that, it is important for the researcher to choose a researchable topic, that
is primarily directed to the needs in practice with a view to solving practical problems
in social work research.
Brown (1981:35) suggests that the topics for social work research should come from
day to day activities and interaction in the work situation. The topics could also be
generated by examining the evaluative research efforts of the practical researcher
(De Vos 1998:51-52).
Leedy (1993:53) warns that, the researcher should from the onset distinguish
between personal and researchable problems. The latter have to fit the requirements
of the scientific method which is the interpretation of data so as to discover fact.
The basic motive for undertaking this research study is to conduct a need analysis.
The findings thereof, would contribute to the development of a relevant Employee
Assistance Program. The results of this research investigation will also serve as a
valuable contribution to the field of Employee Assistance Programs for welfare
orientated organizations. The literature study reflects that although much headway
has been made in recent years in the industry with regard to Employee Assistance
Programs, less than half of South Africa's companies have counselling programs in
4
place (Bennett J. 1998: Sunday Times).
The current South African situation is characterized by instability due to transformation
and change that is taking place. The pressure, stress and trauma experienced by
citizens mostly whom are employees, demand for organizations to adopt business
principles and methods that would promote and improve their financial usability which
is the core foundation of any business organization.
Local government as well as welfare organizations are charged with responsibilities
of operating in a business manner. Employee Assistance Programs can be of great
involved - with
assistance in reducing costs personnel.
Winkelpleak (1984) state that the concepts of an Employee Assistance Program
extends beyond the employee as a client to also encompass the organization as a
client.
1.3 RESEARCH AIM AND OBJECTIVES
The scientific study that is to be undertaken will focus on contributing to the
knowledge base of the social work profession, and will therefore be of an applied
nature. The intervention strategy that will be implemented will target to address the
empirical research which is based on knowledge development (KD) and linking it with
practical application (KU) (De Vos 1998).
4.
1.3.1 THE UNIT ANALYSIS
Mouton and Marais (1998:38-40) state that whilst the researcher would have a broad
indication of the general area to be investigated, it is ideal for the investigator to
categorize his target into specific units of analysis.
The unit of analysis in this investigation will be the individual, as individual
assessments would be made and the organization, since the employees' views and
5
needs with regard to organizational policy, structure, communication channels etc. will
also be assessed.
1.3.2 GOALS AND OBJECTIVES OF THIS STUDY
A research goal provides for a broad identification of what the researcher wishes to
ultimately attain in conducting research. Leedy (1993) state that the research aim is
the heart of every research project and needs to be stated in clear, precise terms.
Rubin and Babbie (1993:106-108) identify three primary aims of research, namely:
description, exploration and explanation. Since this study will be of an exploratory
nature, Mouton anct-11arais--(1982:42)-regard-the-g-o-a-rorexploratory studies as an
exploration of a relatively unknown research area. The aims of such studies are:
to gain new insights into the phenomenon;
to undertake a preliminary investigation before a more structured study of the
phenomenon;
to explicate the central concepts and construct;
to determine priorities for future research;
to develop a hypothesis about an existing phenomenon
The ultimate goal of this research study is to conduct a need analysis amongst
employees of the Alberton Town Council, which is a formal organization with a view
of formulating guidelines for the designing of an appropriate Employee Assistance
Program.
The objectives of the study are:
• to conduct a needs analysis of the employees of the Alberton Town Council so
as to determine their needs for an EAP program and the level of social
functioning with regard to 25 sub-scales of the MPSI (Multi Problem Screening
Inventory).
•
•
•
•
•
6
• to critically analyse the typical problems experienced by the employees so as
to determine the level of job satisfaction through the use of the Index Job
Satisfaction (IJS).
to develop clear guidelines that would lead to establishing an Employee
Assistance Program for the Alberton Town Council thus linking the research
to practical application. This approach enhances the principle of transparency
within the field of social work and it also maintains the code of ethics required
by professional associations.
IrrordertO-attairt-theve-mentione-d goaranTobjectives, th-e-followirig- pit-CedUre
will be followed in the study:
Conducting a thorough literature study of Employee Assistance Programs, as
well as to examine local examples of such programs in the industry.
Designing a situation-specific questionnaire for employers and employees to
assess their needs with regard to an Employee Assistance Program, in terms
of structure and content.
Administering the above-mentioned questionnaire, together with the Multi
Problem Screening Inventory (MPSI) and Index of Job Satisfaction (IJS) to a
representative sample of the Alberton Town Council employees.
The populat:en (and sample) veil be c.iivided ;Fit!: r.7.3.','Cories namely:
Top Management;
Middle Management; and
Support Staff.
•
•
7
1.4 RESEARCH METHODOLOGY
An exploratory method of enquiry will be employed in this study in order to explore in
an extensive manner the subjective needs of the employees and employer
(Management) with regards to an Employee Assistance Program. Quantitative data
gathering methods will be utilised. Twenty five of the Multi-Problem Screening
Inventory (MPSI) sub-scales will be used as a vehicle to measure the overall social
functioning of the respondents. The Index of Job Satisfaction (IJS) will also be used
to assess the level of job satisfaction of respondents.
A specialty designed questionnaire, the-Erriployde Assistance-Needs Assessment
Questionnaire will be implemented to obtain quantitative data about the respondents'
needs with regard to an Employee Assistance Program, as well as the necessary
demographic data. A convenience sample of 42 employees completed the
questionnaires.
The research methodology of this research investigation will further be discussed in
chapter three.
1.5 LIMITATION OF THE STUDY
Since this research study will focus on the needs of employees in a specific
organization, the direct applicatiOn of results will be contextual in nature. This study
could however become the launching pad for other welfare organizations with
- particular reference to local author `;es in assessing the fof, and :n-plementing
Employee Assistance Programs internally.
Furthermore, the study will assess the needs and social functioning of employees at
a specific point in time. In other words, due to changes in respondent's personal lives,
organizational, social, political etc. climates, the same study could render quite
different results in future. This then highlights the need for routine assessment of the
workforce in order to ensure a relevant E.A.P.
8
Some of the staff members, particularly the non-salaried staff do not have sufficient
language skills that would enable them to complete the questionnaires by themselves.
Some form of assistance with regard to the completion of forms will be sought for
them. This could therefore, influence the results since the people will not have privacy
of their responses as the other respondents would have.
A random, representative, proportional, stratified sample of 300 people was originally
drawn from the population of ± 1 300 personnel. Due to managerial difficulties, this
sampling strategy could not be followed, and the questionnaires were in the end
distributed to a convenience sample of employees who were willing to participate in
the study.
1.6 DEFINITION OF CONCEPTS
Rubin and Babbie (1993:119-120) state that many social work terms communicate :
vague, unspecified meanings. Research has to be precise in its meaning, both°
theoretically and operationally. According to these authors, conceptualization entails:
refining and specifying abstract concepts and developing specific research procedures
that will result in empirical observations of things that represent those concepts in the
real world (De Vos 1998:41). The following terms will be dealt with in Chapter Two:
OCcupational Social Work
Employee Assistance Program
Assessment of Employee
Assistanca Prograrnn -:e Needs and
Components of Employee
Assistance Programs
1.6.1 EMPLOYEE
The Oxford Paperback Dictionary (Hawkins 1990) defines an employee as a person
who works for another in return for wages. For the purpose of this research study, the
9
term employee will be defined as all persons receiving a salary from the Alberton
Town Council.
1.6.2 LOCAL GOVERNMENT
According to the Constitution, local government is the third sphere of government
within the National Government of the Republic of South Africa. It consists of:
Municipalities which must be established for the whole territory of the Republic.
The executive and legislative authority of a municipality is versed in Municipal
Council.
A municipality (of which the Alberton Town Council is one) has the right to
govern, on its own initiative, the local government affairs or its own council.
1.6.3 SOCIAL FUNCTIONING
Social functioning can broadly be defined as the interaction between an individual and
his environment (Hepworth and Larsen 1993:4). Social functioning in this research
study will be defined as the degree of functionality or dysfunctionality with regard to
depression, self-esteem, partner relationship problems, sexual discord, problems with
children, problems with father and mother, personal stress, problems with friends,
aggression, problems with work associates, family relationship problems, suicidal
thoughts, non-physical abuse, physical abuse, fearfulness, ideas of reference,
phobias, feelings of guilt, confused thinking, disturbing thoughts, memory loss, alcohol
and drug abuse that 'Mil be measured in the Muiti-1),.fc..L!cr.1 Sclleen;ng inventory.
1.7 OVERVIEW OF THE STUDY
This dissertation will be presented in accordance to the following five chapters:
•
•
•
1 0
Chapter One: Orientation to the study
This will be a brief discussion covering the motivation for the study, research goal and
objectives, research methodology, limitations of the study and definition of concepts.
Chapter Two: Literature Overview
This chapter will be a literary exploration and discussion of the following themes:
Human Resource Management;
OccupatioriiciaT Work; and
Employee Assistance Programs.
The discussion on Employee Assistance Programs will deal with a definition of EAP's,
the evaluation and history of those programs, the structure and design of EAP's, the
role of the EAP coordinator, employee problems addressed by EAP's and lastly the
benefits of Employee Assistance Programs.
Chapter Three: Research Methodology
This chapter will deal with the research design, data collection methods, measuring
instruments, sampling and data analysis.
Chapter Four: Data Analysis and Interpretation
This chapter will present an analysis of results from the three questionnaires
administered and will draw conclusions valuable for the development of an Employee
Assistance Program for the Alberton Town Council.
Chapter Five: Recommendations and Conclusion
The results of the study will be summarized and put forward as a formal
11
•
•
recommendation to the organization with regards to the development of an Employee
Assistance Program.
...
12
CHAPTER 2
LITERATURE REVIEW
2.1 INTRODUCTION
The social worker is in a unique and enviable position to contribute to prevention.
Social work is health oriented, conceptually and philosophically. It addresses the
strengths of the individual or family in a given situation.
Social work organizes and develops the community or mobilizes the resources for
doing this. It is often the first to pinpoint needs and to engage in those activities
designed to prevent the breakdown for the person, the group, or for society. Social
work has a resource and service focus and takes the position that no one can be
healthy in a sick society (Skidmore et. al. 1991:161).
Hepworth & Larsen (1993:4-5) maintain that the primary function of social work is to
enhance the overall social functioning and quality of life for individuals, groups and
communities. It is important to consider and nurture the people's functioning, to
identify their needs and render appropriate services that will enhance their functioning
within the work environment.
Tarthang Tulku, Tibetan Buddist teacher in Jaffe and Scott (1988) states that: "Caring
about our work, linking it, even loving it, seems strange when we see work only as a
way of making a living. But when we see work as a Lu deepen and enrich ail our
experience, each one of us can find this caring within our hearts, and waken it in
those around us, using every aspect of work to learn and grow".
This chapter will be discussing the matter of how social work addresses issues, in
particular in the form of Employee Assistance Programs.
13
2.2 HUMAN RESOURCE MANAGEMENT
In order to understand the contextual position of Employee Assistance Programs, as
a function of Occupational Social Work, a brief discussion on Human Resources
Management is important.
The emerging trend in human resource management is clearly toward the adoption
of the human resource approach (Carrell et. al. 1996). Through this approach
organizations would be able to benefit in two significant ways namely:
• artinbreaSe-in-Orgartiational -effectiveness; and
the satisfaction of each employee's - needs.
The human research approach acknowledges that both organizational goals and
human needs are mutual and compatible: one set need not be gained at the expense
of the other.
2.2.1 PRINCIPLES OF HUMAN RESOURCE APPROACH
The Human Resource Approach according to Carrel (1997) is based on the following
principles:
Employees are investments that will, if effectively managed and developed,
provide long term rewards to the organization in the form of greater
productivity.
Policies, programmes and practices must be created to satisfy both the
economic and emotional needs of employees.
A working environment must be created in which employees are encouraged
to develop and utilise their skills to the maximum extent.
Human Resource programmes and practices must be implemented with the
goal of balancing the needs and meeting the goals of both the organization and
the employee.
•
•
•
14
Leads to
HIGHER Employee Motivation and Applied Ability
lk Leads to
4=MMMIA11■00po
GREATER Quality, Quantity of work
Leads to
GREATER Employee Rewards, Recognition
Leads to HIGHER Organizational Productivity, Profits
Figure 1.2 tabulates the Human Research Approach as follows:
EMPLOYEE
ORGANISATION
(Correl et. al. 1997:10)
2.2.2 FUNCTIONS OF HUMAN RESOURCE
According to Correl et. al. (1997) the functions of the Human Resource are as follows:
Job Analysis and Design
For an employee to perform satisfactorily his/her skills, abilities and motives
1 ■ "1 C.; . . it
Recruitment Selection, Induction and Internal Staffing
To a great degree, the effectiveness of an organization depends on the
effectiveness of its employees. Recruitment and selection are the core
functions of human resource management.
15
3. Appraisal, Training and Development and Career Management
The growth of an organization is closely related to the development of its
human resources. The appraisal of employee performance is one important
developmental function.
4. Compensation and Health
An important part of compensation is employee benefits as well as health and
safety, thus conducive and safe workplace environment is important.
2.3 OCCUPATIONAL SOCIAL WORK
Social work plays a vital role in human resource management as it links the person
experiencing the problem with a system of support that maintains health, or that may
be the means of detecting illness early, or ofpreventing deterioration of the problem.
Social work in the workplace is on the cutting edge of practice (Skidmore 1991).
Much as it is unknown to most businesses and industries, many are beginning to
invite social workers into their service programs. Social workers have been
introduced into the personnel systems to help employees and their families with
personal, family and community problems. This approach by organizations has a dual
purpose, the first one being the purpose of humanitarianism and the second one being
for efficient and effective production. It has come to be realized that employees who
Lrci crosz.-)iy aiTec.e.,:i by rIc;i 1 ::; .°C...LACt72 t.-.;-) L;mJ:iy
the job. The role of the social worker at this instance is to help workers and their
families understand their problems, face them and solve them.
16
2.3.1 DEFINITION AND SCOPE OF OCCUPATIONAL SOCIAL WORK
Occupational social work falls under the broad multi-disciplinary umbrella of
occupational health, that has the primary goal of enhancing the quality of life at the
work site (Gould and Smith 1988). Both these authors further state that the
occupational or industrial social profession is the field of practice within the social work
profession that is most closely identified with the person-in-work and person-as-
worker orientation.
Googins and Godfrey (1987: 38) define occupational social work as a field of practice
in wh[ch social-wotkers- attend-to-- the-horriarfancFsociaFrfeeds==ofthe work community
by designing and implementing appropriate interventions to ensure healthier
individuals and environment. Occupational social work draws on basic social work
professional and practice framework within a particular setting, namely the world of
work. Whilst Straussner (1990) acknowledges the definition he adds to it by stating
that the aim of the intervention of occupational social work, is to foster optimal
adaptation between individuals and their environment. The interventions he is
referring to are:
services;
programs; and
policy directions.
Wyers and Kaulakukui (1984) define the breadth and scope of occupational social
work by identifying a range of activiti and `1' ■ :;Ch
personnel services;
training and staff development;
consultation regarding the physical and social environment within the company;
and lastly
activities concerned with community relations.
17
Skidmore et. al. (1996) view occupational or industrial social work as involving
helping workers and their families with problems they have relating to social
functioning and human relationships. At a conference held in 1978 by a group of more
than one hundred social work practitioners from business and industry, a definition on
occupational social work was formulated as follows:
"Industrial social work therefore refers to the utilisation of social work expertise in
meeting the needs of workers or union members and the serving of broader
organizational goals of the setting. For social workers, it offers the opportunity to
intervene in a multiple of environmental systems that affect the individual."
Direct service in these settings is an all-encompassing term. It includes:
counselling;
organization of support groups;
concrete service;
consumer advocacy;
linking an individual to community service;
training and staff development for union representatives and management
personnel; and
consultation to union and industrial decision makers.
The same group of practitioners voiced their purposes of social work practice in
industrial settings: "Our goal is to provide the range of services necessary to enhance
ilr,...,:i.f;,': -: (7.,;(,;or i ;rv:2 of thcg:3;:;:, corne for 1,1;:lp. 01 aCj:
provide direct services to employees/members of their families. In addition, they are
involved in program development, affirmative action, corporate social responsibility,
and legislative analysis" (Skidmore 1996:239).
Since occupational social work encompasses a wide range of activities, the decision
on the type of social work model to be adopted by the respective organization or
company lies with it. The occupational social work can also be utilized within the
18
framework of an Employee Assistance Program. Employee Assistance Programs are
therefore, either:
a primary responsibility of occupational social work in a context where
occupational social work is seen as a division of occupational health; or
as just one of many diversified responsibilities of occupational social work in
a context where many human resource management functions are performed
by occupational social work.
Having defined the various view points of occupational social work, the values of
-o cu~at octal social work will be explored.
2.3.2 OCCUPATIONAL SOCIAL WORK VERSUS CLINICAL SOCIAL WORK
The difference between occupational and clinical social work lies in the terrain of
values. Values in an occupational setting focus more on the quality of organizational
life, rather than the individual human potential, due to the profit incentive
(Balgopal 1989).
The "core" business of the company or organization is not social work, but rather the:
production;
distribution; and
marketing of their product or service. 4.
The purpose of social work in such a setting is therefore to:
address employees' personal problems (direct service approach) through
counselling and therapy with individuals and families;
promote their productivity, thus, contributing to the "core" business of the
company.
•
•
•
•
•
19
The outline of social work services in an industrial or organizational setting brings to
the fore two distinct essential services which are:
prevention; and
enrichment.
The basic premise is that if efforts can be made to prevent problems from happening
there will be significant savings in the lives of people, as well as financially.
2.3.3 ROLES OF OCCUPATIONAL SOCIAL WORK
Straussner (1990:10-12) lists the following roles carried out by social workers in the
work place, which can be seen as a broad summary of the activities of occupational
work according to different models.
Apart from the roles of occupational social work stated above, occupational social
work includes assistance with a wide range of management and personnel activities.
Bennett (1999) states that in today's fast-paced, rapidly changing society in South
Africa an EAP at work can play a vital role. She maintains that EAP's are workplace-
linked counselling systems with benefits for both employers and employees.
Surprisingly enough, less than half of South Africa's companies have counselling
programmes in place. Even those that have the EAP, it is not part of core business
structures.
According to Bennett (1999) for employers, a good EAP means better productivity.
For employees, it means professionally dealing with a range of personal and job-
related problems to achieve optimal job performance, and the capacity to meet their
potential.
•
•
20
Problems encountered within the work environment could include health such as:
AIDS or HIV;
marital and family issues;
financial, legal and substance abuse as well as troubles;
emotional difficulties and balancing work and life demands.
Harper (1999) who is a pioneer of the development of EAP's in South Africa states
that it is unfortunate that many South African companies are still stuck in the old crisis
management mode of dealing with individual employee's problems in a haphazard and
reactive way. EAP's are often seen as existing urily kill- whinge" - and stigmatised
members of society like alcoholics or the mentally ill. As a result, EAP's are often
marginalised.
: 2.3.3.1 Counsellor
As a counsellor the social worker will provide assessment on short- and/or long term
counselling with individuals, families and groups. The role of the counsellor is to
improve the social functioning of consumers of the service by assisting them to
understand their attitudes, subjective perceptions and feelings to modify behaviour
and teach them to cope with problematic situations (Sheafor, Horesji and
Horesji 1992:19).
2.3.3.2 Enabler/Facilitator
Compton and Gallaway (1993:430) describe the enabler role as one that is directed
to assist client systems to find coping strengths and resources within themselves to
produce the changes that are necessary to accomplish the objectives of the contract.
The emphasis of this role is on client ability, involvement, strength and effort, with the
helper in a supporting and empowering role. Client systems are, therefore, helped to
articulate their needs, clarify and identify their problems, explore possible solutions,
but most of all to develop their capacities to deal with their own concerns more
21
effectively (Zastrow 1992:14). The enabler role focusses on helping people to help
themselves.
2.3.3.3 Broker
The occupational social worker's role is to link individuals in need with resources
within and outside the working environment. The broker, therefore, puts clients in
touch with facilities and services that they are often not aware of, or too scared to use.
2.3.3.4 Advocate
In this role the occupational social worker will assist employees to obtain resources
and services which on their own would be unable to attain. The helper will play an
active role in collecting relevant information for the client's needs and requests.
2.3.3.5 Organizer
This role includes two different sets of organizing. The first one being organizing
between the agency, the client system and the action system to reach collective goals
and objectives. The second one being to change the organizational system to reach
its goals through promoting and improving communication, co-operation and co-
ordination amongst different service providers so as to facilitate access to resources.
2.3.3.6 Constructive confrontation
This role is especially prominent when helping those employees with drug and alcohol
problems, and who are in a stage of denial. In this role the occupational social worker
may ask the supervisor, union representatives, and family members to assist in the
confrontation. A thorough understanding of the dynamics of substance abuse, family
systems, authority issues and peer pressure is essential to be able to fulfil this role.
22
2.4 EMPLOYEE ASSISTANCE PROGRAMS
2.4.1 THE HISTORY AND EVOLUTION OF EMPLOYEE ASSISTANCE
PROGRAM
The EAP grew out of the employee counselling movement initiated by a handful of
companies during the 1920's, the programs gained little ground during the 30's and
40's. Most authors trace the history of the Employee Assistance Program to the
1940's when certain pioneering companies undertook to manage their alcoholics by
means other than dismissal. Whilst Ramakrishnan and Balgopal (1992) view this
point of departure as a narrow focus of helping employees with drug and alcohol
related problems, Wyers and Kaulukukui (1984:168) refer to these early occupational
alcoholism programs as being either medically based programs operated by industrial
physicians, or informal programs staffed by recovered alcoholics. In spite of promising
beginnings and prompting by the National Council on Alcoholism these programs were
slow to grow: only as alcoholism became more "destigmatised" and as the huge cost
of the condition became known did the momentum pick up (Shain and Groenewald,
1980:5):
However, since the 1960's the EAP's have rapidly expanded both in number and
scope of services, addressing many more employees and a much wider variety of
personal and work-related problems experienced by employees (Erfurt and Foote,
1979; Ramakrishna and Balgopal, 1992:488; Googins and Davidson, 1993:477;
Starker, 1989:19-24). Programs have also been shifted and extended from focussing
Gil individua;s as tna f,_)r change to rrisci -o org::::;;Lationz.:1 Q.nd
systematic issues at the root of many of the individual problems with which EAP's
routinely deal (Googins and Davidson, 1993:477).
Social; political and economic factors and developments in the helping professions,
with specific reference to the academic component have contributed to this
"broadbrush" approach to Employee Assistance Programs (Ramakrishnan and
Balgopal, 1992). Starker (1989) states two reasons why the focus has shifted from
23
primarily alcohol treatment programs to a "broadbrush" approach as follows:
the recognition that not all problems are directly or indirectly caused by alcohol;
the stigma attached to the Industrial Alcohol Programs.
Whilst the boundaries, nature and scope of Employee Assistance Programs are
presently being debated, Googins and Davidson (1993) state that these programs
continue to evolve and develop. They further state that: the broadening sphere of
EAP's in this regard does not negate the clinical role, but instead it refocuses EAP's
on: "addressing the needs of the total client system and capitalising on the unique
position ofEAP's in meeting those needs:--the-refocustng-and broadening - of the client
system to address organizational needs corresponds with ecological theories that
have been a traditional part of social work theory, and encompasses the future of
EAP's worldwide (Googins and Davidson 1993:484), (Stern 1990:16).
Harper (1999) states that EAP's were first introduced in South Africa in the early
1980's, and many focussed largely on managing alcoholism at work. They tended to
operate. in a vacuum without set standards and ethics. Gradually, companies are
recognising the importance of EAP's to maintain and improve productivity, and also
to help them meet the requirements of the labour law.
An important recent development that impacts Employee Assistance Programs, is the
emergence of Member Assistance Programs. These are off-shoots of Employee
Assistance Programs which are peer-based program's designed to help union
mam'osis suffor:ng from substance abusz Eird ;, -_: . 7!emz.. AlThough a
relatively recent phenomenon, MPA's are rooted in traditional union principles of
voluntarism and mutual aid (Bacharach, Bamburger and Sonnestuhl 1996). It is
interesting to note that these new MPA's are in a way returning to service delivery as
it was at the birth of Employee Assistance Programs.
Comprehensive EAP's, which constitute the final category of employee assistance
programs, focus on both a full-range of employee problems and on prevention. For
24
example, an employee with an alcohol problem is seen not only as an alcoholic, but
also as a person with a family that may have difficulties. Because these programs
focus on the whole person, comprehensive EAP's employ a multi-disciplinary
professional staff who are able to view a person from different perspectives.
2.4.2 STRUCTURE AND DESIGN OF EMPLOYEE ASSISTANCE PROGRAMS
2.4.2.1 Program Models of Employee Assistance Program
Organizations could be involved in offering employee assistance to varying degrees.
Some organizations' may of er on y an e-due-attan-al progi-am whire-othera may provide
a complete diagnosis and treatment program. Some organizations may even elect to
out source the entire EAP function. Keohane and Newman (1984) cite the possibility
of non-profit welfare organizations contracting with the industry, so as to provide
EAP's are explored. An example is taken where a family and Child welfare
organization designed, implemented and maintained an Employee Assistance
Program for the corporate community. This was found to be a good source of funding
for the welfare organization, and generally works well for all concerned parties.
The different types of EAP programs can be summarized as follows:
The most common type of an EAP is that which employs a coordinator who
evaluateS the employee's problem only sufficiently to make a referral to the
proper agency or private practitioner for diagnosis and treatment (Byars and
A. ti;nzs, c,„:1" :0
organization and is not a full-time employee. This type of program is especially
popular with smaller employers and branch operations of large employers.
In a second type of program, the organization hires a qualified person to
diagnose the employee's problem; then the employee is referred to the proper
agency or private practitioner for treatment (Byars and Rue, 1994:509).
Ramakrishnan and Balgopal (1992:490) feel that although both these
•
•
25
previously mentioned methods may be helpful, it is not clear whether they are
successful in resolving problems in the most timely and cost effective manner.
Under a third type of program, diagnosis and treatment are provided in-house
directly by the organization (Byars and Rue, 1994:509-510). Eskom has
chosen this option because it is more cost-effective and it is felt that in-house
practitioners are more familiar with the context in which the employees work.
Ramakrishnan and Balgopal (1992:490-491) mention these as well as many
other reasons why they promote and prefer this method. They name this
method as the Task-centred approach and summarise its purpose as
- "providing-frontitie7-seNittsl&-esolVe-proble-rffi-th-gt can be- handled effidie—ntly— -
in the workplace" (Ramakrishnan and Balgopal, 1992:491).
Fleischer and Kaplan (1984) identify four models or forms that an Employee
Assitance Program may adopt. This viewpoint is also expressed in the literature by
various authors and these models are:
the in-house model providing a limited range of services,
the in-house model providing a comprehensive range of services,
the external contractor model providing a limited range of services,
lastly the external contractor model providing a comprehensive range of
services.
•
•
•
•
26
IN-HOUSE MODEL PROVIDING A LIMITED RANGE OF SERVICES
Target population: Employees only Range of services: Limited to diagnostic assessment and referral, to community resources; special focus on substance abuse problems, and periodic training of supervisors in procedures for referring troubled and troubling employees.
Administrative considerations: Sponsored by the organization under the auspices of either the human Lesources,_ personnel, or medical departments. The EAP may be sponsored jointly by labour and management without requiring a change in the definition of any other component.
IN-HOUSE MODEL PROVIDING A COMPREHENSIVE RANGE OF SERVICES
Target population: Extended to include family members. Range of services: Crisis intervention; short term counselling; special focus on substance abuse problems; preventative interventions such as wellness workshops, support groups and educational seminars, training of supervisors in referring employees and consultation with management, union and association representatives concerning organizational stress factors. Administrative considerations: Sponsorship and auspices same as for the other in-house model.
EXTERNAL CONTRACTOR MODEL PROVIDING A LIMITED RANGE OF SERVICES
Target population: Employees only. Range of services: Diagnostic assessment and referral; focus on substance abuse; periodic training of supervisors in procedures for referring troubled and troubling employees.
Administrative consideration: Sponsored by corporation only or jointly with labour. Under the auspices of an external contractor (i.e. family service agency, hospital, c.or. -:munity :1 - Ert -2.1 counselling firm). Sei -vices in-house and/or offsite, preferably close to the work place. Joint sponsorship with labour does not require a change in the definition of any of the components.
EXTERNAL CONTRACTOR MODEL PROVIDING A COMPREHENSIVE RANGE OF SERVICES
Target population: Extended to include family members. Range of services: Crisis intervention, short-term counselling, special focus on substance abuse problems, preventative intervention, such as well-being workshops, support groups and educational seminars, training of supervisors in referring employees and consultation with management, union and association representatives, concerning organizational stress factors. Administrative considerations: Sponsorship and auspices may be the same as for model 3.
Figure 2: MODELS OF EMPLOYEE ASSISTANCE PROGRAMS (Gould & Smith,
1988)
27
The evaluation criteria in selecting one of these four models of Fleicher and Kaplan
(1984) are: confidentiality, accessibility, staff expertise and availability, flexibility,
accountability and cost effectiveness.
Maiden (1990) further identifies the following key factors that should be taken into
consideration when selecting a program model for an EAP:
the first factor is the demographic characteristics of the organization;
the second factor is the geographic dispersion of employees; and
the space allocations within the worksite should be taken into consideration;
further, the prefeTences eMployees to have—services - provided - by the -
company or an outside contractor, is important;
in the fifth place, the financial investments needed for each method of service
delivery need to be weighed up against each other; and
lastly the environmental factors in the worksite conducive to program
utilization. A single model or a combination of models may be adopted by an
organization that best "fits" the unique needs and characteristics of the
employees and the organization itself (Fact sheet 182, IPM Journal, May
1989).
Bowen (1997) states Cohen (1996:45) as giving some interesting statistics concerning
the outsourcing of EAP's in America. Fifty percent of American companies offer
EAP's only on an out sourced basis, whilst the other half provide a mix of internal and
external services. The primary reason that these companies put forward in favour of
ancugh it rEt.:...)CA,3ej if a
confidentiality policy is in place, this should not present a formidable problem.
She further remarks that it would be interesting to determine what proportion of South
African companies make use of outsourcing versus in-house EAP's.
28
2.4.2.2 Principles of the EAP
In Fact Sheet 182 in the Institute for Personnel Management Journal (May 1989),
some vital principles that underpin successful Employee Assistance Programs, are
stated as follows:
The Broadbrush Principle
This means that all personal problems affecting job performance are covered
by the EAP.
The Principle of Neutrality
To ensure integrity, the EAP must be competent, objective, respectable and
trustworthy (Terblanche 1984). The requirement to obtain the afore-mentioned
is neutrality. Neutrality in this sense refers to neutrality of the relationship
between the employer and employee. By maintaining neutrality the EAP would
be able to function unencumbered by politics, conflicts, tensions and
pressures, which are institutionalised aspects of the formal and informal
structures of modern bureaucratic organizations.
The Principle of Voluntarism
The ideal situation would be employees seeking help on a voluntary basis.
ThiS approach proi .r.3-6. c,: - L.c..t:o,1 ccuid
receive help even earlier in comparison with a situation where he is in such a
state that he could only be identified by the supervisor because of his low
productivity. To promote voluntarism the employee needs to be assured that
there would be no victimisation by the employer or negative results on his
record. The organization's policy has to make provision for the protection of
employees attending for help (Carrel 1997).
29
The Principle of Accessibility
The EAP needs to be available to all employees, regardless of position.
Furthermore the EAP has to commit itself to developing a system of resources
relevant and accessible to employees and their families.
The Principle of Confidentiality
Each and every employee has a right of confidentiality to protect his own self
image and record. Therefore, details revealed by employees must be
guar-anteecfCii-rifitl6TitialitYWOUkialiOp7Omote the support of the EAP as well.
The Principle of Constructive Coercion
Although this is not an ideal situation, managers and supervisors must have
sufficient confidence in the EAP to formally refer impaired employees for
assistance as an alternative to, or in conjunction with job-action, but preferable
to the termination of employee's services.
The Principle of Permanency
To achieve this, commitment on the part of both management and labour
through a mutually agreed upon policy statement which guarantees the survival
of the program is necessary.
2.4.2.3 The Basic Elements of an EAP
According to a pamphlet compiled by the National Employee Assistance Program
Committee of the Institute of Personnel Management (1991), five key elements of an
EAP are mentioned. These elements are represented as follows:
30
2.4.3 THE STRUCTURE AND DESIGN OF EAP'S
2.4.3.1 Administrative Functions
Organizational position of the EAP;
Physical location of the EAP;
EAP's versus medical and disability benefits plan;
Malpractice - Liability Insurance;
Qualifications of the EAP staff.
---- -- 2.4.3.2 Education and Training
Marketing the EAP concept to employees and families;
Marketing of the EAP concept to management and unions;
Employee education;
Supervisory training.
2.4.3.3 Policy Procedure
Policy statement;
Confidentiality;
Procedures for referrals.
2.4.3.4 Resources
Resource file on the provider of services.
2.4.3.5 Evaluation
EAP evaluation.
•
•
31
2.4.4 POLICY AND PROCEDURES OF EAP'S
2.4.4.1 Policy Statement
The Draft Policy Document (1998) on the Employee Assistance Program (Department
of Public Service and Administration) states that: It should be the policy of the
department to give assistance in developing and utilizing the potential of its
employees, taking into consideration individual differences, and in eliminating factors
that impact negatively on their working effectiveness. No EAP can function effectively
without a written EAP policy and the advantages of such a policy, as delineated by
Fact Sheet 182 of the IPM Journal (May 1989); fe -bilefly discus§ed below:
The EAP policy offers a clear statement about the purpose, nature and benefits of the
program, and affords a frame of reference for the implementation of the program. The
policy should encourage employees to refer themselves since it stresses
confidentiality and job security. The policy also offers evidence of top management
support, without which the program cannot operate.
The EAP policy is based on certain principles, namely that personal problems can and
do affect job performance. Furthermore that the treatment of personal problems is
less costly than dismissal and replacement. Another principle is that the EAP does
replace disciplinary procedures, but provides an alternative method of managing poor
job performance, often while the discipline is suspended. The final principle is that the
employer's concern is with the job performance and not the personal lives of
1FM
2.4.4.2 Purpose
According to the draft policy (1998) of the Department of Public Service and
Administration, the main purpose of the policy is to produce guidelines and procedures
regarding "troubled" employees or employees with problems. Such employees must
demonstrate problems with job performance or work-related behaviour recognised as
32
potentially suffering from a variety of mental, physical, behavioural or social problems
and career adjustments. As such, an employee cannot be officially tagged with a
deteriorating work performance, if he/she cannot be seen to be confronted with
problems affecting his work performance.
The Constitution of the RSA (1996) Section 195(1)(b) stipulates that "efficient,
economic and effective use of resources must be promoted", one of these resources
being "human" resources. Much as the Department has a responsibility to promote
the effective, economic and efficient use of its resources, the discipline that is sought
here is "self-discipline" which demands that the individual recognises his or her
"failing" in the eyes of the organizatiorrand -commils-htrutherseff to a change of attitude
or performance or behaviour as a condition of continued employment.
2.4.4.3 The Importance of the Policy
The EAP is one of the programs° that is concerned with the welfare of an
organization's employees. Welfare is about the provision of benefits and services
which employees may need and value and which simultaneously link strategically with
the needs of the Organization by enhancing performance. Poor (psychological or
physical) health, it is suggested leads to deteriorating performance, hence the need
for an enabling organizational response emphasizing prevention, intervention,
treatment and management of health. In theory, the emphasis of such a response
should be on rehabilitating the employee in line with the Organization's requirements,
Commitment to rehabilitation and management of health therefore becoming
synonyme!...s comn -arnent iv:: In
the Organization can have direct services in terms of cost savings and performance
enhancement.
The EAP policy needs to include certain guarantees such as:
people identified as having personal problems will not be discriminated against;
promotional opportunities will not be affected;
33
special sick leave will be granted to accommodate assistance;
discipline will be suspended if involved while the employee is on the EAP;
lastly, confidentiality will be respected in terms of feed back to the supervisor.
A general guideline is that the supervisor may obtain a prognosis but not diagnosis
without the employee's permission.
According to the Fact Sheet 182 of the IPM Journal (May 1989), the EAP Policy needs
to include details covering administrative concerns, for example:
-•
who pays for treatment;
what happens should a relapse occur;
details around time off for counselling, etc.
Furthermore, the EAP Policy should ideally be jointly agreed upon by management
and worker representatives, since this lays a positive grounding for the program's
permanency.
2.4.4.4 Confidentiality
The principle of confidentiality should be maintained at all times with regard to
participation in the Employee Assistance Program, since any breach, or perceived
breach of confidence can ruin the EAP right from the start (National EAP Committee,
1991).
Bews and Bews (1988:22) identify three dimensions of EAP confidentiality namely:
the confidentiality of counselling sessions;
the confidentiality of records; and
the confidentiality about information given about third parties.
•
•
•
•
•
34
These authors stress that a higher degree of confidentiality will increase the
penetration rate and consequently the EAP will be more cost-effective.
2.4.4.5 Procedure for Referrals
Procedure for referrals should be specified both for voluntary and mandatory referrals.
The National EAP Committee, 1991 refers to these two types of referrals as follows:
Voluntary referrals refer to those kind of referrals resulting from an employee
requesting help due to the development of a problem situation;
ory referrals are the kind of referrals made 6y the manager -of -an
employee facing dismissal to a counsellor on a mandatory basis as a condition
on continued employment.
Gould and Smith (1988) identify two further types of referral as:
an informal supervisory referral, where the supervisor simply suggests in a
friendly way that the employee goes to see an EAP counsellor;
an indirect referral, where an employee can go directly to an external EAP
service provider, by passing the EAP counsellor, but still claiming coverage
under EAP.
Scanlon (1986:30) uses the term "constructive confrontation" to describe the process
by which an employee is encouraged to seek out the services of the company EAP.
Sc.,-•rdon (10E.S:34) mantions arj
"constructive confrontation" as follows:
Do
let the employee know that work performance is the company's primary
concern;
be aware that the problem will usually get worse without professional help.
•
•
•
•
35
emphasize confidentiality when making referral;
explain that accepting a referral to the EAP will not necessarily exclude the
employee from disciplinary procedures;
be specific as to what is expected from the employee in terms of job
performance;
be objective, fair, consistent and decisive.
Don't
diagnose - leave that job to the EAP; _ _ discuss personal problems;
moralize - keep the confrontation to job performance;
counsel or be misled by emotional pleas;
cover up for a friend.
2.4.5 ADMINISTRATIVE FUNCTIONS OF EAP'S
2.4.5.1 Organizational Position of the Employee Assistance Program
The National EAP Committee (1991), states clearly that for facilitating the process of
establishing clear boundaries and expectations of the EAP effectively, the position of
the EAP in the managerial hierarchy should be negotiated and specified in order to
ensure management and union involvement.
0.
2.4.5.2 F h'isiccl Location of the EAP
The physical location of the EAP should facilitate easy access of services for the
employees, while ensuring confidentiality. Offices on the worksite should provide
quick and easy access, particularly for those workers who are without transport.
However, certain employees may only use those off-site offices that guarantee
confidentiality (Bews and Bews, 1988).
36
2.4.5.3 Record Keeping System
A proper record keeping system is necessary to ensure the effective monitoring,
management and evaluation of the EAP (National Committee, 1991). This system or
records need to include "input" and "output" measurements. Data on input refers to
program use; for example, sex, job category, age, race group, length of treatment,
types of problems, etc. This data can be very valuable in identifying shortfalls in the
EAP, for example, that certain groups of employees do not feel comfortable using the
program, or that the program is utilized by more senior employees etc. etc. (Fact
Sheet 182, IPM Journal, May 1989).
Data on output refers to attempts to evaluate the impact of the EAP on criteria such
as job performance, cost effectiveness, labour turnover, employee morale, and so on.
These studies are often difficult to construct and at best may only be able to offer
correlations between the EAP and criteria chosen for evaluation (Fact Sheet 182, IPM
Journal, May 1989).
2.4.5.4 EAP's versus Medical and Disability Benefit Plans
It is important that sufficient coverage of costs exists due to treatment of employees
(National EAP Committee, 1991).
2.4.5.5 Malpractice/Liability Insurance
Adequata pfotoc,tion .for s,ta:f &nd the organization shou: Jot :gainc,t
possible malpractice/liability claims (National EAP Committee, 1991). Byars and Rue
(1994:511) stress the importance of having this kind of insurance to cover the
organization.
2.4.5.6 Qualifications for EAP Staff
EAP staff should be professionally qualified and have managerial and administrative
37
skills together with the ability to identify, interview, motivate, refer and council troubled
employees (National EAP Committee, 1991). A program "coordinator" is
recommended, who can competently diagnose the nature of an employee's concern
and refer to an appropriate resource (Fact Sheet 182, IPM Journal, May 1989). The
Employee Assistance Professional Association (EAPA) has developed a Code of
Professional Conduct for Certified Employee Assistance Professionals, that was
revised in June 1994. It sets standards of conduct and professionalism for EAP
professionals.
2.4.6 EDUCATION AND TRAINING FOR EAP'S
2.4.6.1 Marketing the EAP concept to employees and families
The employees and their families can only be convinced about the benefits of
participating in an EAP through marketing such a program. It is important for
employees to understand the rationale for using the program and feel comfortable
using it. Posters, brochures, letters, frequent articles in newsletters and the use of
small groups discussions are means of keeping employees and their families aware
of the program (Fact Sheet 182, IPM Journal, May 1989).
2.4.6.2 Marketing of the EAP concept to management and unions
Marketing of the EAP to management and unions is of the utmost importance in order
to obtain their support and continuous commitment to the EAP. Managers need to be
encouraged to support and use the program, not oniy at U -1:3 ■auncii pcogcarn,
but right through the life of the EAP. It is even recommended that jointly administered
EAP's with employee representatives be encouraged, where employee
representatives participate in program development, use and evaluation (Fact Sheet
182, IPM Journal, May 1989).
Although higher level managers may not need to use EAP skills directly as
supervisors do, Ralfs and Morley (1990) argue that an effective EAP puts all
38
managers through the same skills training that first-line supervisors receive. The
arguments posed on this point of departure is that managers can then coach and
reinforce supervisors on discussing performance-related issues with their employees,
as well as provide the skill models for supervisors to use in effective employee
intervention.
2.4.6.3 Employee Education
McClellan (1984) states that it was once thought that supervisory training for social
workers was the basic to an EAP. However, changes in structure of the average work
place, together with the expansion ofthe-EAP-fro-r—n industrial settings to white collar
and professional settings has caused a re-direction of supervisory training to "key-
employee" training. Key-employee training allows for the use of peer group leaders,
union representatives, and highly motivated key-employees, such as personnel
directors, to be the focus of the referral agent training.
The National EAP Committee:1999, point out that the organization should have a
major commitment to employees to on-going education about the phenomenon of
social problems and the handling thereof. This education usually takes the form of
preventative programs aimed at providing employees with skills and knowledge that
will enable them to prevent severe personal and work-related problems from
developing. It is found that in practice their programs are both cost effective, and able
to provide the EAP with a higher penetration (Bowen1997).
MeShulskiz.; (1 corn.pany C;:gma
has implemented an employee education program called Fast Break. This is a stress
management program, and has achieved wonderful results in helping employees to
circumvent the serious effects of long term stress. Examples of other such programs
are Career Guidance Programs, Personal and Financial Planning Seminars,
Assertiveness Training Workshops, Client Relationship Workshops, etc. etc.
39
2.4.6.4 Supervisory Training
Supervisors should be trained to understand the prevalence of social problems
affecting employees' productivity and social functioning in order to create knowledge,
skills and a positive attitude towards assistance to troubled employees (National EAP
Committee, 1991).
The Fact Sheet 182 from IPM Journal (May 1989) states that since supervisors are
key people in the EAP, these people need to be trained on how to deal with
employees experiencing job performance problems, and how to refer to the EAP.
Supervisors are to be trained to not diagnose the employee's problem or attempt to
counsel him. Furthermore, the supervisor is not encouraged to cover up a problem
experienced with an employee or be misled by sympathetic tactics. Supervisors are
to be trained to observe.the performance of subordinates and document evidence of
deteriorating job-performance. Early identification of employee problems is critical to
Cost effective outcomes from an EAP (McClellan, EAP Shop Talk 1989).
Ralfs and Morely (1970:74) encourage supervisors to maintain an employee's self
esteem during a confrontation, by having specific documentation about work
performance, as well as having a sincere desire to help. If there is no improvement
after informing the employee of these observations, then a referral to the EAP must
be made.
2.4.7 RESOURCES
A file should be developed on resources in the community which include information
on the type of services rendered, and also the quality of such services (National EAP
Committee, 1991). These resources should be accessible and relevant (Fact Sheet
182 IPM Journal, May 1989).
40
2.4.8 EVALUATION
EAP managers need to assess their programs for several reasons:
to obtain accurate feedback for making day to day decisions;
to improve or strengthen some aspect of the program;
to demonstrate the EAP's effectiveness; and
to contribute to progress in the EAP field.
(Burggrabe, J.L.: HAP Digest, July/August 1984)
Methods and features which could be valuable for evaluation are stated by Burggrabe
(1984:26) as follows:
management information systems to accumulate ongoing program data;
frameworks for questions to clarify what the supervisor/manager needs to
know and how the information will be used;
methodological help for accurate measurements; appropriate data analysis and
significant group selection.
2.4.9 ROLES OF THE EAP COORDINATOR
Each EAP has a program coordinator. This may be a full-time employee such as a
social worker, psychologist or occupational health practitioner, while others may be
contracted to the organization.
The following figure (Figure 3) represents the roles of an EAP coordinator, which can
also serve as a checklist for program development (Fact Sheet 182, IPM Journal, May
1989).
•
•
•
•
•
•
41
R
0
L
E
--S
Policy Development
EAP Training/Awareness
Ongoing Promotion of the EAP
Direct Services to Troubled Employees
Indirect Services to Referring Supervisors
Indirect Services to Management
Community Resources
Administration of the EAP
Figure 4: THE ROLES OF THE EMPLOYEE ASSISTANCE PROGRAM
COORDINATOR
2.4.10 EMPLOYEE PROBLEMS ADDRESSED BY EMPLOYEE
ASSISTANCE PROGRAMS
Ramakrishnan and Balgopal (1992) identify eight distinct groupings of employee
problems that are usually addressed by an Employee Assistance Program. These
authors stress that the client and his or her problem are viewed within a social system,
which bears on the etiology of the problem, and its resolution.
2.4.10.1 Interpersonal Conflict
Problems centred on personal relationships and interactions, for example, interaction
between marriage partners, parents and children, colleagues or between a supervisor
and employee (Bowen 1997).
2.4.10.2 Dissatisfaction in Social Relations
Unlike interpersonal conflict, here the problem is identified in the client, and not in
relationships. For example, an employee distressed because he finds it difficult to
42
socialize with other employees, often isolates himself.
2.4.10.3 Problem with Formal Organizations
Difficulty in the client's relations with organizations such as agencies, hospitals,
schools and workplace.
2.4.10.4 Difficulty in Role Performance
The client finds it difficult to carry out an ascribed social role: spouse, parent, . - - - • - - -
employer, supervisor, employee, etc.
2.4.10.5 Decision Problems
The client finds it difficult to make a certain decision, usually with regard to
contemplated changes in a role or social situation. For example, deciding whether to
file for divorce, take a job in another company, etc. etc. (Bowen 1997).
2.4.10.6 Reactive Emotional Distress
Problems centred on emotional upsets set off by some event or situation, which may
lead to depression or anxiety. For example, the death of a loved one, recovering from
a burglary, car hijacking or assault.
2.4.10.7 inadequate Resources
Lack of money, food, clothing, housing, transportation, child care or other tangible
resources.
2.4.10.8 Psychological or Behavioural Problems
A final category that includes all problems not included in the previous categories. For
43
example, addictive behaviour, phobic reactions, self-esteem problems, etc. etc.
2.4.11 BENEFITS OF EMPLOYEE ASSISTANCE PROGRAMS
An EAP provides two distinct sets of services:
services to employers and
services to employees and their eligible dependents.
2.4.11.1 Benefits to the Employer
a. General Benefits
Cohen (1996:45) states that American companies lose about $200 billion per year as
a result of missed days, lost productivity, and health care costs - diretly attributed to
personal problems of employees. Fact Sheet 182 of the IPM Journal (May 1989)
states that between 10-18% of any workforce is "troubled". These figures are based
on American statistics, but some South African EAP's indicate that the percentage of
troubled employees may be much higher. Research in the United States has shown
that troubled employees cost the employer 25% of their wages in terms of
absenteeism, tardiness, accidents and lost production. Casting this out can reveal the
significant hidden costs of troubled employees.
Rosen (1986:20-21) identifies some employee behaviours that cost companies dearly
every year:
burnout;
lack of commitment to product quality;
lateness;
extended lunches;
decreased output;
poor decision making;
•
44
poor concentration;
strikes;
tense working relationships;
high staff turnover;
excessive health care costs, etc.
From the 120 companies that were recently surveyed by the Conference Board, a
New York based business membership organization, Cohen (1996:45) mentions that
these companies reported that benefits of EAP's include improved morale, higher
productivity, less absenteeism, lower health care costs, reduced turnover and less
workplace violence.
It was also discovered that supervisors are feeling the benefits of Employee
Assistance Programs in a marked manner since it takes them out of the role of
counsellor and allows them to do the job they are supposed to do (Cohen1996:45).
Some companies support Employee'Assistance Programs as a means of expressing
their values, i.e. especially the value of internal and external social responsibility
(Starkerl 989; Du Plessis 1989). This maintains a competitive edge for the company.
Strydom (1994:221) states that the longer it takes for an employee to utilize the EAP,
the more time and costs are involved in restoring the employee's former productivity.
It has been established that, if an employee refers himself for treatment, the time and
financial implications are much lower than when the employee comes for treatment
as a result of a formal referral. Strydom (1994:221), further states that although a
forinal efErrat :?
money, to restore the employee's former productivity, stills seems to be more cost
effective than replacing the employee with someone else.
b. Measurement of Employer Benefits in Terms of Effectiveness and
Efficiency
Employee Assistance Programs are measured in terms of their effectiveness and
45
efficiency. The major questions that are related to the program's effectiveness are:
to what extent is the population at risk penetrated by the program - the
penetration rate; and
to what extent are changes sought among the people who are identified as
having problems and with whom some intervention is attempted - the success
rates (Shain and Groenewald, 1980:23-25).
Penetration rates can be easily calculated from the demographic statistics that most
EAP administrators keep. Success rates are harder to measure accurately, but can
through the use of econometrics be measured successfully.
Efficiency is measured by attaching monetary values to changes in job-performance
indicators e.g. absenteeism, sick leave, etc. as well as costs saved in terminating an
employee's services, medical aid claims, etc. Decker, Starett and Redhorse
(1986:391-393) strongly advocate the development of accurate, scientific
measurements in order to establish the efficiency or cost-effectiveness of Employee
Assistance Programs. These authors feel that statistical data on the demographics
of the employees utilizing the service, types of problems evidenced etc. - that is,
process evaluation, is not sufficient to prove the cost-effectiveness of the service.
Valuable inspiration that can be analysed to prove cost-effectiveness, can be obtained
in the following areas:
absenteeism;
ber13
accidents;
overtime;
machine down time;
disciplinary actions;
disability absences;
sick leave;
worker's compensation benefits;
•
•
46
promotions passed over;
• retraining;
grievances; etc. (Decker, Starett and Redhorse, 1986:392).
Settineri (1991) supports this view point, and advocates the development and use of
an evaluation method that combines human and financial perspectives to answer the
question: Does the EAP provide benefit's consume rate with its cost? This author
specifically highlights three areas where costs can be determined with relative ease,
that can significantly measure EAP effectiveness: medical plan costs, absenteeism
and job-related accidents.
2.4.11.2 Employee Benefits
Milne and Roman (1994:123) conducted a study with 1,987 employees at several
locations of a large American Company. Through this study, it was established that
the largest factor involved in the propensity of employees to utilize an EAP, is
confidence in the program. Meaning that, employees have to have experience faith
in the program, as well as program deliveries.
When employees receive higher remuneration in the form of cash, their income tax
increases too, and they actually benefit minimally. Thus, many companies prefer
providing employees and their families with professional social services, so as to
benefit with an expensive tax-free commodity.
2.5 FREViCUS RESLiARCI-; 0:-*/ i4EEDS V6Ii..1
EAP
With the literature review that has been conducted, it could be stated that no study
has been found that has conducted a needs assessment of employees, before an
Employee Assistance Program is developed. A few studies do, however, discuss the
evaluation of the program, as well as employee needs, after the Employee Assistance
Program was developed and running.
47
Bowen (1997), before an EAP could be designed for the Aviation Organization and
Volunteers, conducted a needs assessment for the program. The results thereof
enabled the organization to establish an EAP. Yamantani (1988) has developed a
cross-sectional method for assessing and evaluating social service programs in an
industrial setting. This method was found useful for estimating the number of workers
in need of social services, levels of program use, and penetration, and for examining
program outcomes.
2.6 CONCLUSION
Maiden (1987:506) states that "The social work profession can assTiMe -ari important
position in shaping the future development of work-based social service delivery".
Skidmore (1991) maintains that social work in the workplace provides a way in which
millions op people may benefit from skills of social workers by providing prevention
and enrichment programs.
48
CHAPTER THREE
THE RESEARCH METHODOLOGY
3.1 INTRODUCTION
The previous chapter dealt with a literature review and it highlighted the field of
Employee Assistance Programs. This broad analysis of Employee Assistance
Programs lays a foundation for the chapter that is to be dealt with, which is the
research methodology and it will provide information on methods that will be utilized
to collect data for the study.
Grinell et. al. (1993:4) define research as a structured enquiry that utilizes acceptable
scientific methodology to solve problems and create new knowledge that is generally
acceptable.
A number of definitions have been formulated by various authors on the concept of
research. De Vos (1998) summarizes it as follows: "Basic professional research,
whether its objective is exploration, descriptive or explanation, is a scientific enquiry
into a relevant problem that provides an answer contributing to an increase in the
body of generalisable knowledge about the particular profession; applied professional
research is geared to the development of knowledge and technology with a view of
achieving meaningful intervention which, ideally, should be participatory interventive
action, based on participatory action research, in that professional ,researchers should
empower research participants to understand and solve their own situatjon and
problems, become aware of their own potential and regain their own sense of dignity,
so as to take collective action for their own self development" (Grinell, 1993; Rothman
and Thomas, 1994; Rachman, 1993).
Research methodology, in its broadest sense can be defined as a plan or system
designed for the purpose of finding a solution to the problem.
49
3.2 RESEARCH GOALS AND OBJECTIVES
Arkava and Lane (1983:11-13) explicitly state that a scientific endeavour in social
work research should have at least one of three primary objectives: to explore, to
describe and to explain.
The research objectives of this study will be:
To determine the level of social function of the Alberton Town Council
employees with regard to 25 sub-scales of the MPS!. - -
To determine the level of job satisfaction of employees through the use of the
Index of Job Satisfaction (IJS).
To develop clear guidelines for the development of an Employee Assistance
Program for the Alberton Town Council which guidelines will be formulated
from the result of a literature study and the needs assessment of employees
and management. These guidelines will include the structure and context of
the EAP.
Grinell, Rothery and Thomlison (1993:14-16) state that the goals of social work
research studies can be described as pure or applied research. The goal of pure
research studies is to develop theory and expand the social work knowledge base.
The goal of applied studies is to develop solutions for problems and applications in
practice. The latter goal is the intended study of this research.
3.3 RES EARCH APr iROACi
Rothman and Thomas (1994:3-4) conceptualize applied research as intervention
research. De Vos (1998) states three main types of intervention targeting to address
the application of research as follows:
Empirical research to extend knowledge of human behaviour relating to human
service intervention - referred to as intervention knowledge development, or
•
•
50
•
KD.
The means by which the findings from intervention knowledge development
research may be linked to, and utilized in practical application - referred to as
intervention knowledge utilization or KU and
research directed towards developing innovative intervention - referred to as
intervention design and development or D & D.
Much as this study intends to develop information, the core objective of this study
would be to utilize the data gathered so as to prevent or solve problems encountered
by the Merton Town Council with regard to its employees. To accomplish the above
— statedMbjettiVehe- stitcry will apply a quantitatve iiiproach foe . its research-
methodology.
Mouton and Marais (1990:155-156) identify the following characteristics of the
quantitative approach:
It is more highly formalized as well as more explicitly controlled;
Its range is more exactly defined (than the qualitative approach);
It is relatively close to physical sciences.
Reid and Smith (1981:87-89) added the following with regard to the quantitative
approach:
The researcher's role is that of the objective observer;
CC:. 1-CCUF--SEC2 on 232:3-C.;it;
These remain constant throughout the investigation;
Data collection procedures and types of measurement are constructed in
advance of the study and applied in a standardized manner;
Data collectors are to avoid adding their own impressions or interpretations;
Measurement is focussed on specific variables that are quantified through
rating scales, frequency counts and other means;
Analysis proceeds by obtaining the statistical breakdown of the distribution
•
•
•
51
•
variables;
Statistical methods are used to determine associations (or differences)
between variables (De Vos, 1998:71).
3.4 RESEARCH DESIGN
De Vos and Fouche find research design definitions to be ambiguous (De Vos, 1998).
They make an example of this ambiguity by stating Thyer's definition (1993:94) as
follows: a research design is "a blueprint or detailed plan on how a research study is
to be conducted - operationalising variables so they can be measured, selecting a
sample of interest to study; collecting data to be used as a basis for testing
hypothesis, and analysing the results".
Huysamen (1993:10) offers a closely related definition of design as "the plan or
blueprint according to which data are collected to investigate the research hypothesis
or question in the most economical manner".
This confussion according to the two authors is addressed by Rubin and Babbie
(1993:92) who view the term research design as basically having two connotations
which are:
The first connotation referring to alternative logical arrangements to be
selected. This connotes experimental research designs, correlation research
designs and others in that cateporv;
Tile second connotation cit.;ais v,;;; Vi the act of des:gning the stuc;y in its
broadest sense. This refers to all decisions we make when planning the study
- decisions not only about what type or design to use, but also about sampling
sources and procedures for collecting, data, measurement issues and data
analysis plans (De Vos, 1998).
De Vos (1998) concurs with Rubin and Babbie's (1993) first connotation by using the
term "research design" only for those groups of small worked-out formulas from which
52
prospective (quantitatively oriented) researchers can select or develop one (or more)
suitable formulas to their specific research goals and objectives. De Vos (1998:82)
state that a research design is the guideline within which a choice about data
collection methods has to be made.
Grinell (1993) and Rubin and Babbie (1993) identify three types of research designs
namely:
Explanatory design which is central in research where the researcher seeks to
answer the question, "Why ... !" Grinell (1993) further states that the
explanatory design is best used in confirmatory research studies where the
area under study is well developed, and testable hypotheses can be developed
on the existing theory. These designs seek to establish causal relationships
between the dependent and independent variables. An example of an
explanatory design is where the question is asked why some cities have higher
child abuse rates than others (Bowen, 1997).
The second possible research design is a descriptive design. Here the
researcher observes a certain phenomenon and then describes what is
observed (Rubin and Babbie, 1993). An example of this type is drawing up a
psycho social profile of sexual offenders in a particular prison.
The final possible research design, as identified by these authors, is an
exploratory design. The purpose of this design is to gain a beainning familiarity
with a topic Rubin and Babbi,, 1:393). The purpose of such a resaaich is to
build a foundation of general ideas and tentative theories which can later be
explored (Grinell, 1993). Rubin and Babbie (1993) add that exploratory
research is also often conducted when a researcher wants to develop methods
to be used in a more careful study.
This research study has adopted an exploratory design in order to explore the needs
of employees with regard to an Employee Assistance Program. No hypothesis has
•
•
53
been formulated for this study, but rather a systematic process is adopted, whereby
recommendations for an Employee Assistance Program based on a quantitative
needs assessment is generated.
After the discussion of the research design, a discussion of the research methodology
will be followed through highlighting data collecting methods.
3.5 DATA COLLECTING METHODS
Toseland (1993:317) argues that "careful exploration and analysis of the research
question and a thorough understanding of the research design are essential before
the specific method that can provide, appropriate data about the variables in the
research question can be chosen" (De Vos, 1998:81-82). "The data collection
methods are the ways in which the data are actually obtained" (De Vos, 1998:82).
Data in this research was gathered by making use of two standardized assessment
scales, namely the Multi-Problem Screening Inventory and Index of Job Satisfaction
as well as a questionnaire that gathers quantitative data, designed by the researcher.
The primary method of data gathering was the use of questionnaires, which are
defined by Mark (1996) as a set of questionnaires or items in written form that is self
administered. The questionnaires with a cover letter will explain the purpose of the
research and will be administered to suite a convenience study.
Quantitative data collection melnocis consist of measuring instruments. The
discussion that follows will explain the various instruments that were used in this
study. Examples are included in Appendix 1 as part of the research package.
54
3.6 MEASURING INSTRUMENTS
3.6.1 THE MULTI-PROBLEM SCREENING INVENTORY
3.6.1.1 Introduction
Standardized multidimensional assessment instruments arose out of the need
identified by social workers to scientifically assess a wide range of client problems
within an ecological systems model (Hudson and McMurty 1997). Such instruments
have various features._Firstly, they should cover problem areas most frequently encountered by social workers in practice. Secondly these problems should address
areas of both personal and social functioning, in harmony with an ecological approach.
Lastly, they should be able to measure a range of specific personal and social
problems without requiring specialized training or licenture (Hudson and McMurty
1997). The Multi-Problem Screening Inventory possesses all three of these features
and enables practitioners to conveniently obtain information about client problems in
27 areas of personal and social functioning (Bowen 1997).
3.6.1.2 Description of the scale
The Multi-Problem Screening Inventory (MPSI) is a paper and pencil, self-report
measure containing 334 items that takes about 30 to 45 minutes to complete. Each
of these items has a 5 point scale, from which the client can select his response. The
inventory is divided into 27 sub-soles ranging in length from 7 to 20 it ,3ms, and for
each individual score is obtained. Instead of providing a single composite score, the
MPSI uses these sub-scale scores to develop a graphic profile of client problems.
Each sub-scale produces a score ranging from 0 to 100, after analysis. Lower scores
present the relative absence of problems in a specific area of personal and social
functioning, whereas higher scores represent more serious problems in that area.
Clinical cutting scores are also established for each sub-scale, distinguishing various
degrees of security of the problem (Bowen 1997).
55
3.6.1.3 Reliability and validity of the MPSI
From a study done by Hudson and McMurty (1997) it was established that the MPSI
scales have good to excellent reliability. Reliability can be defined as the accuracy or
precision of an instrument; as the degree of consistency or agreement between two
independently derived sets of scores; and as the extent to which independent
administrations of the same instrument yield the same (similar) results under
comparable conditions (Hudson, 1981:113-120). De Vos (1998:85) state that an
instrument is reliable to the extent that independent administrations of it or a
comparable instrument yield similar results.
Flowing from these definitions it means that when an MPSI is administered repeatedly,
it will yield the same results, assuming that the variable measured has not changed
between administrations. The aggression sub-scale has the lowest reliability, but this
is compensated for by its small standard error measurement. In other words, the error
component is very small which causes the observed score to be yen) close to the true
score (Mark, 1996).
The MPSI also appears to be strong enough in terms of its measurement error
characteristics to recommend it of use in a wide range of research applications
(Hudson and McMurty, 1997). Hudson (1981, 104-105) describes a valid measuring
instrument as doing a lot it is intended to do, as measuring what it is supposed to
measure and as yielding scores whose differences reflect the true differences of the
variable being measured rather than random or constant errors.
According to Hudson and McMurty (1997), the MPSI appears to be acceptable in
terms of its content, factorial and construct validity. Lastly Hudson and McMurty
(1997) mention two major disadvantages of the MPSI, which are important to keep in
mind in the context of a research project:
Firstly, the amount of time required to administer and compute the scale can
become problematic. (The intention of the researcher of this instance would
56
be to request management to allow the respondents who have been randomly
selected to be allowed to complete the questionnaire during working hours.)
The second disadvantage concerns the fact that it will be self-report measure
and would therefore be vulnerable to all shortcomings of such assessment
devices, such as deliberate distortion of answers by respondents, diminished
effectiveness with populations having limited ability to use written instruments
etc. In this research study the deliberate distortion of answers by respondents
will be reduced by impressing respondents with the fact the results will be used
confidentially in order to establish a program for their benefit in the
organization.
The MPSI will be used to address the following research objective of the study:
"To determine the level of social functioning of the Alberton Town Council employees
with regard to 25 sub-scales of the MPSI".
Two sub-scales will be omitted, and they are:
"Relationships with neighbours"; and
"Problems with work".
The reasons for the omission of these sub-scales:
The first one does not relate to the "work needs" hence it is not of importance
to a needs assessment of an Limployee Assistance Program - probien -is in this
area do not usually form part of such a problem;
The second one will be covered by the Index of Job Satisfaction Scale.
3.6.2 THE INDEX OF JOB SATISFACTION (IJS)
The Index of Job Satisfaction is a standardized, reliable and valid measurement
instrument providing information with regards to job satisfaction (Hudson and Faul,
•
•
57
1997). This instrument produces scores that range from 0 to 100. The lower the
score, the higher the level of job dissatisfaction. A cutting score of 65 has been
identified, which implies that persons with scores below 65 exhibit clinically significant
job dissatisfaction.
This questionnaire was employed as a method of reaching one of the research
objectives, namely: "To determine the level of job satisfaction of employees through
the use of the Index of Job Satisfaction (IJS). The questionnaire that the researcher
developed will be the next to be discussed.
3.6.3 THE EMPLOYEE ASSISTANCE PROGRAM NEEDS ASSESSMENT
QUESTIONNAIRE
The questionnaire applied the quantitative data collection methods. The first objective
collected certain vital demographic information from the respondents. Secondly the
* questionnaire's aims was to assess the council's specific needs and problems in the
work place, including attitudes and practical considerations in the implementation of
an Emplqyee Assistance Program. The data in turn was interpreted together with the
MPSI and JSI and the results influenced the creation of a profile of individual and
organizational needs. The measuring instrument's purpose was to gather data to
address the following research objective:
"To develop clear guidelines for the development of an Employee Assistance Program
for the Alberton Town Council, as a result of the literature study and the needs
assessment of employees. These guidelines include the structure and content of the
EAP.•
The Employee Assistance Program Needs Assessment Questionnaire comprises the
following:
• An instruction sheet on how to complete a questionnaire.
58
Section A
General information, comprising of demographic information and details of
employment.
Section B
Job satisfaction and difficulties, comprising of questions assessing the impact
of personal problems on job performance, amount of sick leave taken over the
past six months, types of personal problems experienced, etc.
• Section C
An Employee Assistance Program for the Merton town Council exploring
various issues around the practical implementation of such a program within
the unique context of the organization.
3.7 SAMPLING
De Vos (1998) states that sampling is one of the most important in the total research
endeavOur. Grinell (1993) defines sampling as the selection of some units, for the
purpose of study, to represent the entire set from which the units were drawn, which
is called a population. Kerlinger (1986) states that in sampling the researcher takes
any portion of a population or universe and considering it to be a representative of that
population or universe.
Arkava and Lane (1987:27) draw a distinction between the terms "universe" and
"population". Universe they write, refers to ail potential subjects who possess the
attributes in which the researcher is interested. Population is a term that sets
boundaries on the study units. It refers to individuals in the universe who possess
specific characteristics. For instance, in a study of child abuse, the population might
include all individuals referred to a community's child-protection services. De Vos
(1998) also concurs with this distinction.
Arkava and Lane (1983:27) therefore, define a sample as the element of the
59
population considered for actual inclusion in the study. Or it can be viewed as a
subset of measurements drawn from a population in which we are interested.
The population of this study will include the employees of the Alberton Town Council.
The total population of the council is ± 1,700 and can be divided into the following
categories:
Category one: Non-salaried staff
Category two: Middle management
Category three: Senior management
The problems affecting the ungraded and graded employees of the organization are
not homogenous and it is important for the Employee Assistance Program to be as
inclusive as possible so as to address the entire needs of the organization's
population.
A convenience sample divided amongst the above mentioned categories was drawn.
3.8 DATA ANALYSIS
The Statistical Package for the Personal Computer (SPPC) will be used by the
researcher to analyse the data. The univariate analysis will be used in the description
of the sample in terms of demographic characteristics, as well as instrument scores.
3.9 CONCLUSIOi'l
This chapter concludes the discussion on research methodology and sets the stage
for the next chapter which will be the implementation of the data collection and
analysis process.
60
CHAPTER 4
DATA ANALYSIS AND INTERPRETATION
4.1 INTRODUCTION
Placing the collected data on paper is an important part of any research project. This
can be viewed as the final product of the long research process which has now been
completed. Chapter three covered the research methodology utilized in collecting data
for this study. This chapter therefore,_ will encompass the next step in the research
process, which is, data processing and reporting of the results. The reporting of
results will follow the format of the questionnaires administered. The relevance of
these findings to the development of an Employee Assistance Program will be
discussed at the relevant points in this chapter and brought together as a final
recommendation in chapter five.
4.2 DESCRIPTION OF THE SAMPLE
As stated in the previous chapter the respondents completed three questionnaires,
namely:
• The Employee Assistance Program Needs Assessment Questionnaire;
The Index of Job Satisfaction (IJS);
The Multi-Problem Screening Inventory (MPS!).
A total of 42 employees completed the questionnaires.
61
4.2.1 AGE OF RESPONDENTS
Table 4.1: Age distribution of respondents
AGE FREQUENCY
20 - 29 6
30 - 39 9
40 - 49 16
50 - 59 3
60 - 69 2 -
TOTAL 35
Figure 1: Aga
Figure 1 represents the age distribution of the respondents. Most of the respondents
were between the age of 40 - 49.
62
0
11
= 3 N
= 0 0 Cl) (I)
E g Z V)
co co O
co
I Home language
7 8 a
3 2 1
3
4.2.2 HOME LANGUAGE OF RESPONDENTS
Figure 2: Home language
Figure 2 indicates the number of respondents in accordance to their home language.
It highlights that most of the respondents were:Afrikaans speaking.
°
4.2.3 GENDER OF RESPONDENTS
o Female
m Male
Figure 3: Gender
Figure 3 outlines the gender distribution amongst respondents. From the outline there
is an indication that the majority of respondents were men.
63
31
co
Widowed
B Never married
Divorced ea 2 Married
0 10 20 30 40
Frequency
4.2.4 MARITAL STATUS OF RESPONDENTS
Table 4.2 Marital status of respondents
MARITAL STATUS FREQUENCY
Married 31
Divorced 3
Never married 2
Widowed
38_
— - TOTA 7
Figure 4: Marital status
The marital status of respondents is reflected in Figure 4. Of the 42 respondents, 31
are married. The remaining numbers are either divorced, separated, widowed or
never married. An EAP would therefore need to address issues around intimate
relationships since more than half of the respondents are currently involved in such
relationship.
64
2 4 0 6 8 10
CI) 6-7 TS
4-5 0
.0 2-3 E z
0-1
clue at..y
giff=17,741S0'
L.D-ZErZY.170:747'
8
8
7
;SIM* 761,1.
4.2.5 NUMBER OF CHILDREN
Table 4.3: Number of children
NUMBER OF CHILDREN FREQUENCY
0 - 1 2
1 - 2
2 - 3 8
3 - 4 7
4 - 5
5 - 6
6 - 7 2
7 - 8 2
Figure 5: Number of children
Table 4.3 and Figure 5 highlights the number of children the respondents have.
According to Figure 5 most of the respondents have children. The mean amount of
children is 2,9.
65
14 12 10 8
6 4
2 0
12 11
5 4
3
Grade 8 Grade 10 Grade 12 Certificate National Degree and less Course Diploma
Highest academic qualification
LL
4.2.6 HIGHEST ACADEMIC QUALIFICATION
Table 4.4: Highest academic qualification
ACADEMIC QUALIFICATIONS FREQUENCY
Grade 8 and less 12
Grade 10 2
Grade 12 3
Certificate Course 4
National Diploma - - -- - 11-------
Degree 5
Figure 6: Highest academic qualification of respondents
Table 4.4 and Figure 6 indicate a high frequency distribution of respondents (12) with
\vrt:1 L
be important when designing a program to consider a program which will keep the
academic development and needs of recipients in mind. From the category of
National Diploma it can be deduced that it is composed of the professional staff with
some form of tertiary education, administrative staff, managers, supervisors, etc. as
well as professional staff that have received specialized training. Most of the non-
salaried staff have an educational qualification lower than Grade 10 and even lower
education i.e. at primary school level.
66
17
13
1 EMMMI
20
15
4; 10 a. LL 5
0 Top !Addle Non-salaried
management management staff
Level of employment
4.2.7 LEVEL OF EMPLOYMENT
Table 4.5 Level of employment
LEVEL OF EMPLOYMENT FREQUENCY
Top management 1
Middle management 13
Non-salaried staff 17
TOTAL 31
Figure 7: Level of employment
From the above table and figure it is noted that most of the respondents were part of
the nrDr-1-;:-.,7.1::,--F:eci
67
4.3 THE EMPLOYEE ASSISTANCE PROGRAM NEEDS ASSESSMENT
QUESTIONNAIRE
4.3.1 HOURS OF OVERTIME WORKED BY RESPONDENTS
Table 4.6: Hours of overtime worked by respondents
OVERTIME WORKED FREQUENCY
Yes 18
No -_ - -- - 20_ ____ - __ - - _ _ . _
TOTAL 38
Table 4.5 indicates that to a certain extent the respondents are working overtime. The
investing of time by the employees on a weekly basis is for the benefit of the council
and therefore, an EAP would need to take cognizance of this effort by employees
through addressing their concerns in a suitable manner.
4.3.2 DISTRIBUTION OF HOURS WORKED
Table 4.7: Distribution of hours worked
HOURS FREQUENCY
1 - 5 9
6-10 5
11 - 15 2
16 - 20 2
N 18
Table 4.7 indicates the distribution of overtime hours worked per week by the
respondents. The mean is 7,1.
68
f.
3
.... 0
E z
0
26-30
21-25
16-20
11-15
6-10
1-5
6
5
KM-Stp--t--24MIT 14
0
5 10
15
Frequency of respondents
4.3.3 YEARS OF WORK WITH ALBERTON TOWN COUNCIL
Table 4.8: Years of work with Alberton Town Council
YEARS FREQUENCY
1 - 5 8
6 - 10 14
11 - 15 5
16 - 20 _,_,-_--_,_
-- ------ 21 - 25 -
26 - 30 1
N 36
4.
Figure . (;;ars of work with Atbc-.-on 'loom Coi.,..t;
The average length of time worked by respondents amongst 42 respondents is 8
years with the shortest period worked being 1 year and the longest period being 18
years. Flowing from this analysis it could be indicated that the Council's investment
in terms of an EAP would be a long term investment. Figure 8 illustrates this variable
graphically.
69
4.3.4 IMPACT OF PERSONAL PROBLEMS AT WORK
Table 4.9: Impact of personal problems at work
Think about
personal
problems at work
Discuss personal
problems with
colleagues
Discuss personal
problems on the
phone
Do not discuss
None of the time 5 9 19 12
Very rarely 16 9 8 4
A little of the time 2 6 0 3
A good part of___._ _
the time
_ 4 —___1 - _— — - —_-
Most of the time 0 0 0 0
All of the time 0 2 1
N 41 30 38 21
Mean = 2,4
SD = 1,0575
Mean = 2,4
SD = 1,4065
Mean = 1,3
SD = 0,6953
Mean = 2,1
SD = 1,6703
From Table 4.9 it can be seen that 5 of the 41 respondents never think about their
personal problems, while 16 do so on rare occasions. Eight think about their problems .
a good part of their working time. Nine respondents never discuss personal problems
at work, with 9 who discuss it very rarely. Most of the respondents (19) do not discuss
personal problems on the phone, and 12 respondents do not discuss their problems
at all.
70
20 17
0-1 2-3 4-5 6-8 9-10
11
. .
4 1
Days of sick leave
10
i 5
0
4.3.5 AMOUNT OF SICK LEAVE TAKEN BY RESPONDENTS IN THE LAST SIX
MONTHS
Table 4.10: Amount of sick leave taken by respondents in the last six months
DAYS FREQUENCY
0 15
1 2
2 6
3 5
1
5 2
6 1
10 4
N 36
Table 4.10 shows the amount of sick leave 36 of the respondents have taken in the last six months. The highest level shows that no sick leave days have been taken, while the mean is 2,5 days. The maximum amount of sick leave taken is 10 days in the last six months. This could be valuable information to be used in the evaluation of an EAP, i.e. a reduction in the average days of sick leave taken by employees would be an indicator of a successful EAP (Cohen 1996:45).
Figure 9: Amount of sick leave taken by respondents in the last six months
71
Re
Other
Retirement
Getting a job closer to home
Not enjoying your job
Problems with colleagues
Getting a better paying job
Pregnancy/caring for children
0 5 10 15 20 25
Fre 1..V1e.'1 ,: lf
4.3.6 REASONS FOR RESPONDENTS TO LEAVE PRESENT JOB
Table 4.11: Reasons for respondents to leave present job
REASON FREQUENCY •
Pregnancy / caring for children 0
Getting a better paying job 17
Problems with colleagues 2
Not enjoying your job 7
Getting a job closei- fo—hom- e - ---
Retirement 21
Other
•
Figure 10: Reasons for respondents to leave present job
Table 4.11 shows a frequency distribution citing various potential motivating factors
for leaving their present jobs. Whilst the most motivating factor is that of retirement,
another strong factor is to leave their present job in favour of a better paying job
elsewhere. The other motivating factors of leaving the job is getting closer to home
and not enjoying the job. These statistics indicate once again that the investment in
72
terms of an EAP would have long-term benefits for the organization, since the work
force seems quite stable. It also highlights a significant problem in terms of
remuneration, that could result in the loss of employees in whom the organization has
invested in terms of training, EAP etc. to better paying jobs. Since respondents were
free to mark as many categories as they wanted, no totals are given in this table.
4.3.7 DESIRE TO DISCUSS PERSONAL PROBLEMS WITH A PROFESSIONAL
THERAPIST
Table 4.12: Desire to discuss personal problems with a professional therapist
DESIRE FREQUENCY
Very often 1
Sometimes 12
Hardly ever
Never 22
N • 38
Table 4.12 reflects the responses of 38 respondents in terms of the desire to see a
professional therapist With regard to personal problems. Most of the respondents (22)
never had a desire to discuss their problems with a professional therapist. Whilst only
one had no desire, twelve hardly ever thought of consulting a professional therapist
and only three sometimes had the desire to consult a professional therapist. If people
cc.):.1! •., o scp,:cf:r;, cou!(.1
benefits of therapy and more inclined to use such a service.
73
PREVIOUS CONSULTATION FREQUENCY
Experience of professional therapy 2
No experience of professional therapy , 6
4.3.8 WORK RELATED PROBLEMS EXPERIENCED BY RESPONDENTS
Table 4.13: Work related problems experienced by respondents
PROBLEMS EXPERIENCED FREQUENCY
Relationship with colleagues 14
Relationship with clients 1
Unmanageable workload 3
Not enough training for the job 8
Dissatisfaction with remuneration 16
Wcipt—tblems experienced 10
Table 4.13 lists the frequencies of respondents that have experienced recently, or who are presently experiencing various problems in the work place. Since respondents were free to mark as many categories as they wanted, no totals are given in this table. Sixteen respondents indicated dissatisfaction with remuneration as a problem and 14 indicated relationship with colleagues as a problem. An EAP therefore needs to focus on these problems.
4.3.9 PREVIOUS CONSULTATION WITH A PROFESSIONAL THERAPIST
Table 4.14: Previous consultation with a professional therapist
N
According to the frequency distribution of respondents, only two of the respondents have been for therapy at a professional therapist. This can perhaps explain to some degree why many respondents report personal problems but do not feel a need to see a therapist. Whilst the experience of formal therapy might appear to be a strange and threatening experience, to a certain degree some have indicated their unwillingness to pay for such a service.
74
20 gatZ7a=.774 E. • .eN. ' '"M.S=17
. ,
zw- szm — 8
1
a,7,;.41 'Will.r1170McM9S...1
' — 8
13
wry&
UjiMMS, •
[::: :1 4
M1
=123 4
.. 4 ''',"
0
10
15
20
25
Frequency
Financial problems
Grief
Alcohol and drugs
Dealing w ith stress
Handling stepchildren
Handling your children
Problems w ith friends
Extetnal co:111kt
Going through a divorce
Conflict in close family
Partner relationship
E
2 0.
is
0-
4.3.10 PERSONAL PROBLEMS EXPERIENCED
Table 4.15: Personal problems experienced
TYPE OF PERSONAL PROBLEM FREQUENCY
Relationship with partner 8
Conflict - family 4
Conflict - extended family 4
Divorce 1
Problems with friends 4
Handling children - ., 4 ____. _,-,--_-_,_ •
Handling stepchildren 3
Stress 13
Alcohol and drugs 1
Grief 8
Financial problems 20 .
Figure 11: Categories of personal problems as reported by respondents
75
Table 4.15 indicates a distribution of personal problems experienced by respondents
over the past six months. Personal financial problems takes the lead with 20
respondents who indicated this as a problem. Dealing with stress is second (13),
whilst partner relationship problems (8) and grief (8) follow. Also problems handling
children (4), friends (4), conflict with family (4) and conflict with extended family (4)
were indicated as problems.
From this analysis some vital areas of relationships are brought forward. These will
need to be addressed in an EAP. The challenges of personal financial management
as an area of need is also identified. Partnership relationship enrichment and
inter/erition is also an area -g=attentien==This,-along- with these identified
areas are further reinforced as areas of priority by the scores reported from the MPSI.
4.3.11 PREFERRED MODELS OF EMPLOYEE ASSISTANCE
Table 4.16: Preferred models for implementing an employee assistance
program
MODELS FREQUENCY
Internal therapist (1 session), then referred to external therapist 9
Directly to external therapist 10
Internal therapist for full course of therapy 11
N 30
Table 4.16 shows the frequency of respondents in preference of three different models
of Employee Assistance Programs. The preference according to the respondents is
to see an internal therapist for the entire course of treatment (11 out of the 30
respondents). This could be attributed to the fact that also most of the respondents
indicated an unwillingness to pay for the services. One could assume that the
respondents who were unwilling to pay for the therapeutic services most probably did
not have a medical aid. The researcher thus recommended that an in-house model
providing a comprehensive range of services be adopted by the Council.
76
Another important factor to be considered is also that a significant number of
respondents (10) indicated to consult an external professional therapist whilst the last
category of respondents indicated to have only had one internal consultation with the
professional therapist and the other sessions to be referred to an external professional
therapist (9). This information is valuable in that should an employee require long-
term highly specialized treatment, the EAP can exercise relative freedom in referring
this person to an external practitioner.
77
4,4 THE MULTI-PROBLEM SCREENING INVENTORY
Table 4.17: The MPSI subscale scores
Subscale N Mean SD People
with
problems
People
without
problems
Depression 42 22,48 12,93 11 31
Self-esteem 42 31,43 14,11 26 16
Partner 42 18,09 19,82 8 34
Sexual _ ___ --_,-_, _17,90__- - -18,95 -10 --_-=__, _ . 32 : 42 _ _
Children 42 14,71 10,51 2 40
Mother 42 11,69 15,15 4 3
Father 42 7,40 9,83 2 40
Stress 42. 15,97 14,12 3 36
Friends 42- 18,59 15,47 9 33
School 42 9,07 14,80 6 36
Aggression 42 10,64 13,80 5 37
Associates 42 20,45 14,80 11 31
Family relations 42 14,73 13,57 8 34
Suicidal 42 1,54 4,88 1 41
Non-physical 42 7,23 10,80 11 41
Fearfulness 42 8,83 9,82 1 41
R e f i,,,-- . r, .. _ ,1 ,o7 1 1 ,58 .
2 ,-,
Phobias 42 l‘d,u2 ' 13,33 :3'
Guilt 42 14,73 19,07 7 35
Problems at work 42 16,09 10,79 7 35
Thinking 42 14,09 13,62 3 39
Memory 42 8,04 7,96 0 42
Alcohol 42 6,75 9,77 7 35
Drugs 42 3,38 9,77 4 38
78
40 30 20 10 0
19 - -
22
31
13
13
5
12
16
11
20
15
F,4
8
11
19
15
10
Depression
Self-esteem
Partner
Sexual
Children
Mother
Father
Stress
Friends-
School
Aggression
Associates
Family relations
Suicidal
Non-physical
Physical
Fearfulness
Reference
Phobias
Guilt
;P:"C.,1YtF fTY3 3t
Thinking
Memory
Alcohol
Drugs
Figure 12: The MPSI subscale scores
79
In Table 4.17 and Figure 12, the results of the different personal and social functioning
problems that were measured with the MPSI, are indicated in terms of mean scores,
number of respondents above the clinical cutting score and number of respondents
below the clinical cutting score.
Flowing from the above stated table and figure the troubled areas can be tabulated as
follows according to the ratings:
Self-esteem
Depression
Relationship with work associates
Relationship problems with partner
Sexual relationship problems
Problems with friends
Non-physical abuse
4.5 INDEX OF JOB SATISFACTION
Table 4.18: Index of Job Satisfaction scores
Scale N Mean SD People with
problems
People without
problems
Job satisfaction 42 63,7 20,6 22 20
It is clear from the above table that more than half of the respondents (22) experience
4.6 CONCLUSION
This chapter reported on the data received from 42 respondents from the three
different questionnaires. Areas of concern for an Employee Assistance Program were
highlighted and discussed briefly. In the following chapter they will be brought
together as a recommendation and conclusion.
•
•
80
CHAPTER FIVE
RECOMMENDATIONS AND CONCLUSIONS
5.1 INTRODUCTION
In identifying the primary psycho social needs of the Alberton Town Council employees
for an Employee Assistance Program, this study has presented the challenge to
develop the phenomenon of Employee Assistance Programs within local government.
The aim of this research investigation was to conduct an exploratory investigation into the needi of e Alb-e rtonTown COuncif employees for an Employee Assistance
Program. Through the data received and processed from three carefully selected
questionnaires completed by 42 respondents, it can be stated that the aim has been
realized. The purpose of this final chapter is to summarize the findings of this study
and to bring forward the recommendations to be implemented in practice in designing
an EAP of the three objectives as identified in Chapter One, namely'.
TO determine the level of social functioning of the Alberton Town Council
employees with regard to 25 subscales of the MPSI.
To determine the level of job satisfaction of employees through the use of the
Index of Job Satisfaction (IJS).
To develop clear guidelines for the development of an Employee Assistance
Program for the Alberton Town Council, as a result of a literature study and the
neec's assessment of employees. These guidelines include the structure and
ths EAP.
Firstly, the level of social functioning will be discussed.
5.2 SOCIAL FUNCTIONING OF THE RESPONDENTS
From the 25 subscales of the MPSI that were administered to respondents, a picture
was formed of the general social functioning of these people. A summary of the
•
•
•
81
cardinal points with regard to the social functioning of the respondents is tabulated as
follows:
A high incidence of respondents show a clinically significant problem of self-
esteem with proportional scores exceeding the cutting score on this subscale.
The next clinically significant problems as identified according to this subscale
are as follows:
depression;
relationship with work associates; and _
non-p-Wsical abuse in intimate relationships.
A third of the respondents reported clinically significant sexual discord.
Almost a quarter of the respondents have marked difficulties in the area of
partner relationships.
A relatively small number of respondents reported a clinically significant
problem in their relationships with the following:
children
mother
father
Almost a third of the respondents also reported a clinically significant problem
intileir
Less than a quarter of the respondents reported serious problems in their
families.
A relatively small number of respondents (1 out of 41) have problems in the
area of suicide thoughts and ideation.
•
•
•
82
Only one respondent reported clinically significant fearfulness.
A low incidence of a clinically significant problem in the area of ideas of
reference was reported.
A relatively low number of respondents reported clinically significant phobias.
The subscale measuring guilt feelings of respondents indicated a significant
number (7 out of 35 respondents) as having a serious problem in this area as
well as problems experienced at the work place.
No incidence of clinically significant loss of memory of respondents was
recorded by the subscale measuring loss of memory.
Seven of the 35 respondents according to the subscale reported clinically
significant problems with alcohol abuse and 4 reported problems with drug use.
There is a low incidence of clinically significant confused thinking.
5.3 LEVEL OF JOB SATISFACTION
From the information gained from the Index of Job Satisfaction (IJS) it is clear that a
large number of respondents (22) did report a clinically significant problem in terms of
job satisfaction. The EAP needs assessment questionnaire also indicated that there
ar;_: aril
tabulated as follows:
Leaving their present job in favour of a better paying job;
Getting a job closer to home; and
Not enjoying the job.
83
Seeing the statistics in the light of the results from the MPSI, as well as the multi-
variate analysis, it is safe to assume that should the areas of greatest social
dysfunction be addressed through an Employee Assistance Program, there should be
an improvement in job satisfaction. It is therefore recommended that the IJS be
administered as an evaluation tool of the EAP that will be developed. The IJS is
quicker and less expensive than the MPSI and can be used for periodic evaluations
of the EAP. The entire population, or a sample of employees and volunteers, can be
used for these evaluations with success.
Since the level of job satisfaction of respondents has been discussed, the next step
—to-foil-ow will be the ditdissiotrof guidelines-forthe development of an Employee
Assistance Program.
5.4 GUIDELINES FOR THE DEVELOPMENT OF AN EMPLOYEE ASSISTANCE
PROGRAM: O
5.4.1 STRUCTURE OF THE EMPLOYEE ASSISTANCE PROGRAM
It is recommended that EAP seminars or workshops be presented mainly in
English or Afrikaans and Zulu and Sotho as these were the dominant home
languages of respondents.
As a substantially high number of the respondents have a National Diploma
and Vsver scho'astic dua!itIcatIons, the EAP shou!d ensdre that the format,
languagc, and
should be assessable to all.
• The average length of employment at the Alberton Town Council is 8 years.
This would therefore indicate that any investment in employees in terms of an
EAP would be a long-term investment with definite benefits to all.
•
84
More than a third of the respondents indicated a need to discuss their personal
problems with a professional therapist. However, most of the respondents
have never been for professional therapy.
Through the MPSI subscale on family problems, one concludes that family
therapy would need to be part of the EAP therapist's repertoire. Such a
therapist will also have to be aware of the respective incidences such as
phobias and guilt feelings amongst respondents, and the implications of this for
therapy. This analysis clearly indicates a need for a diversified therapeutic
service within the EAP.
The majority of respondents indicated that they would prefer seeing an internal
therapist for the full course of therapy in contrast with the other models of
EAP's.
After a careful consideration of all facts concerned, the researcher would like to
recommend an in-house model providing a comprehensive range of services (Could
and Smith 1988) for an EAP for the Alberton Town Council. This would imply that the
target population would include families of employees too. The range of services
would include the following:
Crisis intervention;
Short-term counselling;
Preventative interventions such as workshops, support groups and educational
Training of supervisors in referring employees; and
Consultation with management, union and association representatives,
concerning organizational stress factors (Could and Smith 1988).
It is further recommended, due to the financial constraints within the Alberton Town
Council, that the EAP be sponsored jointly by management and labour. Seminars or
workshops should be presented without charge to employees. The office of the EAP
therapist is central to the success of this model, in that it needs to be on neutral
85
ground as well as provide the employee coming for therapy the privacy needed. That
is, if other employees are aware that one of their colleagues is going for therapy, this
might influence him to stop going. This in-house model for an EAP does not prohibit
the EAP co-ordinates from referring employees to resources and therapists outside
the organization. It does however, place the responsibility on the organization to
ensure that the employee gets the help that is needed.
5.4.2 CONTENT OF THE EMPLOYEE ASSISTANCE PROGRAM
Since more than half of the respondents are between the ages 30 and 49, the relevant
and—developmilltartasks=of-thiS'gfo—uW - t hould=be-considered in the
development of an EAP. Newman and Newman (1987) categorize these people into
the early and middle adulthood life phase. The developmental tasks of these life
phases include:
Forming and nurturing the marriage relationship;
Bearing and rearing children;
Training and settling into a career; and
Developing an own life style.
Newman and Newman (1987) also identify the central process in both of these life
phases in dealing with these challenges in relationship with the spouse, friends, family
and colleagues.
The EAP o:..
tasks successfully, focus special attention on enabling employees to build healthy
interpersonal relationships. This can happen in the format of seminars or workshops
and in individual and group therapy. Topics relevant to general interpersonal
relationship building are:
Listening skills;
Emphatic responding;
86
•
Conflict management;
Positive feedback, etc.
To a certain extent the MPSI scale identifies a relationship problem with friends,
colleagues, etc. Although this problem will be dealt with in individual therapy, the
workshops must aim at improving general relationships.
More than half of the respondents are married. The MPSI scale reports almost a
quarter of respondents experiencing a problem in the area of marital relationship. The
EAP should use seminars or workshops, individual and group therapy and support
groups-to addrgss=issues-----con-cemingz---nnartiage- orfetatitiffal=enrichrhent on a
therapeutic or preventative level.
Of the respondents a relatively small number have indicated that they are
divorced or widowed. For this group seminars or workshops or group session
should be offered for dealing with issues of divorce, single parenting and losing
a spouse.
The majority of respondents were male. The EAP should make a special
provision for the needs of men.
Also the majority of respondents indicated that they were married and have
children, parenting seminars or workshops or educational groups could prove
to be very valuable. There is not a very high incidence of clinically significant
P; ;:"1 1.1. ■ of a VI t.
for the designer of the EAP to establish the ages of the children of the
respondents so as to provide an appropriate, more specific and relevant
service.
• A high number of respondents reported personal financial problems. This is an
area that must be addressed by the EAP either in seminars or workshops or
group format.
•
•
, .
87
The EAP must also cater for preventative and therapeutic programs for alcohol
abuse and drug use.
As indicated by MPSI subscale scores, depression and self-esteem are areas
requiring attention by the EAP. Individual and group therapy be ways of
addressing these issues. A life skills seminar or workshop is also
recommended where dealing with melancholic feelings and a low self-esteem
can be woven into other life skills such as assertiveness training and stress
management.
The-EAP-sh-ould-alstiett'aeaffativoc7atiemployees in terms Of -areas-of job
dissatisfaction.
5.4.3 CRITERIA FOR EVALUATION OF THE EAP
Recipients of the Employee Assistance Program should be evaluated on a
periodic basis concerning the frequency that they think about and discuss
personal problems while at work. It is recommended that this occurs in the
therapeutic setup where the therapist can, amongst other methods, monitor the
progress of the client by using this criteria.
The mean amount of days taken in sick leave amongst respondents during the
past six months is 2,5. This should also be monitored to calculate increased
savings to the organization as a result of the EAP.
As already mentioned, the IJS and MPSI must be used as evaluation for this
new program as well. The MPSI, as well as Walmyr Short-form Assessment
Scales (Hudson and Faul 1997), are recommended as evaluation tools for
Employee Assistance Program therapy evaluation. It is recommended that the
IJS be administered on a periodic basis to the entire population, or once again
to a properly selected sample, in order to evaluate the overall effectiveness of
the EAP. Both qualitative and quantitative evaluation forms should also be
•
•
•
88
used for feedback after seminars and workshops in terms of presentation,
content and further needs.
5.5 CONCLUSION
The findings of this study, it is envisaged that they will stimulate a further discussion
and research on Employee Assistance Programs in local government. The constant
exploring of new territories in social work will keep the profession vibrant and relevant.
The vision of the researcher is that a dynamic, needs-focussed and effective
Employee Assistance Program is designed for the Alberton Town Council as a result
of this study. Councii,—management and employees-will-benefit-positive rewards from
such an endeavour. With the recommendations made, this study is concluded.
89
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BAILEY K.D. 1987. Methods of Social Research. New York: The Free Press.
BALGOPAL P.R. 1989. "Occupational Social Work: An Expanded Clinical
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(5).
BEACH D.S. 1980. The Management of People at Work. New York: MacMillan
Publishing:Company (Fifth Edition).
BENNETT JANETTE: 1989 - Business Times.
BEWS M. and BEWS C. 1988. Employee Assistance Programmes. Internal or
External Model The Options Considered. IPB Journal.
BOWEN B. 1997. A Needs Assessment for an Employee Assistance Program.
Johannesburg: Masters Dissertation, RAU.
BRI1 L P., 1-7RTZE,LP.G J. and
Community Psychiatry Vol. 36 No. 7.
BURGGRABE J.L. 1984. Evaluating Your EAP: A Practical Approach: EAP Digest.
BYARS L.L. and RUE L.L. 1994. Human Resources Management. USA: Irwin.
COHEN A. 1996. "Getting Personal" Sales and Marketing Management 148(5):45.
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CORRELL M.L., ELBERT N.F., HATFIELD R.D., COBLER B.A., MARX M. & VAN
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DECKER J.T., STANETT R. and REDHORSE J. 1986. "Evaluating the Cost
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EMPLOYEE ASSISTANCE PROFESSIONALS ASSOCIATION. 1994. Code of
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FACT SHEET. 1989 "Employee Assistance Programmes (EAP's)" IPM Journal.
FLEICHER A. and KAPLAN B. 1984. Employee Assistance Programs. New York:
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FRISCH M.H. and LEEPSON R.E. 1984. Handling the Troubled Employee. The
Referral Process in Review: EAP Digest.
91
GOOGINS B. and DAVIDSON B.M. 1993. "The Organization as Client: Broadening
the Concept of Employee Assistance Programs" Social Work Journal of the National
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GOOGINS B. 1975. "Employee Assistance Program's" Social Work. 20: 464-467
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GOULD G.M. and SMITH M.L. 1988. Social Work in the Workplace: Practice and
Principles. New York: Springer Publishing Company.
GRINNELL R.M. 1993. Social Work Research and Evaluation. Illinois: F.E. Peacock
Publishers.
GRINNELL R.M. (ed) 1988. Social Work Research and Evaluation. Illinois: Peacock
Publishers.
HARPER 1999. Sunday Times.
HAWKINS J.M. 1990. The Oxford Paperback Dictionary. London: Oxford University
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HEPWORTH D.H. and LARSEN J. 1993. Direct Social Work Practice. Fourth
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JAFFE D.T. and SCOTT C.D. 1988. Take this job and love it. New York: Simon &
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KURZMAN P.A. and AKABAS S.H. Industrial Social Work as an Arena for Practice.
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LEEDY P.O. 1993. Practical Research - Planning and Design. Fifth Edition. New
York: Maxwell.
MAIDEN R.P. 1987. "Employee Assistance Programs: Issues for Social Work
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MAIDEN R.P. 1990. Ensuring EAP effectiveness: A Seminar on Employee
Assistance Programmes. Johannesburg: National EAP Committee of the Institute for
Personnel Management.
McKENDRICK B. 1987. The contribution of Social Work in a changing South Africa.
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(WITS).
McHULSKIS E. August 1996, "Stress Reduction in the Work Place" HR Magazine
41(8):24.
MILNE S.H. and ROMAN P.M. 1994. "Factors influencing employees' prosperity to
use an employee assistance program" Personnel Psychology. 47.
93
National Employee Assistance Committee (1991) Employee Assistance Guidelines
for Users. Johannesburg: Institute for Personnel Management.
NEWMAN B.M. and NEWMAN P.R. 1987. Development through life: A psychological
approach. California: Brookes/Cole Publishing Company.
POTGIETER M.C. 1998. The social work process development to empower people.
South Africa (Pty) Ltd: Prentice Hall.
RALPHS M. and MORLEY J. 1990. "Turning Employee Problems into Triumphs"
Trainin Journal.
RAMAKRISHNAN K.R. and BALGOPAL P.R. 1992. "Linking Task-Centred
Intervention with Employee Assistande Program" Families in Society. 73: 488-494.
RAMANATHAN C.S. 1992. "EAP's Response to Personal Stress and Productivity:
Implication for Occupational Social Work" Social Work. 37 (3).
ROSEN R.H. 1986. Healthy Companies - A Human Resources Approach. New York:
AMA Membership Publications Division.
RUBIN A. and BABBIE E. 1993. Research Methods for Social Work. California:
Brooks/Cole Publishing Company.
SCANLON
Assistance Programs. New York: Praeger Publishers.
r • • •-.•••_
SETTINERI E.G. 1991. "Effectively Measuring the Costs of EAP's. HR Magazine.
SHAIN M. and GROENEVELD J. 1980. Employee Assistance Programs. USA:
Lexington Brooks.
94
SKIDMORE A.R., THACKERAY M.G. and FARLEY, O.W. Introduction to Social
Work. Fifth Edition. 1991: USA: Prentice Hall Inc.
STARKER J.P. 1989. "The Employee Assistance Programme Concept" Institute of
Personnel Management Journal. 4 (a): 19-24.
STEIN L. 1984. The Pentagon Employee Referral Service: EAP Digest.
STERN L. 1990. Ensuring EAP effectiveness: A Seminar on EAP's. Johannesburg
National EAP Committee of the Institute for Personnel Management.
STRAUSSNER S.L.A. 1990. Occupational Social Work Today. New York: The
Haworth Press.
STRYDOM A.M.M. and BOTHA D. 1994. "Die benutting van werknemers
hulpprogramme deur die Bedryfsmaatskaplike werker in die hantering van die
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, I \(CiL[ - •-• r ,to:-1,,:zra-,a ,..„;,
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95
UNQUOTED LITERATURE
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Gautenq. Johannesburg: Masters Dissertation, RAU.
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employee should know about confidentiality". IPM Journal.
•
GISHEN D. 1996. Transitional adoption in South Africa. Johannesburg: Masters
Dissertation, RAU.
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Johannesburg: Masters Dissertation, RAU.
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Management of an Employee Assistance Program. Johannesburg: Masters
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workers focussed on social functioning and inter-professional roles. Johannesburg:
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Labour Relations - Cornell University: ILR Press.
96
WILCOCKS L.C. 1985. Industrial alcoholism treatment programs - their nature and
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97
Stadsraad van Alberton Town Council
Atdeling Openbare Gesondheld Hoof: Gesondheidsdienste Public Health Department Head: Health Services Swartkoppiesweg / Road Posbus 4/P.O. Box 4 Alberton 1450 Tel : (011) 861-2000 Fax : (011) 861-2154 Gesondheid: (011) 861-2221 .
In u antwoord meld asseblief In your reply please quote
4/1/1/3 - J. Maeli
No. Navrae/Enquiries U verv/Your ref.
Alto korespondensie moet aan die Stadsklerk gerig word All correspondence to be addressed to the Town Clerk
5 August 1999
Dear Employee,
"ALBERTON CARES"
"Caring about our work, liking it, even loving it, seems strange when we see work only as ay/ay _ to make a living. But when we see work as a way to deepen and enrich our experience (as well as those we serve), each one of us can find this caring within our hearts, and waken it in those around us, using every aspect of work to learn and grow".
(Tarthang Tulku, Tibetian Buddhist Teacher in Jaffe and Scott 1998).
It is important to the Alberton Town Council Management that you have this expgrience described by Tulku - that you love your work and find it enriching to your life and to those that you serve. Sometimes personal and work related problems influence a perion's enjoyment of their work. Many organisations and companies across the world address these personal and work related problems through a program called an Employee Assistance Program. The benefits are many for employees and employers, and well worth the effort and cost involved in such program.
The Alberton Town Council is conducting research to assess if such a program would be relevant in our organisation. You have been selected scientifically as one of 300 people to be part of this research study and are requested to complete the attached questionnaire. To complete the questionnaire will take about 45 minutes. You are requested to set it as a high priority to complete this questionnaire and return it to me BEFORE 18 August 1999.
Please remember that these questionnaires are totally confidential and that your answers will not be able to be traced to you. For this reason you are asked to be completely honest in your responses. Please do not leave any questions unanswered.
This investigation is very important to the Alberton Town Council, E.A.P. Committee and your co-operation to complete and return this questionnaire on time is very important.
Please contact me if you have any queries at Tel. No. 861-2197.
Thank you very much.
Yours faithfully,
• MAELI E .p. COMMITTEE MEMBER
V
Indien verlang. en op skrittelike versoek gerig binne sewe dae na hierdie datum, sal 'n Atrikaanse ekwivalent van hierdie brief aan u gestuur word.
It desired, an English equivalent of this letter will be lorwarded upon written request made within seven days from date hereof.
INSTRUCTIONS FOR COMPLETING THE EMPLOYEE
ASSISTANCE PROGRAM NEEDS ASSESSMENT
QUESTIONNAIRE
Please answer all the questions and do not leave any question unanswered.
Simply mark with the cross the square that is closest to your desired response.
Example: Yes
No
Where appropriate you may complete the "other" category.
Example Other
If numerical information is required, please use one block for each number.
Example Your Age
THE EMPLOYEE ASSISTANCE PROGRAM
NEEDS ASSESSMENT QUESTIONNAIRE
A. GENERAL INFORMATION
Your Age:
Home Language:
English
Afrikaans
u
Xhosa
S. Sotho
N.Sotho
Tswana
Other
Gender:
Marital Status:
Male
Female
Married
Divorced
Never Married
Separated
Widowed
Living together
2
Number of Children:
Your highest Academic qualification:
Grade Eight or less
Grade Ten
Grade Twelve
Certificate Course
National Diploma
Degree
Honours Degree
Masters Degree
Doctorate Degree
What is your level of employment:
Top Management
Middle Management
Ungraded Staff
Do you work overtime?
Yes
No
How many hours of overtime do you work per week?
How many years have you worked for the Alberton Transitional Town Council?
1
3
B. JOB SATISFACTION AND DIFFICULTIES
Please respond to the following three statements by placing a number next to each as follows:
1 2 3 4 5 6 7 X
None of the time Very rarely A little of the time Some of the time A good part of the time Most of the time All of the time Does not apply
I think about my personal problems while at work.
I discuss my personal problems with colleagues.
I discuss my personal problems on the phone while at work.
I do not discuss my personal problems with anybody.
How many days of sick leave have you taken in the last six months?
Main reason for sick leave: Health problem
Emotional/psychological problem
Family problems
Which of the following would be reasons for you to leave your job?
Pregnancy/caring for children
Getting a better paid job
Problems with colleagues
Not enjoying your job
Getting a job closer to home
Retirement
Other
4
How often do you feel that you need to discuss your problems with a professional therapist
Never
Hardly ever
Sometimes
Very often
Which of the following categories of problems have you experienced recently or are you experiencing presently at work
Relationships with colleagues
Relationships with clients
Unmanageable workload
Not enough training for job
Dissatisfaction with remuneration
No problems experienced
Other
C. AN EMPLOYEE ASSISTANCE PROGRAM FOR THE ALBERTON TOWN
courcu_.
An Employee Assistance Program is a work based intervention program aimed at early identification and/or resolution of both work and personal problems that may adversely affect work performance.
Have you ever been for therapy at a professional Therapist before
Yes
No
5
If you have been for therapy before, for how long were you in therapy (in mill
What type of therapy did you receive?
Marital therapy
Pre-marital therapy
Bereavement-therapy
Stress management
Family therapy
Parental guidance
Other
What kinds of personal problems have you experienced recently or are experiencing presently?
Problem in relationship with your partner
Conflict in your close family
Conflict in your extended family (aunts, cousins, grandparents, etc.)
Get:ing (: -.rough a divorce
Problems in relationships with friends
Handling your children
Handling step-children
Dealing with stress in your life
. Addiction to alcohol or drugs
Dealing with grief after the death of a loved one 1 0
6
Personal financial problems
Low self-esteem
Depression
Problems with intense fear
Problems with intense guilt feelings
Other
Counselling in an EAP is either done by a therapist (Social Worker or Psychologist) within an organisation, or someone from outside. An internal Therapist is naturally more cost effective, as well as better able to understand the context of work related problems. An external Therapist on the other hand is more expensive but sometimes preferred since the Therapist is then a stranger and not someone the employee knows.
If you were assured of confidentiality, which of the following would you prefer -
Seeing an internal therapist for one session and then being
referred to a relevant external therapist
going directly to an external therapist
seeing an internal therapist for the full course of therapy
If you prefer an external Therapist, would you be willing to pay for such serv:ces?
Yes
No
APPENDIX 1
THE EMPLOYEE ASSISTANCE PROGRAM NEEDS ASSESSMENT
QUESTIONNAIRE
APPENDIX 2
THE INDEX OF JOB SATISFACTION (IJS)
HALV: . ... • s : - SOMETIMES:: THE TIME OFTEN : :MOSTLY:
SELDE:'.
SOMS::: DELFTE VAN: DIKWELS MEESTAL
. . DIE TYD : . .. : ..7: .
NOOIT
.. . ALWAYS:
ALTYD
Naam / Name: Datum / Date:
INDEX OF JOB SATISFACTION (IJS)
the IJS scale is designed to measure the way you feel about your job or place of .mployment. It is not a test, so there are no right or wrong answers. Answer each item as carefully and as accurately as you can by placing a number beside each one as follows:
1.
2.
3.
4.
5.
6.
7.
8.
9.
-., ..... :. My job is very boring. ,":4;: i I:: ..., , I hate my job. I cannot stand m • ; ,;.,., My boss is a fo I really like myj If I won a lottery
:woilid:;(4.1itithislip
The best part of my top is• ' ee.IDreaks lunch; and acatio n I work very, and -**tiiiitipi)V,atiiiu I enjoy thinking about my. job. ,Ilfi'noCat.■ivork. I don't likefo' 1.6k abOlat work:When .1!m.at home The work 1,,, My jobAi,j4t!:'03:waylpAac.0::.a. -:II.y.ing.0.::„ ;;, :: :,;Fri:::.: I y%job My I enjoy;thinking: of ways to ,improve the<w'orI I` The best • dai i SjIpami
.ng... ,w p
I get personal reweNis;frdm:4,
,work My orgATiatior, ovide e'resourc e
s annniww.h I get thr4grj .. e
I think abl'aigiOP IrttArltithe!).01: My job tome a My boss doesn't appreciate the work I db. My organizafi0 does not g• pgonmy My organizatiokrefi!lqg it eaSleriblCaccOniiiish my wort I can depend on:tOriss telOCkiiiKe up My boss doesn't support rtie!W140'itlYiWeitWA:PnallangOd :others. I believe I have job """' ''''" My pay is adequate for -ttie:140or, , Organizational rewards are :tIrslilpirtkdz .falf, M a rfaVdiii. 61:if WO *fifkr!6ff6
. .......
..... .. I
........
•
In order to ensure' e$: ' re.iriblt,$ervice e,c) ,..ou • •4b white background. .. ..... .. .. ...
; ;-;1
Should you su41509-tithetTlypkla.re:gweb.;!alTpirateipp,_y.';Q. 0.1priglQajforMirpleasel:..cootact:iusj the following address. It is in your own intereS .t.16 -gtia'
Copyright (c) 1992, Walter W. Hudson Illegal to photocopy or otherwise reproduce
1,2,3,4,6,7,10,12,16,19,20,22,23,26
Distributed through Walmyr Publishing Company Represented by Perspective Training College, P.O. Box 1658, Silverton, 0127, Tel: (012) 804-8289, Fax: (012) 804-7412
B=MOSTLV 7=ALWAYS 1=NEVER 2=RARELY 3=SOMETIMES 4=HALF THE TIME 6=OFTEN
1=11001T A 2=SELDE 3=SOMS 4=HELFTE VAN DIE TYD 6=DIKWELS 6= FESTAL 7=ALTYD
This questionnaire is designed to o 110.44#1.* , ...Irefully and as accurately as you can b
Hierdie vraelys is ontwerp kntwoord elks item so versigting rolgenderskaalt---
of possible problem areas. Answer each item as
assts: tnkeid) moondike probleemareas te bekom.
te skryf, deur gebruik te maak van die
.4
MPSI WALMYR Publishing Co. Presented by PERSPECTIVE TRAINING COLLEGE P.O. Box 1658 Silverton 0127 Tel.: (012) 804-8289 Fax: (012) 804-7412
THE MULTI-PROBLEM SCREENING INVENTORY INSTRUCTIONS
You may disco an x or X but do not /e
When you beght. or as bad as you wish. Pik, though you may feel em assist you, it will be very;
)y mag vind dat stnI X of 'n x langs sulke
Wanneer jy hierdie stet
as wat jy wil. Moot dit asseblie seifs al voel jy ongemaklik of ver moet verleen waarna jy soek.
or your situation. For any such item, please enter
e you will see that. , ou can v *esily make yourself look as good
nt for you to ptovide the ost accurate answers possible even
ncorrtct..or nth ding itifoi matton to those who are trying to •
at you.
is nie. Plaas asseblief 'n
f "sleg" kan laat voorkoir kurate antwoorde sal voorsien,
vir die persoon wat die hull
Please Print Your/ Voorsien ons asseblie
Name/14aam: „ •
Today's Date/Datu
V
e ulik
in order to us ecti.t#s Should you
interest to guard ajti ir~trEitgeititrtir1 t
`:ac'-cground
tit: it is In your owl
Copyright t) 1990, Walter W. Hudson, Ph.D.
No part of the Multi-Problem Screening Inventory (MPSI) may be copied or reproduced in any manner without
written permission from the publisher.
1
SUBSKAAL: DEPRESSIE
Ek voel magteloos om lets aan my omstandighede to doen. Ek voel bedruk. Ek kry huilbuie. Dit is vir my maklik om myself to geniet. • Dit is vir my moeilik om 'n begin to maak met die dingo wat
ek meet doen. Ek raak bate depressief. Ek voel daar is aityd iemand op wie ek kan staat maak. *
Ek voel my toekoms lyk rooskleurig. • Ek voel terneergedruk.
Ek voel ander het my nodig. • Ek voel ander waardeer my. • Ek geniet dit om aktief en besig to woes. •
SUBSKAAL: SELFAGTING
Ek• dink my vriende vind my interessant. • Ek dink ek het 'n goeie sin vir humor. • Ek voel bate selfbewus wanneer ek by vreemde mense is. Ek voel dat, as ek meer soos ander mense is, alles vir my reg
sal verloop. Ek voel ander het 'n goeie tyd saam met my. • Ek voel dat mense nie my geselskap geniet nie. Ek voel ek word meer gehiet en gebied as ander. Ek dink ek is nogal 'n gawe mans. • Ek voel mense hou eintlik bale van my. • Ek voel ek is 'n innemende persoon. • Ek is bang andere sien my as, 'n dwaas. My vriende het 'n holi dunk van my. *
SUBSKAAL: VERHOUDINGSPROBLEME MET EGGENOOT
My maac is liefdeVol genoeg. . • My maat behandel my slag. My maac gee regtig vir my om. • Ek voel ek sou nie weer dieselfde lewensmaat gekies het as ek
weer die kans sou kry nie. Ek voel ek kan my maac vertrou. • Ek voel ons verhouding verbrokkel. My maac verstaan my regtig nie. Ek voel ons het 'n goeie verhouding. * Ons verhouding is bale gelukkig. * Ons lewe saam is bale oninteressant. Ons het bate pret saam. • My maat neem my nie in sy/haar vertroue nie. Ons verhouding is bale inciem. •
SUBSKAAL: SEKSUELE ONENIGHEID
Ek voel my maac geniet ons sekslewe. • Ons sekslewe is bale optWindend. •
4 O. Saks grow. pret •. , 7r my en my maat. * Saks met my maac het vir my 'n las geword. Ek voel ons seks is vuil en walglik. Ons sekslewe is eentonig. Wanneer ons seks beoefen is dit to gejaag en vinnig verby. Ek voel daar is 'n gebrek aan kwaliteit in my sekslewe. My maac is seksueel bale opwindend. • Ek geniet die sekstegnieke waarvan my maat hou/gebruik.• Ek voel my maat wil to veal salts by my hi. Ek dink ons seks is wonderlik. •
SUBSKAAL: PROBLEME MET MY KIND
My kind work op my senuwees. Ek kom goad oor die weg met my kind. • Ek voel ek kan my kind regtig vertrou. • Ek hou nie van my kind nie. My kind is goad-gemanierd. • My kind is to veeleisend. Ek wens ek het nie hierdie kind gehad nie.
JBSCALE: DEPRESSION
!feel powerless to do anything about my life. I feel blue.
I have Crying spelli. It is easy for me to enjoy myself. •
I have a hard time getting started on things that I need to do.
I get very depressed. I feel there is always someone I can depend on when things
get tough. • I feel that the future looks bright for me. •
I feel downhearted. I feel that I am needed. •
I feel that I am appreciated by others. • I enjoy being active and busy. °
UBSCALE: SELF-ESTEEM
I think my friends find me interesting. • I think I have a good sense of humour. •
I feel very self-conscious when I am with strangers. I feel that if I could be more like other people I would have
it made. I feel that people have a good time when they are with me. •
I feel chat people do not enjoy my company. I feel I get pushed around more than others.
I think I am a rather nice person. * I feel that people really like me very much. •
I feel that I am a likable person. • I am afraid I will appear foolish to others.
My friends think very highly of me. •
CUBSCALE: PARTNER RELATIONSHIP PROBLEMS
My partner is affectionate enough. • My partner treats me badly.
. My partner really cares for me. •• I feel that I would not choose the same partner if I had it to
do over again. I feel that I can really trust my partner. * I feel that our relationship is breaking up.
My partner really does not understand me. I feel that our relationship is a good one. *
Ours is a very happy relationship. • Our life together is dull.
We have a lot of fun together. • My partner does not confide in me. Ours is a very close relationship. •
SUBSCALE: SEXUAL DISCORD
I feel that my partner enjoys our sex life. • Our sex fife is very exciting. *
Sex is fun for my partner and me. Sex with my partner has become a chore for me.
I feel that our sex is dirty and disgusting. Our sex life is monotonous.
When we have sex, is is too rushed and hurriedly completed. I feel that our sex life is lacking in quality.
My partner is sexually very exciting. • I enjoy the sex techniques chat my partner likes or uses. •
I feel that my partner wants too much sex from me. I think that our sex life is wonderful. •
SUBSCALE: PROBLEMS WITH MY CHILD
My child gets on my nerves. I get along well with my child. •
I feel chat I can really trust my child. * I dislike my child.
My child is well behaved. * My child is too demanding.
I wish I did not have this child.
14400IT2-SELDE 3-SOMS 4-HELFTE VAN DIE TYD 5-01KWELS 6-MEESTAL 7;ALTY0
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2
Ek kom goed oor die weg met my vriende. • My vriende tree op asof hulle niks vir my omgee nie. My vriende behandel my sieg. My vriende kom voor asof hulle my nie regtig respekteer nie.• Ek voel nie asof ek deel van my porcuurgroep is nie. My vriende is 'n !clomp snobs. My vriende verstaan my. • My vriende hou skynbaar bale van my. • Ek voel regtig uitgesluit van my portuurgroep. Ek haat my huidige vriende. My vriende blyk daarvan te hou om my by hulk to hi. • Ek hou regtig van my huidige vriende. • Ek voel werklik asof my vriende nie van my hou nie.
SUBSKAAL: PROBLEME MET MY KIND
Ek geniet regtig my kind. • Dis vir my moeilik om my kind te beheer. My kind meng in met my aktiwiteite. Ek het 'n weersin in my kind. Ek dink my kind is wonderlik. • Ek haat my kind.
SUBSICAAL: PROBLEME MET MY MA
My ma is bale geduldig met my. • Ek hou regtig bale van my ma. • Ek hou daarvan om by my ma te wees. • Ek voel asof ek bale min liefde vir my ma het. My ma irriteer my. Ek voel bale kwaad vir my ma. Ek voel geweldadig teenoor my ma. Ek voel trots op my ma. • Ek wens my ma was meer soos ander ma's wat ek ken. My ma verstaan my nie. -
- Ek Ican - regtig my ma vertrou. Ek is skaam vir my ma.
SUBSKAAL: PROBLEME MET MY PA
My pa werk op my senuwees. Ek kom goed oor die weg met my pa. • Ek voel dat ek my pa werklik kan vertrou. • Ek hou bale min van my pa. My pa se gedrag stel my in die verleentheid. My pa is te veeleisend. Ek wens ek het 'n ander pa gehad. Ek geniet my pa werklik bale. • My pa beperk my te veal. My pa meng in met my aktiwiteite. Ek het 'n weersin in my pa. Ek dink my pa is wonderlik. * Ek haat my pa.
SUBSKAAL: PERSOONLIKE SPANNING
Ek voel ulcers paniekerig. Ek voel ek is op die rand van 'n totals ineenstorting. Ek voel ek verloor beheer oor my !ewe. Ek voel ek is na aan breekpunt. Ek voel so gespanne soos 'n opgewende veer. Ek voel ek kan nie byhou by at die else wat daar aan my gestel word nie. Ek voel ek het bale agterstallige werk. Ek voel gespanne en kwaad teenoor diegene rondom my. Ek voel ek moat jaag van die can taak na die volgende. Ek voel ek kan net nies_byhou by atlas nie.
vc•e! sc. Ek voel baie prikkelbaar.
SUBSKAAL: PROBLEME MET MY VRIENDI
&ODOM:LS II=MEESTAL 7=ALTYD
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UBSCALE: PROBLEMS WITH MY CHILD
I really enjoy my child. • I have a hard time controlling my child.
My child interferes with my activities. I resent my child.
I think my child Is terrific. • I hate my child.
UBSCALE: PROBLEMS WITH MOTHER
My mother is very patient with me. • I really like my mother. •
I like being with my mother. • I feel like I do not love my mother.
My mother is very irritating. I feel very angry toward my mother.
I feel violent toward my mother. I feel proud of my mother. •
I wish my mother was more like others I know. _my mother_does not_understand me.
I can really depentrcirrinflirotiftr. - I feel ashamed of my mother.
SUBSCALE: PROBLEMS WITH FATHER
My father gets on my nerves. I get along well with my father. •
I feel chat I can really trust my father. • I dislike my father.
My father's behaviour embarrasses me. My father is too demanding.
I wish I had a different father. I really enjoy my father. •
My father puts too many limits on me. My father interferes with my activities.
I resent my father. I chink my father is terrific. •
I hate my father.
SUBSCALE: PERSONAL STRESS
I feel very panicked. I feel like I am on the verge of a total collapse.
I feel that I am losing control of my life. I feel that I am near a breaking point.
I feel wound up like a coiled spring. I feel that I cannot keep up with all the demands on me.
I feel very much behind in my work. I feel tense and angry with those around me. I feel I must race from one task to the next.
I feel that I rust cannot keen up with everythins. 97._ I
I feel very much on edge. 99:--
SUBSCALE: PROBLEMS WITH FRIENDS
I get along very well with my friends. • My friends act like they do not care about me.
My friends treat me badly. My friends really seem to respect me. •
I do not feel like I am "part of the group" with my friends. My friends are a bunch of snobs.
My friends understand me. • My friends seem to like me very much. •
I really feel "left out" by my friends. I hate my present group of friends.
My friends seem to like having me around. * I really like my present group of friends. •
I really feel that I am disliked by my friends.
3
1-1100IT 2-SELDE 3-SOMS 4-HELFTE VAN DIE T`,0 6-Ewcwas 5441EESTAL PALTY0
0 CO 411) . 1-NEVER 2-RARELY 3-SOMETIMES RALF THE TIME 6-OFTEN 5-MOSTLY 7-ALWAYS
JBSCALE: PROBLEMS WITH NEIGHBOURS SUBSKAAL: PROBLEME MET MY BURE
I really feel that I am disliked by my neighbours. Ek voel werklik asof my bure nie van my hou nie. I wish I had a different group of neighbours. Ek wens ek was deal van 'n ander buurt.
My neighbours are very nice to me.• My bure is bale gaaf teenoor my. • My neighbours seem to look up to me.' My bure sien op na my. •
My neighbours think I am important to them.* My bure dink ek is vir hulls belangrik. • My neighbours are a real source of pleasure to me.* My burs is 'n ware bron van plesler vir my. •
My neighbours do not seem to even notice me. Dit lyk asof my bure my nie ears raaksien nie. I wish I were not part of this neighbourhood. Ek wens ek was nie deed van hierdie buurt nie.
My neighbours regard my, ideas and opinions very highly.• My bure het 'n hoii ageing vir my ideas en opinies.° I feel like I am an important member of my neighbourhood.' Ek voel ek is 'n belangrike lid van my buurt. •
I cannot stand to be around my neighbours. Ek kan dit nie ultstaan om by my burs cc+ wees nie. My neighbours seem to look down on me. Dit lyk asof my bure neersien op my.
My neighbours really do not interest me. My bure interesseer my glad nie.
UBSCALE: PROBLEMS WITH SCHOOL/COLLEGE/UNIVERSITY SUBSKAAL: PROBLEME MET SKOOL/KOLLEGE/UNIVERSITEIT
I hate school/college/university. Ek haat skool/kollege/universiteit. I enjoy my school work/studies. • Ek geniet my skoohverk/- studies. •
1 put off studies until the last minute. Ek stel my studies uit tot op die laaste minuut. My school/college/university homework_k_v_ery boring. My skool/kollege/universiteit huiswerk is bale vervelig.
Shcool/college/university is notTor study, it is for parties aria-130. 0204
SkoollkisifirgeltiniVersiteit--Is_daar_vir partytjles, nie vir studies nie.
I study very hard at school/college/university. • Ek studeer bale hard by die skool/kollege/universitelt. * I think I am a good student at school/ college/ university. • Ek dink ek is 'n bake goeie student by die skool/ kollege/
universitelt.• I think my school/college/university work will help my
future. • Ek dink my studies by die skool/kollege/universiteit sal my in
die toekoms goad te pas kom.' really do very poor work at school/ college/ university. Ek lewer werklik baie swak werk by die skool/ kollege/
universiteit. I feel I learn a great deal at school/ college /university. * Ek voel ek leer sommer baie by .die
skool/kollege/universiteit.•
SUBSCALE: AGGRESSION SUBSKAAL: AGGRESSIE
When I have to, I really do not mind punching someone out. Ek gee regtig nie om om iemand sommer uit to slaan as ek moat nie.
I get into fights. Ek raak betrokke in bakleiery. When I hurt someone physically it really does not bother me. Dit pla my regtig nie wanneer ek iemand fisies seermaak nie. I am quick to let people know they cannot walk all over me. Ek Iaat ander sommer gou-gou verstaan hulls kan nie oor my
loop nie. I push others around before they have a chance to push me
around. Ek stamp ander rond veer hulle die kans kry om my rond te
stamp. People tell me I have a bad temper. Mense se vir my ek het 'n slegte humeur.
I hurt people before they can hurt me. Ek maak manse seer voor hulls my kan seermaak. I threaten people with a fight. Ek dreig manse met 'n vuisgeveg. -
I like it when others are afraid of me. Ek hair daarvan as andere bang is vir my. If punches are thrown, mine go find As' daar met die vuiste ingeklim meet word, is ek eerste dear.
SUBSCALE: PROBLEMS WITH WORK ASSOCIATES SUBSKAAL: PROBLEME MET KOLLEGA:
I get along very well with my work associates.* Ek kom goad oor die weg met my kollegas. • My work associates azt like thzy c>: -_:3-oue m:•• 1 I-7. I-ly kc trc f niks vir my orngte nie.
My work associates treat me badly. My kollegas behandel my slag. My work associates really seem to respect me. • My kollegas kom veer asof hulle my regtig respekteer. •
I do not feel like I am "part of the group" with my work associates.
Ek voel nie asof ek deal van my groep kollegas is nie.
My work associates are a bunch of snobs. My kollegas is 'n klomp snobs. My work associates understand me. • My kollegas verstaan my. •
My work associates seem to like me very much. • My kollegas hou skynbaar bale van my. • I really feel "left out" by my work associates. Ek voel regtig uitgesluit van my kollegas.
I hate my present group of work associates. Ek haat my huidige kollegas. My work associates seem to like having me around. • My kollegas biyk daarvan te hou om my by hullo te hi. •
I really like my work associates. • Ek hou regtig van my kollegas. •
SUBSCALE: FAMILY RELATIONSHIP PROBLEMS SUBSKAAL: VERHOUDINGSPROBLEME BINNE GESI
There is too much hatred in my family. Daar Is te veel haatdraendheid in my gesin. Members of my family are really good to one another. * My gesinslede is regtig goad vir mekaar. •
My family is well respected by those who know us. • Mense wet ens ken, respekteer my gesin. * There seems to be a lot of friction in my family. Dit is asof daar baie wrywing in my gesin is.
There is a lot of love in my family. • Dear is bale liefde in my gesin. • Members of my family get along well together.* Lode van my gesin kom goad oor die weg met mekaar. •
Life in my family is generally unpleasant. My gesinslede is oor die algemeen onaangeriaam.
4
V.SELOE 3-SOMS 4-HELFTE VAN OIE TYD 6•DAAVELS ii ■MEESTAL 7.ALTYD
My. family is a great joy to me. • I feel proud of my family. •
Other families seem to get along better than mine. My family is a real source of comfort to me. •
I feel "left out" of my family. My family is an unhappy one.
My gesin is vir my 'n bron van groot vreugde. • Ek voel trots op my gesin. • Ander gesinne kom beter oor die weg met mekaar as ons. My gesin is vir my 'n bron van troos. • Ek voel uitgesluit uit my gesin. Ons is 'n ongelukkige gesin.
My partner belittles me. My partner demands obedience to his or her whims.
My partner becomes surly and angry if I say he or she is drinking too much.
My partner demands that I perform sex acts that I do not enjoy or like.
My partner becomes very upset if my work is not done when he or she thinks it should be.
My partner does not want me to have any friends. My partner tells me I am ugly and unattractive.
My partner tells me I really could not manage or cake care of myself without him or her.
My partner acts like I am his or her personal servant. My partner insults or shames me in front of others.
My partner becomes very angry if I disagree with his or her point of view.
My partner is stingy in giving me money. My partner belittles me intellectually.
My maat verkleineer my. My maat eis dat ek inskiklik sal wees ceenoor sy/haar giere. My maat word nors en kwaad as ek s6 hy/sy drink te veel.
My maat eis dat ek meedoen aan seksdade wac ek nie geniet of van hou nie. My maat raak ontsteld wanneer my werk nie na sy/haar mening betyds klaar is nie. My mast weier dat ek enige mansvriende het. My maat vertel my ek is lelik en onaancreklik. My man se ek sal nie regtig sonder hom/haar oor die weg kom nie. My maat tree op asof ek sy/haar bediende is. My maat beledig en maak my verleii in ander se geseiskap. My maat word bale kwaad wanneer ek van sy/haar standpunt verskil. My maat is suinig wanneer by/sy vir my geld moat gee. My maat kraak my intelligensie af.
1-NEVER 2-RARELY 3-SOMETIMES 4-HALF THE TIME 6-OFTEN S4AOSTLY 7-ALWAYS
UBSCALE: FAMILY RELATIONSHIP PROBLEMS SUBSKAAL: VERHOUDINGSPROBLEME BINNE GESIN
UBSCALE: SUICIDAL THOUGHTS SUBSKAAL: SELFMOORDGEDAGTES
.4
I think about ending my life. My life is so grim that I have considered ending it.
I think about committing suicide. I feel that everyone would be better off if I were dead.
I actually think about different ways that I could kill myself.
I have:actually- decidectthacImoingto.take my own-life-,---1-76.--- - and I now think about my final plans for doing that.
I feel that it is useless for me to continue living. 177. I think about finding relief or peace by taking my own life. 178.
I feel that the only way to end my shame is to end my life.
I feel that my agony is too great for me to continue living. I feel that my life is over and I may as well end it.
Ek dink daaraan om 'n einde aan my lewe co maak. My lewe is so goor dat ek dit oorweeg om 'n einde daaraan to maak. Ek dink daaraan om selfmoord to pleeg. Ek voel dit sal vir almal beter wees as ek dood is. Ek clink reeds aan verskiliende maniere om myself dood te maak. ,
Itetzreeds_beelnit- eint- rnyztewcy-te--neem:ess--ek -dinknou -aan - die finale planne om dit te doers. Ek voel dit is nutteloos om aan te hou lewe: Ek disk aan die verligting en vrede wat ek sal vind deur my ele lewe te neem. • Ek voel die enigma manier om my skande te verberg, is um my lewe te Ek voel my pyn is te veal om aan te hou leef. Ek voel my lewe is verby en ek kan dit net sowel
;UBSCALE: NON-PHYSICAL ABUSE SUBSKAAL: NIE-FISIESE MISHANDELING
;UBSCALE: PHYSICAL ABUSE SUBSKAAL: FISIESE MISHANDELING
partner cries .o choke or scraig::. My partner knocks me down and then kicks or stomps me.
My partner twists my fingers, arms or legs. My partner throws dangerous objects at me.
My partner bites or scratches me so badly that I bleed or have bruises.
My partner violently pinches or twists my skin. My partner hurts me badly while we are having sex.
My partner injures my breasts or genitals. My partner tries to suffocate me with pillows, towels, or
other objects. My partner pokes or jabs me with pointed objects. My partner has broken one or more of my bones.
My partner kicks my face and head.
1-iy maac p-rcb*,..r my verw4rg ci versmoor. My maat klap my grond toe en dan crap by op my of skop my. My maat buig my vingers, arms of bene. My maat goof my met gevaarlike voorwerpe. My maat byt of krap my so erg, dat ek bloei of gekneus is.
My maat knyp op 'n gewelddadige wyse. My maat maak my slag seer wanneer ons seks het. My maat beseer my borste of geslagsdele. My maat probeer my met kussings, - handdoeke of ander goad versmoor. My maat sny of steak my met skerp voorwerpe. My maat het al meer as een van my bene gebreek. My maat skop my gesig en kop.
S.
I experience a great deal of fear. A sense of terror washes over my entire body.
I have frightening nightmares. My dreams are very frightening.
I become afraid very easily. I feel panic stricken and terrified.
I am stricken with a sense of paralysing fear. Panic and fear disrupt what I am trying to do.
I am frightened very easily. I am very afraid that I will be hurt or damaged.
I become afraid for no apparent reason. I am terrified that something awful is going to happen.
I break out in cold sweats of fear and panic. I am terrified that something really bad will happen to me.
I become so afraid that I feel I am going to die. I become so afraid that I can hardly move.
I wake up at night feeling afraid. Fear courses through my body.
- I wake up at night in a state of terror.
Ek beleef 'n geweldige klomp angs. 'n Gevoel van angs spool oor my hale liggaam. Ek het vreesaanjaende nagmerries. My drome is baie angswekkend. Ek raak bale maklik bang. Ek voel paniekbevange en bevrees. Ek word platgeslaan deur 'n gevoel van verlammende vrees. Paniek en vrees dwarsboom dit wat ek probeer gedoen kry. Ek skrik maklik. Ek is bale bang dat ek sal seerkry of skade ly. Ek raak bang vir Been olinskynlike rede nie. Ek is bevrees lets vreesliks gaan gebeur. Ek kry koue sweet van vrees en paniek. Ek is bevrees dat lets verskrikliks met my gaan gebeur. Ek word s6 bang, dit voel of ek gaan sterf. Ek word so bang, ek kan skaars beweeg. Wanneer ek snags wakker word, voel ek bang. Vrees deurspoei my liggaam. Ek word snags wakker in 'n toestand_van_vreesagtigheid.
207. 208.
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1-NEVER 2-RARELY 3■8011.4ETBAES 4-HALF THE TIME 6-OFTEN 6-MOSTLY PALWAYS
SUBSKAAL: ANGSTIGHEID
UBSCALE: IDEAS OF REFERENCE SUBSKAAL: VOOROPGESTELDE IDEES
I think people talk about me behind my back. People are definitely "out to get me". I chink people are plotting against me.
People keep staring at me. People who are supposed to be my friends are really out to
stab me in the back. Various people keep calking about me.
I think there are people who are plotting against me.
People are out to get me because they are jealous of me.
Police keep spying on me. People sneak around and try to cause me trouble.
People are trying to hurt me. People who call themselves my friends try to pull me down
because they would love to see me fail. People are plotting to kill me. I can feel people watching me.
My enemies are plotting my downfall. My boss would really like to see me mess up.
People around me really resent my ability and talent. People keep trying to invade my privacy.
There•are people who would really like to get rid of me. People are trying to make me look foolish.
Ek dink ander mense skinder van my. Manse is definitief besig om my te benadeel. Ek dink mense is besig om 'n komplot teen my te smee. Mense hou aan om my aan te steer. Mense, wat veronderstel is om my vriende te wees, is daarop uit om my in die rug te steek. Mense hou aan om oor my te praat. Ek dink daar is mense wat besig is om 'n komplot teen my te smee. Mense is daarop uit om my te benadeel want hulls is jaloers op my. Mense hou aan om op my te spioeneer. Manse is agter-af besig om my in die moeilikheid te probeer kry. Mense probeer my seermaak. Mense, wat hulself my vriende noem, probeer my onderkry, want hulls skep 'n behae daarin dat ek moat misluk. Mense beplan om my dood te maak. Ek kan aanvoel dat mense my dophou. My vyande is besig om my ondergang te beplan. My baas sal horn daarin verlekker as ek 'n gemors van alles maak. Manse rondom my is gegrief deur my vaardighede en talents. Manse is aanhoudend besig om my privaatheid binne te dring. Daar is manse wat regtig graag van my ontslae sal wil raak. Mense probeer om 'n gek van my te maak.
>Li EISCALE: PHOBIAS
I feel extremely nervous when I must go to high places or look down from them.
I am extremely frightened or nervous when I am in crowds of people.
I feel panicked when I must cross over bridges or go through tunnels.
I am terrified when I enter small rooms or closed spaces.
I am extremely nervous when 1 fly in aeroplanes. I am terrified of driving in even moderate traffic.
I am extremely nervous when I am in the presence of strangers.
I am terrified of being alone. I am extremely nervous, even panicked, when I meet people
for the first time. 1 feel completely incapacitated at the thought of public
speaking.
SUBSKAAL: FOBIE!
Ek voel geweldig senuagtig wanneer ek hog plekke moat besoek of daarvandaan moat afkyk. Ek is baie bang of senuagtig wanneer ek tussen 'n menigte mense is. Ek voel paniekerig wanneer ek oor bite of deur connels moet gaan. Ek is angsbevange wanneer ek in klein vercrekkies of toe plekke moat ingaan. Ek is bale senuagtig wanneer ek in vliegtuie moet vlieg. Ek is bale bang om motor te bestuur, selfs al is die verkeer nie swaar nie. Ek is geweldig senuagtig in die ceenwoordigheid van vreemdelinge. Ek is verskriklik bang om alleen te wees. Ek is bale senuagtig, selfs paniekerig, wanneer ek mense vir die eerste keer moet ontmoet. Ek voel heeltemal verlam by die gedagte dac ek 'n openbare toespraak meet maak.
6
•
11.4HEESTAL 7■ALTY0 YSOMS IPRELIFTE VIM DIE TYR 6-0OHNELS
4.11ALF THE TIME 6-OFTEN • 6-MOSTLY 2rALWAYS 2-RARELY 3-SOMETIMES
1-HOOIT 2-SELBE
0 1-NEVER
IUBSCALE: PROBLEMS WITH WORK
My job is very boring. I hate my job.
I cannot stand my boss. My boss is a fool.
I really like my job. * I think I am good at my job. •
I get to work on time. • I like to waste time on the. job.
The best part of my job is coffee breaks, lunch, and
I work very hard at my job and I am very consc:eli:io,Js about doing it well. •
My werk is bale vervelig.' Ek haat my work. - Ek kan my baas nie verdra nie. My baas is 'n onnosel vent. Ek hou regtig van my work. * Ek dink ek is goed in my werk. • Ek kom betyds by die werk aan.* Ek hou daarvan om . tyd te mors by die work. Die beste dinge omtrenc my werk is koffle- en etenstye en v:Ara77t.:4,7c.
21( :Ian my :-.‘1‘.rist.,,, c:( IS dzatop geFteld cm dit good to doen.°
,;
SUBSKAAL: PROBLEME BY DIE WERK •
I seem to feel guilty for no good reason. When things go wrong, I feel I should apologize even if it is
not my fault. When things do noc go right I usually accept the blame for
them. I am usually the one who apologizes for anything.
I have this nagging feeling that I have done something wrong.
I have the feeling I should be punished even when I have done nothing for which to be punished.
I have the feeling that I have done something terrible. I feel very guilty and ashamed.
Deep inside, I feel that I am really a "bad" person.
I feel that people would be ashamed of me if they really knew me very well.
Ek voel skuldig sonder dat daar enige ride voor is. Wanneer dinge verkeerd loop, voel ek ek moet om verskoning vra, al was dit nie my skuld nie. Wanneer dingo nie reg wil uitwerk nie, aanvaar ek gewoonlik die skuld daarvoor. . Ek is gewoonlik die een wat om verskoning vra vir alles. Ek het hierdie aanhoudende gevoel dat ek lets verkeerds gedoen het. . Ek voel ek verdien straf, e is daar seen rode daarvoor om my te straf nie. Ek het so 'n gevoel dat ek lets vreesliks gedoen het. Ek voel vreeslik skuldig en skaam. Flier diep binne-in my voel ek dat ek regtig 'n "slegte" mans
Ek voel merisesal hullo vir my skaam as hulls my ears regtig leer ken.
IBSCALE: PHOBIAS
SUBSKAAL: FOBIES
I feel afraid to go out of my house alone. I feel afraid in open spaces or in the streets.
I feel afraid I will faint in public. I am comfortable travelling on buses, subways or trains. •
I feel nervousness or shakiness inside. I feel comfortable in crowds, such as shopping or at a movie•
I feel comfortable when I am left alone. • Due to my fears, I unreasonably avoid certain animals,
objects or situations. Due to my fears, I avoid social situations, whenever possible.
Ek is bang om alleen uit my huts uit te gaan. • Ek voel bang wanneer ek in wye, oop areas of in die strata is. Ek is bang ek gaan in die openbaar flou word. • Ek voel gemaldik wanneer ek per bus of per trein reis. • Dit voel senuagtig of bewerig binne-in my. Ek voel gemaklik tussen 'n skare manse of by die fliek. • Ek voel gemakiik wanneer andere my alleen laat.• As gevolg van my vrese, vermy ek sekere diere, voorwerpe en situasies onnodiglik. _ As gevolg van my vrese, vermy ek sosiale geleenthede wanneer moontlik. As gevolg van my vrese, vermy ek dit, indlen enigsins
.-talleuen.34L-4ees;' • '
Due to my fears, I avoid being alone, whenever possible.
UBSCALE: FEELINGS OF GUILT
SUBSIKAAL-1 SKULDGEVOELENS
iUBSCALE: CONFUSED 'THINKING
SUBSKAAL: VERWARRENDE DENKI
I have difficulty keeping my thoughts straight. My thinking becomes confused.
I cannot seem to keep things straight in my mind. There are times when my mind plays tricks on me. Some of the strangest ideas just pop into my mind.
There are times when my thinking does not seem to work right.
I worry about the way my mind seems strange.
Ek vind dit moellik om my gedagtes agtermekaar to hou. My denke raak verward. Ek slaag nie daarin om fogies te dink nie. Daar is tye wat my gedagtes my bedrieg. Die snaaksste gedagtes flits deur my brein. Daar is tye wat dit vir my voel asof my denkpatrone nie reg werk nie. Dit bekornmer my dat my denkpatrone vir my vreemd is.
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I have ideas and thoughts chat disturb me greatly. Some of my thoughts are frightening to me.
I think about ugly or horrible things. There are times when I have very strange and disturbing
thoughts. I cannot get certain bad thoughts out of my mind.
Disturbing ideas come to me and I cannot get rid of them.
I worry about the horrible thoughts that I h'ave. Ugly or horrible thoughts rush into my mind.
I just cannot get certain bad thoughts out of my mind.
Ek het ideas en gedagtes wat my bale ontstel. Sommmige van my gedagtes maak my bang. Ek dink aan lelike, aaklige goad. By lye het ek eienaardige en ontstellende gedagtes.
Dear is sekere slegte gedagtes wat ek eenvoudig nie uit my kop nit kan kry nie. Ontstellende gedagtes kom by my op en ek kan nie daarvan ontsiae raak nie. Ek is bekommerd oor die aaklige gedagtes wat ek het. Aaklige of lelike gedagtes kom gedurig by my op. Ek kan sekere lelike gedagtes net nie uit my kop uit kry nie.
I forget where I put my keys, glasses, or other objects that I use daily.
There are times when I forget my nail's. - I forget whit day it is.-
I forget important dates,. addresses, or phone numbers that I should remember with ease.
I have difficulty remembering things that I should easily remember.
There are times when I actually forget my own address. I forget important things about my work or school.
My memory seems to fail me.
302. •
-1303.
Ek vergeet wear ek my sleutels, my bril en sulks goad wat ek elke dag gebruik, neersit. Daar is lye wanneer ek my naam vergeet. Ek vergeet wetter dag dit is. Ek vergeet belangrike datums, adresse of telefoonnommers wet ek eintlik maklik behoort te onthou. Ek vind dit moeilik om dinge te onthou wat ek eintlik maklik behoort te onthou. Daar is lye wat ek selfs my eie adres vergeet. Ek vergeet belangrike dinge omtrenc my werk of studies. Dit lyk asof my geheue my in die steak laat.
1.-HOOIT 2-SELDE 3..SOMS 4-KLETE YAM 0IE TY0 6-0IKWELS S-AREESTAL 7°ALTY0
0 IC!Y • Cil° 400 1-NEVER 2-RARELY 3-SOMETIMES 4-HALE THE TW1E 6-OFTEN S-MOSTLY 2...ALWAYS
IBSCALE: DISTURBING THOUGHTS SUBSKAAL: ONTSTELLENDE GEDAGTES
UBSCALE: MEMORY LOSS SUBSKAAL: GEHEUEVERLIES
.' •
,UBSCALE: ALCOHOL ABUSE
When I have a drink with friends, I usually drink more than they do.
My drinking causes problems with my family or friends. My drinking causes problems with my work.
After I have been drinking, I cannot remember things that happened._
After I have been drinking, I get the shakes., When I am drinking, I have three or fewer drinks: •
I drink to calm my nerves or make me feel better. •
I drink when I am alone. I drink so much that I piss out..
My drinking interferes with obligations to my family or =friends.
I have one or more drinks when things are not going well for
ni I have one or more drinks before noon. My friends avoid me when I am drinking.
My personal life gets very troublesome when I drink.
r nt,
SUBSKAAL: ALKOHOLMISBRUIK
Wanneer ek 'n drankie geniet saam met vriende, drink ek meer as wat hulle drink. My drinkery veroorsaak problems met my vriende en familie. My drinkery veroorsaak probleme by my werk. Nadat ek gedrink het, kan ek die volgende dag niks onthou van wet gebeur het nie. Na ek gedrink het, raak ek bewerig. Wanneer ek alkohol gebruik, drink ek drie drankies of minder. • Ek drink om my senuwees te kalmeer of om my beter te laat voel. Ek drink wanneer ek alleen is. Ek drink so bale dat ek omkap. My drinkgewoontes meng in met my verpligtinge teenoor my familie en vriende. Ek drink can of twee drankies wanneer sake vir my skeef loop. Ek drink can of meer drankies voor dit middag word. My vriende vermy my wanneer ek drink. My persoonlike lewe raak heeltemal omgekrap wanneer ek
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CUBSCALE: DRUG USE SUBSKAAL: DWELMMISBRUII
I take drugs to calm my nerves or make me feel better.
When I take drugs with friends, I usually take more than they do.
My drug use causes problems with my family or friends. . .
My drug use causes problems with my work: I take drugs when I am alone.
My drug use interferes with obligations to my faintly or -. friends.
I take drugs when things are not going well for me. My friends avoid me when I take drugs.
My personal life gets very troublesome when I use drugs.
I take drugs several times a week.
Ek gebruik dwelms om my senuwees te kalmeer of om my beter te laat voel. Wanneer ek saam met vriende dwelms gebruik, gebruik ek gewoonlik meer as hulle. My dwelmgebruik veroorsaak vir my probleme by my vriende of famine. My dwelmgebruik veroorsaak problems by my werk. Ek gebruik dwelms wanneer ek alleen is. My dwelmgebruik meng in met my verpligtinge teenoor familie in vriende. Ek gebruik dwelms wanneer dit nie met my goad gaan nie. My vriende vermy my wanneer ek dwelms gebruik. My persoonlike lewe raak vol probleme wanneer ek dwelms gebruik. Ek gebruik dwelms etlike kere per week.
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