Thesis ( MEdPsych)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.

Thesis (Ed.D.)--University of Puerto Rico, Rio Piedras (Puerto Rico), 2008. / Adviser: Dennis Paris Alicea. Includes bibliographical references.

Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2007. / Drawings as mediators of communication are utilised in multiple contexts across national and cultural divides. The value of drawings in eliciting meaning that transcends the boundaries of words has been documented for centuries. In educational practice, drawings are utilised in a wide range of settings, ranging from therapeutic to psycho-educational assessment, disclosure in forensic and sexual abuse cases, and for artistic expression. Furthermore, research confirms the usefulness of drawings in empowering marginalised populations from a participatory action-research stance. Using drawing in research to mediate communication in a group context when studying adolescent perceptions of a traumatic event has not been explored extensively in South Africa. This study therefore sought to explore adolescents' experiences of a shared traumatic incident as facilitated through their drawings. The research process set out to answer the following research question: What insights regarding adolescents' experiences of a shared traumatic incident can be gained from using drawing in a group context? This investigation is underpinned by an eco-systemic theoretical perspective which recognises the influence of the community in the experiences of its individual members. The African concept of ubuntu, meaning "whatever happens to the individual happens to the whole group, and whatever happens to the whole group happens to the individual", thus informs the research. Within the context of psychoanalytical theory in trauma research, international literature acknowledges that families and communities are important resources to help bring about healing. The findings of this study confirm that the dynamic interaction between personal factors and interpersonal factors relating to one's peers, family and community influence how individual and collective experiences are shaped and assimilated. The findings of the study led me to conclude that drawing became a non-confrontational facilitator for traumatised participants to express difficult feelings that may otherwise have been silenced. Furthermore, in addition to self-expression, the co-analysing of drawings in a group context created opportunities for collective remembrance. Its potential to empower marginalised populations such as the adolescent participants in this study to express their views on social injustice also emerged. The study's findings could serve as a motivator for further investigation of drawings as mediators of communication in a variety of traumarelated educational settings.

This thesis examines the significance of the study of art, specifically discipline-based art education, for behaviorally disordered public school students. A brief description of the distinctions between art education and art therapy is given and appropriate terms are defined. A discussion of the labels that constitute behavioral disorders and the general educational needs of that population is included. General benefits of art instruction for behaviorally disordered (BD) students are explored with the intention of demonstrating how a discipline-based art program can specifically enhance those benefits. A sample discipline-based drawing lesson adapted for behaviorally disordered students follows.

This study explores the use of visual art therapy with traumatised adolescents. A literature review sheds light on the concepts of “visual art therapy” and “psychological trauma”, by exploring the therapeutic nature of visual art as a technique aimed at addressing the effects of trauma in the lives of adolescents. An empirical study including seven voluntary and purposefully selected participants demonstrates the efficacy of using visual art therapy with adolescents affected by trauma. Data gathered through observation, questionnaires, and interviews is qualitatively interpreted and analysed. The research findings are presented accordingly. Based on the empirical investigation, it is established that visual art can be used as a valuable therapeutic technique in the lives of adolescents affected by trauma. / Psychology of Education / M. Ed. (Guidance and Counselling)

Submitted in fulfillment of the requirements for the Degree of Master of Technology: Public Management (Peace Building), Durban University of Technology, 2017. / Mindfulness meditation has been receiving attention as a potential therapeutic tool to help those who have been traumatized or who are distressed. Anecdotal evidence reflects its potential healing abilities across varied populations with different problems. Despite this there has been very little attention to spirituality and more so mindfulness meditation in South African within the context of SA research and the literature. More importantly research within the field of child and youth care is sparse. This prompted the need for the current study which explored the nature and impact of abuse on the adolescents in the sample, the support provided at child care institutions, and the spiritual activities used by adolescents. More importantly however the study’s aim was to explore the benefits of a mindfulness meditation programme with a group of abused adolescents. In order to achieve this, a qualitative research design was used. Data was collected using in-depth interviews and a focus group discussion following the implementation of the mindfulness meditation workshop. Reflections written by the adolescent after each session was also analysed with the data from the focus group discussion. A purposive sample of eight adolescents was used. These adolescents were at a child care facility in the Ethekwini region of Kwa-Zulu Natal. They were purposively selected by the Director of the facility to participate due to their experience of abuse. Deeply traumatized adolescents who still needed one to one support were not considered. The data collected was recorded and then transcribed. After it was transcribed a process of thematic analysis was used. Main themes and sub-themes were derived from the data in its totality. The main themes drawn from the study was the types of abuse; the psycho-social effects of abuse, support received at the child care facility, spiritual interventions used by the adolescents, increased group bonding, benefits of meditation; mindfulness meditation as an ongoing practice. This study unearthed rich information pertaining to the traumatic experience of abuse. Rich descriptive reflected anxiety, depression, poor social relationships and poor academic performance as some of the effects of the experience. The study further found that institutionalization provided a safe space and both the adolescents and child care workers had used spiritual activities to enable healing. Of most importance however that is the meditation sessions demonstrated multiple positive benefits. These included feeling a sense of peace and equanimity, improved self-confidence, re-ordering of negative and dysfunctional thoughts into more positive ones, enhanced emotional states and forgiveness. The entire sample indicated that they would use this intervention, in the future again and felt that it was beneficial to other adolescents. Based on this it was recommended that child and youth care education give consideration to the inclusion of spirituality, moreover mindfulness meditation in child and youth care work. / M