There is nothing new about the utilization of the arts, generally speaking, as a method of facilitation. It is used not only in the context of the performing arts such as dance, drama and music, but particularly too in painting, sculpture, pottery, weaving, and a number of other art media and types. Yet all of these use a hands-on approach whereby it is expected of the participants to be active in the act of creation or performing. Of these, music stands out as an art form that can be used in a non-performance mode, and where a passive engagement with the completed work of art receives the focus. No such approach seems to have been suggested, described or developed for the visual arts. This study suggests and researches exactly that: the use of visual art works without involving a hands-on creative process, in a psycho-educational facilitative programme. This process is described as an isomorphic identification with the work of art, and the research design has been characterised by the relative novelty of the suggested approach towards intervention and stress facilitation outlined in this thesis. Although the term isomorphic identification is not of uncommon usage, it appears only very rarely in literature, and then in context with very recent work only to be found on the Internet. Undeniably, the occurrence of unhealthy stress levels in any population is on the increase. This research focuses on the way that stress impacts on the lives of young adults, particularly students, who share two common denominators; clearly identifiable unhealthy stress levels, and an academic background in which an art appreciation or an art history course was a part of their academic curriculum. The stated goal of this research is to design, develop and describe a method of stress management using the visual arts in a psycho-educational programme. The approach to this study is qualitative, with the research design being based on the single case study with an emphasis on the trustworthiness of research findings. The explorative nature of this research is underlined as being extremely important, with the role of the researcher as central to this type of qualitative research emphasised at every stage of the research strategy. As an important characteristic of the psycho-educational nature of this research, approaches to theory construction and the evaluative research cycle are followed by a discussion on strategies to ensure trustworthiness, including an analysis of and discourse on ethical measures. Obviously the major focus falls on the development, application, analysis, interpretation and evaluation of the programme for the facilitative use of the visual arts as an intervention procedure. Emphasis is put on the idea that art does in actual fact serve a number of purposes, and that the (visual) arts do not exist merely for the sake of existing. The argument is tendered that (visual) art can serve the function of personal homeostasis via a number of varieties of visual experiences according to which art could be experienced and interpreted. The idea is advanced that art works contain a message that is embedded in the medium of the artwork, and that interactive participation through graded exposure should be deemed a cathartic experience of value to the participant. This in turn focuses attention on the narrative discourse made possible through the interactive viewing mentioned, which in turn could be used by the participants as a journey of discovery, which is part and parcel of the facilitation suggested. The psycho-educational theoretical model for use within the visual arts is based on a hierarchical flow of events by way of a three-tiered four-phase approach that shares some characteristics with existing art historical models. As a programme, isomorphism as a strategy of facilitation fits well into a Post-modern paradigm, as it focuses on a holistic stress management programme designed to be of benefit for the participants. / Prof. C.P.H. Myburgh

This research intended to explore and describe a self-injuring adolescent girl‘s experiences of using graphic symbolic analogue drawings as an alternative coping skill for emotional expression and a creative adjustment with regard to her problems. This study investigated concepts/themes from literature, regarding the phenomenon of self-injuring in adolescents; and explored theoretical aspects of the use of art/analogue drawing as part of a Gestalt therapeutic process. Data was collected by means of semi-structured interviews before and after the therapeutic drawing interventions, by observation and feedback from the participant. Data was analysed and interpreted against the background of the participant‘s problems, focusing on themes described in literature and experiential moments of awareness/reframing. Conclusions and recommendations are made; indicating shortcomings as well. This research may contribute to the knowledge base with regard to drawing techniques as alternative therapeutic intervention and also the value thereof for finding of immediate emotional release for patients. / Hierdie navorsing het beoog om ‗n selfbeserende adolessente meisie se ervaring van die gebruik van grafiese, simboliese analogiese-tekeninge as hanteringsvaardigheid vir uitdrukking van emosionele probleme en alternatiewe kreatiewe aanpassingstegniek te ondersoek en te beskryf. Die studie het konsepte/temas oor die fenomeen van selfbeserende gedrag by adolessente in die literatuur; asook teoretiese aspekte in die gebruik van kuns/analogiese-tekeninge as deel van ‗n Gestaltterapeutiese proses ondersoek. Data is versamel by wyse van semi-gestruktureerde onderhoude voor en na die tekenintervensies, deur observasies en ook terugvoer vanaf die deelnemer. Data is geanaliseer en geïnterpreteer teen die agtergrond van die deelnemer se persoonlike probleme met die fokus op temas in die literatuur en momente van eksperiële bewuswording en herformulering. Gevolgtrekkinge en aanbevelings is gemaak; insluitend tekortkominge in die studie. Die navorsing mag bydra tot die bestaande kennisbasis met betrekking tot teken-tegnieke as alternatiewe intervensies en ook die waarde daarvan vir onmiddellike emosionele verligting vir pasiënte. / Social Science / M. Diac. (Play Therapy)

This research intended to explore and describe a self-injuring adolescent girl‘s experiences of using graphic symbolic analogue drawings as an alternative coping skill for emotional expression and a creative adjustment with regard to her problems. This study investigated concepts/themes from literature, regarding the phenomenon of self-injuring in adolescents; and explored theoretical aspects of the use of art/analogue drawing as part of a Gestalt therapeutic process. Data was collected by means of semi-structured interviews before and after the therapeutic drawing interventions, by observation and feedback from the participant. Data was analysed and interpreted against the background of the participant‘s problems, focusing on themes described in literature and experiential moments of awareness/reframing. Conclusions and recommendations are made; indicating shortcomings as well. This research may contribute to the knowledge base with regard to drawing techniques as alternative therapeutic intervention and also the value thereof for finding of immediate emotional release for patients. / Hierdie navorsing het beoog om ‗n selfbeserende adolessente meisie se ervaring van die gebruik van grafiese, simboliese analogiese-tekeninge as hanteringsvaardigheid vir uitdrukking van emosionele probleme en alternatiewe kreatiewe aanpassingstegniek te ondersoek en te beskryf. Die studie het konsepte/temas oor die fenomeen van selfbeserende gedrag by adolessente in die literatuur; asook teoretiese aspekte in die gebruik van kuns/analogiese-tekeninge as deel van ‗n Gestaltterapeutiese proses ondersoek. Data is versamel by wyse van semi-gestruktureerde onderhoude voor en na die tekenintervensies, deur observasies en ook terugvoer vanaf die deelnemer. Data is geanaliseer en geïnterpreteer teen die agtergrond van die deelnemer se persoonlike probleme met die fokus op temas in die literatuur en momente van eksperiële bewuswording en herformulering. Gevolgtrekkinge en aanbevelings is gemaak; insluitend tekortkominge in die studie. Die navorsing mag bydra tot die bestaande kennisbasis met betrekking tot teken-tegnieke as alternatiewe intervensies en ook die waarde daarvan vir onmiddellike emosionele verligting vir pasiënte. / Social Science / M. Diac. (Play Therapy)