A healthy and positive relationship between educators and learners is an important aspect in the establishment and sustainability of a nurturing and enabling school environment. However, research pertaining to South African schools shows that schools currently face many challenges that threaten relationships in schools and adversely affect the general well-being of the individuals concerned. The situation is problematic in every school context, but even more so in schools where risk factors are present in a concentrated form, as is the case in schools of skills. The researcher has been involved as a school counsellor at various schools of skills in the Western Cape for the past three years and has noticed that schools of skills are often exposed to various risk factors that influence the daily interaction between educators and learners and also impede the fostering of a healthy relationship between educators and learners. It is therefore logical that the relationship between educators and learners in schools of skills is influenced by the particular circumstances and that the relevant risk factors could be contributing to the current situation in schools of skills. Limited research about the relationship between educators and learners in the context of schools of skills impedes the situation even more. This research study aims to make a contribution to the solution of the identified problem by investigating ways in which the relationships between educators and learners can be improved within the context of schools of skills in the Western Cape. A literature study and empirical investigation were undertaken to achieve a better understanding of the relationship between educators and learners in schools of skills and the way the respective parties experience it (the relationship). Therefore, the nature of the structure of this research study is qualitative phenomenological because it incorporates an investigation into the social relationships that connect educators and learners. The research study was done in four schools of skills in the Western Cape that is representative of the different settlement contexts in South Africa, namely urban, semi-urban and rural. The participants in the four various schools include educators (n=42) and learners (n=122). The collection of data took place in four phases and the following qualitative data collection methods were used: qualitative open-ended questionnaires and semi-structured individual interviews for educators as well as collages and semi-structured focus group interviews for learners. Thematic analysis of the respective data sets showed that the relationships between educators and learners can be improved by considering the contextual challenges both educators and learners are confronted with. Besides considering the contextual challenges it is also important to create spaces where relationships can be improved and learners can feel safe. This seems to be mainly the responsibility of the educators and can be done by setting clear boundaries and upholding healthy discipline. It was further demonstrated that the relationship between educators and learners in schools of skills can be improved by acting towards each other in such a way that mutual respect, mutual trust, the provision of care and support and open communication can be established as relationship-improving interaction patterns. In the light of the study’s findings, specific guidelines are provided to the educator at the school of skills and clear recommendations are made to the Department of Education with the aim of improving classroom relationships in schools of skills. In conclusion, recommendations are also made about further research to improve relationships between educators and learners in schools of skills. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

During the growth spurt (GS) which forms part of the mid-adolescence period of boys (13-17 years), considerable changes take place in the body composition of boys. It is therefore an unstable period where imbalances in body proportions (muscle mass, fat mass, neurological development) occur, that might have an effect on sport performance. It is also accompanied by changes in physical and motor fitness. The study firstly aimed to determine anthropometric growth changes in stature, arm span, mass, sitting height and sitting height ratio during mid-adolescence over a period of three years. The study secondly aimed to investigate the developmental changes in physical fitness (muscle strength, aerobic endurance) and motor fitness abilities (speed, agility, hand- eye coordination, explosive power) during the mid-adolescence phase of boys and finally to investigate possible relationships between anthropometric and physical and motor fitness abilities over the course of three years. A convenience sample consisting of all the grade 8 learners (n=182) of a quintile 5 high school in Potchefstroom in the North-West province of South Africa was selected to participate in a longitudinal growth research project over a three year period. Only the boys, with a mean age of 13.58 years in grade 8, of whom 95.4 % were white, 2.3% black and 2.3% colored boys, were part of the study. In 2010, 87 boys had complete measurements, while the final group in 2012 with completed follow-up measurements, were 73 boys. The physical and motor fitness components were measured according to the Australian Sport Search Program consisting of 10 tests (4 anthropometrical tests, 5 motor fitness tests, 1 physical fitness test). The cricket ball throwing test was added as an additional test. The anthropometrical measurements were made using the protocol of ISAK, while sitting height was measured according to the Canadian Sports for Life protocol. Sitting height ratio was calculated according to the formula (sitting height/stature x 100). The data was processed by “Statistica for Windows” Statsoft-computer program package. Descriptive statistics that included means (M), standard deviations (SD) and minimum and maximum values were used. A repeated measures over time analysis of variance (ANOVA) with a Bonferonni adjustment was done to analyze the differences over a period of 3 years within the group for all variables, where p<0.05 indicates a statistically significant difference. A partial correlation analysis was used to determine correlations between variables. Practical significance of correlations was determined according to Cohen’s d-value (0.1=small, 0.3=medium, 0.5=large). The results showed that during mid-adolescence in the period 13.58-14.58 years, boys grow considerably in stature, body mass, arm span and sitting height with accompanying improvement in motor and physical fitness abilities while sitting height ratio showed the greatest increase from 14.58-15.57 years. Stature, mass and arm span showed a parallel development up to 15 years after which further development leveled off, while mass increase showed no leveling off. Speed, agility, coordination and isometric-dynamic shoulder strength (basketball throw) also showed the biggest and significant improvement from 13.58-15.57 years, while explosive leg power and upper body arm and shoulder strength (vertical jump, cricket ball throw) showed the biggest and significant improvements during the period from 14.58 to 15.57 years. Significant correlations up to r=0.74; p<0.05, were found between changes in physical and motor fitness abilities and anthropometric variables, although the correlations become smaller over the 3-year period. Hand-eye coordination showed no correlation with any anthropometrical changes, while upper body strength correlated with all the anthropometrical measurements except sitting height ratio throughout the three years. It was concluded that the most accelerated growth and development took place from 13.58- 15.57 years in boys when they are in their first high school year and which falls within the mid-adolescent period (13-15 years). Furthermore, clear relationships were found between anthropometric, motor- and physical fitness variables. This knowledge of the rate of growth and motor fitness development and the relationships between these variables during the midadolescence period can provide a better understanding of changes that boys underwent during the mid-adolescent period, and can help monitoring the level of physical maturity in adolescents in order to develop training, competition and rehabilitation programs according to their developmental and not their chronological age. This cannot only prevent injuries, but also prevent early burnout in sport. / MA (Sport Science), North-West University, Potchefstroom Campus, 2014

A healthy and positive relationship between educators and learners is an important aspect in the establishment and sustainability of a nurturing and enabling school environment. However, research pertaining to South African schools shows that schools currently face many challenges that threaten relationships in schools and adversely affect the general well-being of the individuals concerned. The situation is problematic in every school context, but even more so in schools where risk factors are present in a concentrated form, as is the case in schools of skills. The researcher has been involved as a school counsellor at various schools of skills in the Western Cape for the past three years and has noticed that schools of skills are often exposed to various risk factors that influence the daily interaction between educators and learners and also impede the fostering of a healthy relationship between educators and learners. It is therefore logical that the relationship between educators and learners in schools of skills is influenced by the particular circumstances and that the relevant risk factors could be contributing to the current situation in schools of skills. Limited research about the relationship between educators and learners in the context of schools of skills impedes the situation even more. This research study aims to make a contribution to the solution of the identified problem by investigating ways in which the relationships between educators and learners can be improved within the context of schools of skills in the Western Cape. A literature study and empirical investigation were undertaken to achieve a better understanding of the relationship between educators and learners in schools of skills and the way the respective parties experience it (the relationship). Therefore, the nature of the structure of this research study is qualitative phenomenological because it incorporates an investigation into the social relationships that connect educators and learners. The research study was done in four schools of skills in the Western Cape that is representative of the different settlement contexts in South Africa, namely urban, semi-urban and rural. The participants in the four various schools include educators (n=42) and learners (n=122). The collection of data took place in four phases and the following qualitative data collection methods were used: qualitative open-ended questionnaires and semi-structured individual interviews for educators as well as collages and semi-structured focus group interviews for learners. Thematic analysis of the respective data sets showed that the relationships between educators and learners can be improved by considering the contextual challenges both educators and learners are confronted with. Besides considering the contextual challenges it is also important to create spaces where relationships can be improved and learners can feel safe. This seems to be mainly the responsibility of the educators and can be done by setting clear boundaries and upholding healthy discipline. It was further demonstrated that the relationship between educators and learners in schools of skills can be improved by acting towards each other in such a way that mutual respect, mutual trust, the provision of care and support and open communication can be established as relationship-improving interaction patterns. In the light of the study’s findings, specific guidelines are provided to the educator at the school of skills and clear recommendations are made to the Department of Education with the aim of improving classroom relationships in schools of skills. In conclusion, recommendations are also made about further research to improve relationships between educators and learners in schools of skills. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

During the growth spurt (GS) which forms part of the mid-adolescence period of boys (13-17 years), considerable changes take place in the body composition of boys. It is therefore an unstable period where imbalances in body proportions (muscle mass, fat mass, neurological development) occur, that might have an effect on sport performance. It is also accompanied by changes in physical and motor fitness. The study firstly aimed to determine anthropometric growth changes in stature, arm span, mass, sitting height and sitting height ratio during mid-adolescence over a period of three years. The study secondly aimed to investigate the developmental changes in physical fitness (muscle strength, aerobic endurance) and motor fitness abilities (speed, agility, hand- eye coordination, explosive power) during the mid-adolescence phase of boys and finally to investigate possible relationships between anthropometric and physical and motor fitness abilities over the course of three years. A convenience sample consisting of all the grade 8 learners (n=182) of a quintile 5 high school in Potchefstroom in the North-West province of South Africa was selected to participate in a longitudinal growth research project over a three year period. Only the boys, with a mean age of 13.58 years in grade 8, of whom 95.4 % were white, 2.3% black and 2.3% colored boys, were part of the study. In 2010, 87 boys had complete measurements, while the final group in 2012 with completed follow-up measurements, were 73 boys. The physical and motor fitness components were measured according to the Australian Sport Search Program consisting of 10 tests (4 anthropometrical tests, 5 motor fitness tests, 1 physical fitness test). The cricket ball throwing test was added as an additional test. The anthropometrical measurements were made using the protocol of ISAK, while sitting height was measured according to the Canadian Sports for Life protocol. Sitting height ratio was calculated according to the formula (sitting height/stature x 100). The data was processed by “Statistica for Windows” Statsoft-computer program package. Descriptive statistics that included means (M), standard deviations (SD) and minimum and maximum values were used. A repeated measures over time analysis of variance (ANOVA) with a Bonferonni adjustment was done to analyze the differences over a period of 3 years within the group for all variables, where p<0.05 indicates a statistically significant difference. A partial correlation analysis was used to determine correlations between variables. Practical significance of correlations was determined according to Cohen’s d-value (0.1=small, 0.3=medium, 0.5=large). The results showed that during mid-adolescence in the period 13.58-14.58 years, boys grow considerably in stature, body mass, arm span and sitting height with accompanying improvement in motor and physical fitness abilities while sitting height ratio showed the greatest increase from 14.58-15.57 years. Stature, mass and arm span showed a parallel development up to 15 years after which further development leveled off, while mass increase showed no leveling off. Speed, agility, coordination and isometric-dynamic shoulder strength (basketball throw) also showed the biggest and significant improvement from 13.58-15.57 years, while explosive leg power and upper body arm and shoulder strength (vertical jump, cricket ball throw) showed the biggest and significant improvements during the period from 14.58 to 15.57 years. Significant correlations up to r=0.74; p<0.05, were found between changes in physical and motor fitness abilities and anthropometric variables, although the correlations become smaller over the 3-year period. Hand-eye coordination showed no correlation with any anthropometrical changes, while upper body strength correlated with all the anthropometrical measurements except sitting height ratio throughout the three years. It was concluded that the most accelerated growth and development took place from 13.58- 15.57 years in boys when they are in their first high school year and which falls within the mid-adolescent period (13-15 years). Furthermore, clear relationships were found between anthropometric, motor- and physical fitness variables. This knowledge of the rate of growth and motor fitness development and the relationships between these variables during the midadolescence period can provide a better understanding of changes that boys underwent during the mid-adolescent period, and can help monitoring the level of physical maturity in adolescents in order to develop training, competition and rehabilitation programs according to their developmental and not their chronological age. This cannot only prevent injuries, but also prevent early burnout in sport. / MA (Sport Science), North-West University, Potchefstroom Campus, 2014

The motivation for the study had its origin in the fact that sexual abuse in South Africa seems to be a formidable problem which has a detrimental effect on the adolescent’s development and functioning. Social workers have to deal with sexual abuse often and do not always have the necessary programmes and skills acquired to follow through therapeutic intervention with these victims. Therefore this study focused on the development, implementation and evaluation of a narrative social work intervention programme where sand play techniques were integrated in the narrative process. The research problem formulated was that many adolescents suffer from the effects of sexual abuse and therefore the aim of the study was to develop and evaluate a narrative social work intervention programme for adolescent survivors of sexual abuse. The study served to broaden the body of social work knowledge by means of meaningful quantitative and qualitative enquiry. Quantitative data were obtained through the use of questionnaires and qualitative data through the use of combined sand play and narratives as approaches. Four (4) participants were included in a series of 10–15 sand play sessions. Only the data of one (1) participant was used for data–analysis. Two (2) sessions were used for general assessment and building of therapeutic relationship and an additional session was used for an interview with the parent(s). The researcher undertook mixed method research where the quantitative and qualitative approaches were combined into the research methodology of the single study. Intervention research was used as basic methodology. Purposive sampling was used in the selection of the research subject for this study. Collected data was analyzed according to Tesch’s approach to qualitative data analysis (Creswell, 1994). The researcher applied the developed social work intervention programme with four (4) adolescent participants who had allegedly been sexually abused. The sand play sessions were audio recorded and evaluated by means of data analysis. The findings of this study emphasized the psycho–social impact of sexual abuse on survivors of sexual abuse. This thesis reflects the contribution and impact that the social work intervention programme had on the adolescent survivor of sexual abuse. This programme was found to be a valuable tool that can be used in intervention with adolescents and could add to the knowledge of social workers and other professionals working with the survivors of sexual abuse. The research can be recognized as a positive demonstration of the value of a narrative social work intervention programme. Recommendations regarding future implementation of the narrative social intervention programme have been made. / Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2012.

The motivation for the study had its origin in the fact that sexual abuse in South Africa seems to be a formidable problem which has a detrimental effect on the adolescent’s development and functioning. Social workers have to deal with sexual abuse often and do not always have the necessary programmes and skills acquired to follow through therapeutic intervention with these victims. Therefore this study focused on the development, implementation and evaluation of a narrative social work intervention programme where sand play techniques were integrated in the narrative process. The research problem formulated was that many adolescents suffer from the effects of sexual abuse and therefore the aim of the study was to develop and evaluate a narrative social work intervention programme for adolescent survivors of sexual abuse. The study served to broaden the body of social work knowledge by means of meaningful quantitative and qualitative enquiry. Quantitative data were obtained through the use of questionnaires and qualitative data through the use of combined sand play and narratives as approaches. Four (4) participants were included in a series of 10–15 sand play sessions. Only the data of one (1) participant was used for data–analysis. Two (2) sessions were used for general assessment and building of therapeutic relationship and an additional session was used for an interview with the parent(s). The researcher undertook mixed method research where the quantitative and qualitative approaches were combined into the research methodology of the single study. Intervention research was used as basic methodology. Purposive sampling was used in the selection of the research subject for this study. Collected data was analyzed according to Tesch’s approach to qualitative data analysis (Creswell, 1994). The researcher applied the developed social work intervention programme with four (4) adolescent participants who had allegedly been sexually abused. The sand play sessions were audio recorded and evaluated by means of data analysis. The findings of this study emphasized the psycho–social impact of sexual abuse on survivors of sexual abuse. This thesis reflects the contribution and impact that the social work intervention programme had on the adolescent survivor of sexual abuse. This programme was found to be a valuable tool that can be used in intervention with adolescents and could add to the knowledge of social workers and other professionals working with the survivors of sexual abuse. The research can be recognized as a positive demonstration of the value of a narrative social work intervention programme. Recommendations regarding future implementation of the narrative social intervention programme have been made. / Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2012.

Text in Afrikaans / The death of a parent is one of the most meaningful experiences in life. When the child in mourning is not given a proper chance to grieve, there could be complications later in life. In this study scrapbooking, as a tool in Gestalt group work, was utilised to assist three pre-adolescents after the death of a parent. The goal of this research was to determine whether scrapbooking could be successfully used with in the grieving stages after the death of a parent. The social caracter of scrapbooking makes this relevant to the pre-adolescent stage as the need to socialize is of great importance. From the results of this study, scrapbooking can be recommended to therapists to be used as a tool in assisting children during the grieving process. / Die dood van cn ouer blyk een van die mees betekenisvolle gebeure in die mens se lewe te wees. Wanneer die kind in ruil nie die geleentheid gegun word om op haar eie tyd en manier te rou nie, kan latere komplikasies na vore tree. In hierdie studie is scrapbooking as hulpmiddel in Gestalt-groepwerk met drie vroee adolessente benut om van hulp te wees na die afsterwe van 'n ouer. Die doel van die navorsing was om te bepaal of scrapbooking wel suksesvol op die wyse in die rou-proses gebruik kan word. Die sosiale komponent van scrapbooking behels die saamwees en saamwerk aan 'n scrapboek met 'n gemeenskaplike tema. Aangesien vroee adolessensie 'n ontwikkelingstadium is waar die sosiale komponent belangrik is, is die navorser van mening dat scrapbooking juis om die rede sal kan werk om verligting te bied na die afsterwe van 'n ouer. Scrapbooking word aanbeveel om tot hulp te wees om die rouproses te vergemaklik. / Social Work / MDIAC (Play Therapy)

The purpose of this research was to investigate the nature of the South African late adolescent’s adjustment whilst on a working holiday in the United Kingdom. In order to achieve this goal a thorough literature study was done with attention afforded to late adolescence, the developmental tasks of this life stage, culture and culture shock and the adjustment to the latter. An empirical study was conducted whereby semi-structured interviews were utilized as a data collection method. During these interviews questions were posed to the respondents to ascertain what they regarded as pleasant as well as unpleasant in relation to their working holiday in the United Kingdom, the perceived cultural differences between South Africans and Britons, problems experienced with the adjustment, homesickness, triggers thereof including ways in which to cope with it. Ten respondents were individually interviewed during this research. An exploratory research design was followed as the researcher explored the trend of late adolescents who embark on a working holiday in the United Kingdom. The researcher performed qualitative research to answer the research question. The research question that was formulated for the purpose of this study was: what is the nature of the adjustment of the late adolescent whilst living and working in the United Kingdom? The researcher applied the one-group posttest-only design as research procedure because interviews were conducted following a period of at least four months in which the respondents had lived in the United Kingdom. Empirical data was obtained by means of an interview schedule and the following themes were identified: -- Late adolescents experience culture shock upon arrival in the United Kingdom. -- Environmental differences are experienced. -- Cultural differences between South Africans and Britons are noted. -- Independency increases. -- Work experience is gained and money earned in order to meet needs. -- Cohesion and solidarity are experienced with fellow South Africans in London. -- Exposure is experienced. -- Homesickness is experienced. The researcher concludes that the late adolescent experiences initial culture shock that is absorbed by the support of fellow South Africans and results in increased independence. Homesickness is experienced and is dealt with in ways that had been tested. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2006. / Social Work / unrestricted

Text in Afrikaans, abstracts in English and Afrikaans / Adolescent behaviour is characterised as a cognitive, social and personality developing phase. Hormones can have a big influence on the cognitive and social developing of an adolescent boy. Adolescent boy’s behaviour can influence their attitudes towards developing of values. Moral values develop during adolescence. Limitations in the developing of cognitive skills in adolescent boys can lead to immoral experimenting. Attitudes of anxiety and a low self confidence can develop. Licentiousness is when a person acts outside the norm of moral values of an environment. Sexual licentiousness is behaviour that is unacceptable in social norms of the environment. Moral values are behaviour that is acceptable in a social environment. An Adolescent with a larcenous lifestyle does not have any moral values. The descriptive research method is used for the problem statement and to enquire into the objectives of the research. The Social Development Theory possesses to the enormous power to elevate and accelerate the expansion and development of human capabilities in any field. Social development organises human energies and activities at higher levels to achieve greater results. Development increases the utilisation of human potential. The question that is being asked is: Which factors influence adolescent boys’ attitudes towards sexual licentiousness and which socio educational situations can decrease the complex problem. The adolescent, however, still experiences problems in making the appropriate decisions in life. Decisions that may have far reaching implications for their future. / Adolessensie is ‘n fase van kognitiewe, sosiale en persoonlikheidontwikkeling. Hormone in die adolessente fase by seuns kan ‘n invloed hê op die kognitiewe en sosiale ontwikkeling van die adolessent. Dit kan veroorsaak dat adolessente op ‘n baie vroeë ouderdom gekonfronteer word met hul houdings tot ontwikkeling. Morele waardes ontwikkel tydens adolessensie. Morele onrypheid by die adolessent kan bly voortbestaan as gevolg van kognitiewe beperkings. Dit veroorsaak houdings van minderwaardigheid en vrees. Losbandigheid word in die morele sin gebruik as ’n persoon onsedelik lewe. ’n Adolessent met ’n losbandige leefstyl het ’n gebrek aan sedelike kodes. Sedes is gewoontes en gedrag wat deur ’n sosiale gemeenskap as normaal beskou word. Seksuele losbandigheid is gedrag in stryd met goeie waardes van die sosiale omgewing. Die beskywende kwantitatiewe navorsingsmetode is gebruik om die probleemstelling en doelwitte te ondersoek. Die sosiale ontwikkelingsteorie is gebruik as ‘n komponent om die proses waar die adolessent menslike vaardighede en houdings ontwikkel te beskryf. Die vrae wat ontstaan is dus: Eertens: Watter faktore gee aanleiding tot adolessente se houdings ten op sigte van seksuele losbandigheid Tweedens: Is daar sosio-opvoedkundige situasies wat die verskynsel kan verminder? Die adolessent ondervind steeds probleme om regte besluite in die allerdaagse lewe te neem. Besluite wat vêrrykende gevolge vir die toekoms inhou. / Educational Studies / M. Ed. (Sosio-Opvoedkunde)

Text in Afrikaans / During pre-adolescence, whilst the transition from primary to high school normally takes place, the child faces drastic physical and emotional changes. Emotional intelligence is important in order to answer to demands in this stage and can be addressed and enhanced. Self-awareness (ability to identify own emotions, relate to others, being aware of personal strengths and weaknesses) is not addressed sufficiently. The research problem has been the use of a gestalt therapeutic process to address self-awareness during this stage, and the goal of the study, to explore the value of such a process. Qualitative research directed the process, which included literature studies, interviews with parents of respondents and eight gestalt therapeutic sessions with four pre-adolescents. Various gestalt play therapeutic techniques and -activities have been utilized. The processing and integration of the results of the empirical study, made it possible to explore and note what the value of a gestalt therapeutic process is on self-awareness in the pre-adolescent. Therefore the goal of the study has been successfully reached. / Die vroee adolessent ondergaan ingrypende en drastiese fisiese veranderinge en emosionele skommelinge. Dit is ook in hierdie tydsgleuf dat hy van laer- na hoerskool vorder. Belangrike keuses moet gemaak word te midde van groter druk vanaf die portuurgroep en 'n strewe na outonomie en onafhanklikheid van ouers. Dit is 'n ontwikkelingstadium tussen kindwees en volwassenheid. Ten einde aan die eise te voldoen, is emosionele intelligensie van kardinale belang. Emosionele intelligensie kan aangeleer en verbeter word en hou verband met die kind se aanwending van sy selfbewussyn om onder andere sy eie emosies korrek waar te neem, oor te dra en kennis oor persoonlike swaken sterk punte te bekom. Die studie is gerig deur die uitgangspunt dat selfbewussyn wat die heel basiese komponent van emosionele intelligensie is, nie voldoende by die vroee adolessent aangespreek word om hom toe te rus vir die eise tydens die oorgangsfase vanaf laer- na hoerskool nie. Die benutting van 'n gestaltspelterapeutiese proses om selfbewussyn by die vroee adolessent aan te spreek is as die navorsingsprobleem geformuleer. Die doel van die studie was dus om die benuttingswaarde van 'n gestaltspelterapeutiese proses om die selfbewussyn by die vroee adolessent aan te spreek, te verken en te beskryf. Ten einde in hierdie doel te kon slaag, is die navorsingsproses deur middel van kwalitatiewe navorsing gerig. Die volgende doelwitte is geformuleer, naamlik : Eerstens om 'n literatuurstudie te doen oor die vroee adolessent, selfbewussyn as basiese komponent van emosionele intelligensie en die benuttingsmoontlikhede van die gestaltspelterapeutiese benadering om selfbewussyn by die vroee adolessent aan te spreek .. Tweedens is semi-gestruktureerde onderhoude met die ouer(s) as respondente gevoer met behulp van 'n selfontwerpte vraelys. Derdens is vier gevallestudies waargeneem tydens agt onderhoudsituasies elk, om die selfbewussyn van die vroee adolessent aan te spreek. Verskeie gestaltspelterapeutiese vorme-, tegnieke en -aktiwiteite is vir die proses benut. Vanuit die prosessering en integrering van die bevindinge wat tydens die empiriese ondersoek verkry is, kon die data vir praktiese doeleindes toegepas word en is die benutting van 'n gestaltspelterapeutiese proses om die vroee adolessent se selfbewussyn aan te spreek, verken en beskryf. Daar is dus in die doel van die ondersoek geslaag, naamlik die verkenning en beskrywing van die benuttingswaarde van 'n gestaltspelterapeutiese proses ten einde selfbewussyn by die vroee adolessent aan te spreek. / Social work / M. Diac. (Spelterapie)