The contact-making process of teachers with learners, who present with sensory processing disorder (SPD), has an impact on the learners’ functioning in the classroom. In this study the researcher explored how teachers made contact with these learners by using their senses to accommodate the learners’ unique contact-making style. The involved occupational therapists selected teachers, who taught learners who received occupational therapy for SPD in the age group 7-12 years. The selected teachers participated in unstructured interviews. The case study was used as research method and aimed at gaining deeper insight into and understanding of the teachers’ understanding of and contact-making process with learners with SPD. Erikson’s developmental theory was integrated with the Gestalt theoretical perspective, with focus on the relevant age group. The researcher became aware of contact-making interruptions that occurred during the contact- making process between the teachers and learners with SPD. These interruptions occurred because the teachers did not fully understand the contact-making processes and needs of the learners with SPD. The mentioned contact-making interruptions may occur in various forms. The contact-making interruptions were used by the learners to protect themselves and for organismic self-regulation. During the unstructured interviews the teachers became aware of the importance of the way that they made contact with learners who present with SPD, but they lacked training in the appropriate teaching techniques. The results indicated that teachers needed knowledge about SPD and skills to facilitate and accommodate learners with SPD and to approach them according to their uniqueness. Recommendations were formulated to enhance the teachers’ knowledge about SPD and support the teachers to try other strategies in the classroom to improve the contact-making process with learners who present with SPD. The recommendations made by the researcher were done in support of teachers in order to make sufficient contact with learners who present with SPD, and in doing so, to promote the holistic development of these learners. It is important that teachers are aware of the possible contact-making interruptions used by learners who present with SPD, in order to creatively adjust their own contact-making process and to retry to make and maintain good contact with involved learners by using different senses. This study is a first step in more effective service rendering to learners with SPD, by clarifying issues and shedding light on how teachers cope with this challenge. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The contact-making process of teachers with learners, who present with sensory processing disorder (SPD), has an impact on the learners’ functioning in the classroom. In this study the researcher explored how teachers made contact with these learners by using their senses to accommodate the learners’ unique contact-making style. The involved occupational therapists selected teachers, who taught learners who received occupational therapy for SPD in the age group 7-12 years. The selected teachers participated in unstructured interviews. The case study was used as research method and aimed at gaining deeper insight into and understanding of the teachers’ understanding of and contact-making process with learners with SPD. Erikson’s developmental theory was integrated with the Gestalt theoretical perspective, with focus on the relevant age group. The researcher became aware of contact-making interruptions that occurred during the contact- making process between the teachers and learners with SPD. These interruptions occurred because the teachers did not fully understand the contact-making processes and needs of the learners with SPD. The mentioned contact-making interruptions may occur in various forms. The contact-making interruptions were used by the learners to protect themselves and for organismic self-regulation. During the unstructured interviews the teachers became aware of the importance of the way that they made contact with learners who present with SPD, but they lacked training in the appropriate teaching techniques. The results indicated that teachers needed knowledge about SPD and skills to facilitate and accommodate learners with SPD and to approach them according to their uniqueness. Recommendations were formulated to enhance the teachers’ knowledge about SPD and support the teachers to try other strategies in the classroom to improve the contact-making process with learners who present with SPD. The recommendations made by the researcher were done in support of teachers in order to make sufficient contact with learners who present with SPD, and in doing so, to promote the holistic development of these learners. It is important that teachers are aware of the possible contact-making interruptions used by learners who present with SPD, in order to creatively adjust their own contact-making process and to retry to make and maintain good contact with involved learners by using different senses. This study is a first step in more effective service rendering to learners with SPD, by clarifying issues and shedding light on how teachers cope with this challenge. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

No description available.

This study focuses on the use of a bridging technique to overcome contact–making barriers in adolescents. Contact is regarded as an integral part of all human experiences, but barriers (also called contact boundary disturbances) often hinder effective contact–making with the environment. To overcome contact boundary disturbances, several model bridges were constructed prior to the study and these were used as a metaphor during the intervention phase with adolescents. The goal of the research was to determine whether a technique called “bridging” could overcome contact boundary disturbances in adolescents in therapy. The research was conducted from an existential–phenomenological Gestalt approach. Combined quantitative and qualitative approaches were followed and a single system experimental design, A–B–A–A, was applied. A total of 14 adolescent participants between the ages of 11 and 14 were purposefully selected from three different schools in the Gauteng Province, South Africa, as well as their parents and teachers. Quantitative data were collected from the pre–intervention assessment, the post–intervention assessment and a follow–up assessment where questionnaires were completed by the researcher for each of the adolescent participants. The follow–up assessment was done four weeks after the postassessment in order to determine the consistency of the intervention. These questionnaires were analysed according to the semantic differential scale, and raw scores were plotted on line and bar graphs in order to assess the contact skills and contact boundary disturbances in the participating adolescents. Qualitative data were collected through semi–structured interviews with parents and teachers and through therapeutic interventions with adolescents. The data were analysed using the Creswell spiral and the a priori and inductive coding approaches. Three main themes were identified which were contact boundary disturbances, personal emotional factors and behavioural factors. Quantitative and qualitative data results and findings were discussed in context, to the relevant literature. The findings of the data indicated that the bridging technique can be useful in working with adolescents in therapy to overcome contact–making barriers. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

This study focuses on the use of a bridging technique to overcome contact–making barriers in adolescents. Contact is regarded as an integral part of all human experiences, but barriers (also called contact boundary disturbances) often hinder effective contact–making with the environment. To overcome contact boundary disturbances, several model bridges were constructed prior to the study and these were used as a metaphor during the intervention phase with adolescents. The goal of the research was to determine whether a technique called “bridging” could overcome contact boundary disturbances in adolescents in therapy. The research was conducted from an existential–phenomenological Gestalt approach. Combined quantitative and qualitative approaches were followed and a single system experimental design, A–B–A–A, was applied. A total of 14 adolescent participants between the ages of 11 and 14 were purposefully selected from three different schools in the Gauteng Province, South Africa, as well as their parents and teachers. Quantitative data were collected from the pre–intervention assessment, the post–intervention assessment and a follow–up assessment where questionnaires were completed by the researcher for each of the adolescent participants. The follow–up assessment was done four weeks after the postassessment in order to determine the consistency of the intervention. These questionnaires were analysed according to the semantic differential scale, and raw scores were plotted on line and bar graphs in order to assess the contact skills and contact boundary disturbances in the participating adolescents. Qualitative data were collected through semi–structured interviews with parents and teachers and through therapeutic interventions with adolescents. The data were analysed using the Creswell spiral and the a priori and inductive coding approaches. Three main themes were identified which were contact boundary disturbances, personal emotional factors and behavioural factors. Quantitative and qualitative data results and findings were discussed in context, to the relevant literature. The findings of the data indicated that the bridging technique can be useful in working with adolescents in therapy to overcome contact–making barriers. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

Movement intervention in a Gestalt therapeutic setting using structured activities and free improvisation is a successful method in creating awareness of contact-making styles for late adolescents. An overview of the existing literature regarding the theoretical aspects of the interrelatedness of movement therapy, awareness, contact-making styles and the use of movement as a therapeutic intervention within a Gestalt context was presented. This included a description of the meta-theoretical assumptions that underpinned the research. A case-study consisting of eight late-adolescent females using the exploratory and descriptive nature within the qualitative research model was applied. All participants reported growth and awareness within themselves. The researcher concludes that movement intervention within a Gestalt therapeutic context can support an approach that adapts itself to the developmental phase of the individual and is a creative way of maintaining interest and focus. / Social Work / M. Diac. (Play Therapy)

The aim of this study is to explore and describe late adolescents' experiences of using Mxit as a source of peer–support during their Grade 12 year in order to provide a broader and more realistic understanding of their support preferences and needs. The classic text of Gestalt Therapy theory in conjunction with current literature provided an overview of the theoretical underpinnings of this study, including the key tenets of Gestalt theory, the core Gestalt theoretical assumptions, Mxit as a social networking application, peer–support and late adolescence. A qualitative research approach with an instrumental case study of eight Grade 12 learners from one public high school in the Northern suburbs of Johannesburg was implemented. The research findings indicated that the affordability, accessibility and non–threatening nature of using Mxit as a source of peer–support made it a viable resource during stressful periods. Although face–to–face peer–support was preferred owing to the limited existential dialogue and lack of trust that was experienced while communicating over Mxit, the adolescents perceived a need for the development of peer–support groups and one–on–one counselling over Mxit as a result of the lack of supportive others experienced during Grade 12 that frequently led to depressive symptoms and/or suicidal thoughts. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

The aim of this study is to explore and describe late adolescents' experiences of using Mxit as a source of peer–support during their Grade 12 year in order to provide a broader and more realistic understanding of their support preferences and needs. The classic text of Gestalt Therapy theory in conjunction with current literature provided an overview of the theoretical underpinnings of this study, including the key tenets of Gestalt theory, the core Gestalt theoretical assumptions, Mxit as a social networking application, peer–support and late adolescence. A qualitative research approach with an instrumental case study of eight Grade 12 learners from one public high school in the Northern suburbs of Johannesburg was implemented. The research findings indicated that the affordability, accessibility and non–threatening nature of using Mxit as a source of peer–support made it a viable resource during stressful periods. Although face–to–face peer–support was preferred owing to the limited existential dialogue and lack of trust that was experienced while communicating over Mxit, the adolescents perceived a need for the development of peer–support groups and one–on–one counselling over Mxit as a result of the lack of supportive others experienced during Grade 12 that frequently led to depressive symptoms and/or suicidal thoughts. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

Movement intervention in a Gestalt therapeutic setting using structured activities and free improvisation is a successful method in creating awareness of contact-making styles for late adolescents. An overview of the existing literature regarding the theoretical aspects of the interrelatedness of movement therapy, awareness, contact-making styles and the use of movement as a therapeutic intervention within a Gestalt context was presented. This included a description of the meta-theoretical assumptions that underpinned the research. A case-study consisting of eight late-adolescent females using the exploratory and descriptive nature within the qualitative research model was applied. All participants reported growth and awareness within themselves. The researcher concludes that movement intervention within a Gestalt therapeutic context can support an approach that adapts itself to the developmental phase of the individual and is a creative way of maintaining interest and focus. / Social Work / M. Diac. (Play Therapy)

The aim of this study was to explore and describe the psychosocial problems perceived (their phenomenological field) by children in middle childhood, living in shelters in the Cape Metropolitan Area. The psychosocial problems included poor self regulation as a result of disturbances in the contact cycle, restrictions in shelters negatively impacting the holistic sense of self, barriers hindering relationships with significant others and the continuation of violence into the participants‟ broader field. The experience of multiple losses and persistence of violent behavior within and without the shelter context was a thread that ran through this study. Current literature provided an overview of the theoretical underpinnings of this study which included the key tenets of Gestalt therapy theory, core Gestalt principles, the child living in a shelter and development in middle childhood. A qualitative research approach with a case study of ten children from three shelters was implemented. / Social Work / M. Diac. (Play Therapy)