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The sandplay therapy process of a thirteen year old girl : a case studyDavids, Charmaine Catherine 03 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2005. / The main focus of this study is an exploration of the sandplay process of a thirteen-year old girl as it unfolded during the creation of twelve sand worlds. The girl is from a historically disadvantaged background and was experiencing emotional and learning difficulties. Sandplay therapy involves letting the client play with sand, water and a variety of realistic miniature figures to build an image in a tray of a specific size while the therapist witness this process. The interaction with the sand, water and miniatures allow the client to access unconscious issues and give them concrete form through the images portrayed in the tray. By creating a series of sand worlds the client can confront and contain their conflicts and touch a transpersonal aspect called the Self. Self-trays are characterized by signs of centering and have a spiritual quality.
The case study is single-subject qualitative research design and data was produced from assessments, interviews, observation, video and audio recordings, a school report and photographs. The assessments and interviews were mainly used to conceptualize the case and to inform treatment. It appears as if the girl has a learning difficulty that seemed to have been the source of her feelings of anger, frustration and rejection. She also appears to be functioning at a concrete operational level. An interpretation of the photographs indicated a progressive movement from an unstructured first sandworld to a structured, organized last one. Signs of centering could be observed in the last three trays.
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Mediating adolescents' insights into shared traumatic experiences through drawingsKlopper, Liezl 03 1900 (has links)
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.
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'n Ondersoek na kinders van 'n kinderhuis se ervaring van hulle sosiale insluiting in 'n plaaslike hoofstroomskoolMarais, Charlotte 03 1900 (has links)
Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2007. / According to literature, children who live in Children’s Homes are of the most damaged children in society. The contextual circumstances from which these children come, together with the trauma of removal, result in these children feeling rejected. The characteristic needs of these children are the need for love and attention, to be of value and to belong somewhere. The satisfying of these needs at school is therefore very important for the child’s development. The inclusive culture of a school is the creation of a school community where everyone feels safe, is accepted and regarded as worthy. This will be reflected in policy and practice. To belong, be accepted and acknowledged, is the nucleus of social inclusion.
The purpose of the research was, therefore, to acquire understanding for the experience of six children from a Children’s Home concerning social inclusion in a local main stream school. Five dimensions of social inclusion, as found in the literature, formed the framework of this research. They are: acknowledgement of worth, human development, involvement and participation in decision making, sharing of social spaces and material prosperity. The research takes the form of a qualitative study. In order to obtain understanding for the experience of the children, a basic interpretative research design was decided on. A purposeful sample was selected. For the production of data use was made of individual semi-structured interviews, focus group interviews and observation. Data was processed by doing qualitative content analysis. Significant units were coded and categorised. Each child has his/her own construction of reality, but an experience which was expressed throughout, is their experience that they are regarded and treated as an inferior group. This is a harmful situation for the children and recommendations were made to pay attention to this within the school context.
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Narratives of a family living with HIV/Aids and a researcher's alternative storyDe Vries, Chrissie 12 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2004. / For the purpose of this reserach journey I sought to document the experiences of one family living with HIV/AIDS. I became particularly interested in learning how they coped with sadness, grief and loss and what it was that contributed to hope in their lives. I undertook to find an answer to the research curiosity: How does a family living with HIV/AIDS experience and cope with bereavement and loss and how would a researcher's life-story be changed during this research? ...
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