This research is aimed at the nature of problems that teachers experience in class and their need for the utilisation of a play therapist. A lack of sufficient guidelines for this field has been identified in the relevant literature. This shortage has been confirmed by grade one to four teachers. To reach the required goal a number of objectives were set. This included setting up a knowledge framework by way of a literature study as well as consultation with experts in the field; studying the role of the teacher in respect of the child in the middle childhood phase, problems that teachers experience in class and the middle childhood as a life phase. An empirical study was undertaken during which focus group interviews were held with grade one to four teachers. Thirty-two participants took part in the focus groups. Applied research was undertaken as the researcher aimed at establishing the true needs of teachers of children in the middle childhood phase. The empirical data showed the following: · Teachers are of the opinion that children manifest a wide variety of problem behaviours in class and that they do not possess the necessary knowledge and skills to address these problems effectively. · Teachers are of the opinion that they possess limited coping strategies in which to address the problem behaviours that children manifest in class effectively. · Teachers have definite views on the problem behaviours that occur in class with which they experience difficulty handling effectively. · Teachers have listed definite needs and perceptions regarding the utilisation of a play therapist. The basic need for the establishing of a training program for teachers during which they will receive training regarding the handling of certain problem behaviours that children disclose in class, was one of the key findings of the study. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2005. / Social Work / unrestricted