D.Ed. / The primary theme of this study is the accompanying of the adolescent girl after a termination of pregnancy. A termination of pregnancy is traumatic for any woman, even more so for the adolescent girl who does not necessarily possess the required coping mechanisms to deal with the emotional load that a termination brings with it. Often this girl undergoes a termination in secret, and as a result of the secrecy she does not have any support system. She chooses to keep the termination a secret and therefore she cannot share her fears, heartache, regret, guilt and shame. The relationship in which she was, usually breaks up as a result of the termination, and even that support disappears from her life. She stands alone. She has unanswered questions. She yearns to cry and share her secret - but with whom? After the termination her relationship with herself and with others is poor, and therefore she isolates herself. She does not want to allow herself to have a future, and therefore urgently needs to be guided out of her feelings of hopelessness so that she can dream again, and see a future for herself. The adolescent girl must be led to self-insight, self-awareness and insight into her situation. She must be led to self-assertiveness, empowerment and eventually mental well being. These girls are usually without direction in their lives and caught up in a web of distorted ideas and dysfunctional relationships: her relationship with herself and with others. Her future perspective is also affected. To underpin this situation, I undertook the study and developed a psychosocial programme to support this girl after termination, to assist her to achieve her full potential, as God would wish. The aim of this programme is thus, in co-operation with this adolescent girl, to lead her to mental well being and a new perspective on her future. She must be assured that there is life after a termination of pregnancy. This is done through questioning, listening, discussing, reformulating and reconstructing her circumstances. A person never completes your life's story, but nothing prevents you from reformulating your future, irrespective of what happened in your past. The framework of the programme is compiled from the results of a literature study of published research. This programme was implemented and evaluated on the basis of three interpersonal conversations held with ladies who had undergone termination of pregnancy. Certain needs were identified by these ladies and used as guideline to develop a psycho-social programme to support and lead girls after a termination of a pregnancy. The contribution of this study is in the conceptual framework and programme. The programme has been evaluated in a pilot study.

Thesis (MA)--Georgia State University, 2005. / Gabriel P. Kuperminc, committee chair ; Julia Perilla, Greg Jurkovic, committee members. Includes bibliographical references (p. 38-41).

Thesis (Ph. D.)--University of Minnesota, 2003. / Includes bibliographical references (leaves 173-187).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 133-142). Also available via the Internet.

Recent research into the adolescent substance abuser has been motivated by the recognition that the successful rehabilitation of such persons may depend on the development of a positive self-concept. Literature dealing with the Gestalt Therapy, the Adolescent; Chemical Dependency, Addiction and Substance Abuse have been discussed. The various stages and elements of social development of the adolescent were discussed in order to determine whether there exists a correlation between a dysfunctional family life or “unfinished business” and the cause of substance abuse. The interviews conducted with thirteen (13) respondents, who were referred by the court and/or educational institutions, indicate that there is a definite connection between the poor self-concept of the adolescent substance abuser (based on previous traumatic experiences) and substance abuse. The research indicates that the majority of these adolescents choose to abuse substances for comfort – to compensate for the fragmentation in their lives. In accordance with the Gestalt Therapy which advocates an integration of the various elements of the self – a holistic view - the researcher found that it was possible to treat the addiction successfully if the adolescent could deal with the “unfinished business” in his/her past. Consequently, the final Chapter of this study sets out guidelines of the development of a therapeutic programme founded on principles of the Gestalt Therapy. / Dr. E. Oliphant Dr. W.J.H. Roestenburg

This study was designed to examine the degree to which a small group counseling intervention resulted in attitudinal and behavioral change with adolescent boys identified by their school principals as having conduct problems. An eight-week cognitive-behavioral intervention was co-led by pairs of student services personnel made up of school psychologists, school social workers, and school counselors. The anger management program, called "Better Ways of Getting Mad," was designed from Morganett's Skills for Living: Group Counseling Activities for Young Adolescents (1990). Participants were 87 sixth- or seventh-grade boys at seven middle schools in Prince William County, Virginia, who were not in any special education program. A pretest-posttest, experimental/control group design was used. Variables studied were the extent of the conduct problems measured by the number of discipline referrals and scores on the Conduct Problem Scale of the Conners’ Teacher Rating Scale-39 (CTRS-39); the experience of anger measured by the State-Trait Anger Expression Inventory (STAXI); the expression of anger measured by STAXI; and the cognitive understanding of anger and anger expression measured by the Morganett inventory. Posttest differences between Experimental and Control groups were examined through analyses of covariance. The extent of conduct problems was found to be less for the experimental group than for the control group. A lower number of discipline referrals was also noted. However, neither of these differences were statistically significant. Students who participated in the counseling intervention did not show less intensity in state and trait anger. While students in the experimental group showed an anger expression index score lower than that of the control group score, this was not statistically significant. A significantly higher score in cognitive understanding was found in the experimental group. / Ed. D.

The purpose of this study was to determine the efficacy of equine assisted group counseling as compared to in-school curriculum group guidance/counseling. Research examined externalizing, internalizing, maladaptive, and adaptive behaviors of elementary and middle school students who were considered at-risk of academic or social failure. Two types of behavior instruments, the Behavioral Assessment System for Children (BASC)-Self-Rating, Parent-Rating, and Teacher-Rating Scales; and the Animal Assisted Therapy-Psychosocial Session Form (AAT-PSF), were used in a pretest-posttest comparison group quasi experimental design. Results of the paired sample t-test analysis of the BASC Self-Report indicated that the equine assisted counseling group showed statistically significant improvement in five behavior areas, and the in-school curriculum group guidance/counseling group showed statistically significant improvement in four areas, with only one behavior area the same as the equine assisted counseling group. Results of the paired sample t-test analysis of the BASC Parent-Report indicated that the equine assisted counseling group showed statistically significant improvement in twelve behavior areas, whereas the in-school curriculum group guidance/counseling showed statistically significant improvement in only one behavior area. Results of the paired sample t-test analysis of the BASC Teacher-Report indicated that the equine assisted counseling group showed no statistically significant improvement; however the in-school curriculum group guidance/counseling group showed statistically significant improvement in one area. An ANCOVA comparison of equine assisted counseling group verses in-school curriculum guidance/counseling group using the BASC Self, Parent, and Teacher-Reports indicated that the equine assisted counseling group showed statistically significant improvement in seven behavior areas that the in-school curriculum guidance/counseling group did not. Results of the repeated measures ANOVA of the AAT-PSF (equine assisted counseling group only) showed statistically significant improvement in all 3-scale scores: 1) overall total behaviors; 2) increased positive behaviors; and 3) decreased negative behaviors.

Movement in Gestalt therapeutic intervention, using structured activities and free improvisations, is a successful alternative to punishing adolescents with disruptive behavioural tendencies in the classroom. An overview of the existing literature regarding the therapeutic value of movement in Gestalt therapeutic intervention for adolescents with disruptive behavioural tendencies is firstly presented. Various techniques supporting the adolescent in his quest to achieve equilibrium, ultimately improving his relationships with others and his environment, are described. A case study, involving eight adolescents with disruptive behavioural tendencies in group therapy follows, which indicates that movement in Gestalt therapy is an alternative to punishment. In the light hereof it is suggested that movement in Gestalt therapy could be implemented successfully in the formal school environment. This form of intervention can contribute to the adolescent's growth, his ability to communicate and his relationships with self, others and the environment, culminating in improved behavioural tendencies. / Social Work / M. Diac. (Play Therapy)

Text in Afrikaans / Egskeidings en daaropvolgende hersaamgestelde gesinne neem toe. Die literatuur sowel as praktykervaring van die navorser het bewys dat die aanpassing in 'n hersaamgestelde gesin veral vir die adolessent traumaties is. Uit 'n literatuurstudie is bepaal watter probleme/behoeftes adolessente in hersaamgestelde gesinne ervaar. Die nominale groepstegniek is gebruik ten einde probleme/behoeftes te verfyn. Dit het uitgewys dat probleme in hersaamgestelde gesinne voortspruitend is uit kommunikasieprobleme. Die groepwerkproram met stiefadolessente is dus daarvolgen opgestel. Psigodrama word beskou as die mees ideale benadering in groepwerk met adolessente. Twee meetskale is gebruik, te wete 'n kommunikasievraelys en die Hudson-indeks wat gewysig is vanaf ouerlike verhoudings na stiefouerlike verhoudings. 'n Voorondersoek groep is met vyf stiefadolessente oor vyf byeenkomste en 'n eksperimentele groep met tien stiefadolessente oor tien byeenkomste aangebied. Voor- en nameting is gedoen. Op beide meetskale is groei in vaardighede gemeet en is die navorser se doelstelling bereik / Divorces and remarriages are increasing. The literature study and practical experience of the researcher, has shown that the adaption to remarriage is the most traumatic for adolescents. A literature study was done to determine the problems/needs of adolescents in remarried families. The nominal group technique was then used to refine the problems/needs. The results showed clearly that problems in remarried families are a result of communication problems. The group work programme with stepadolescents was therefore composed. Psychodrama is the most ideal method in working with adolescents. Two measuring instruments were used, namely the communication questionnaire and the Hudson-index which was modified from parentchild relationships to step-parental relationships. A pilot study group with five step-adolescents over five meetings and an experimental group was then held with ten step-adolescents over a period of ten meetings were held. Measurement was done before and after the group meetings. Both measuring instruments recorded growth in skills and the researcher's objective was reached / Social Work / M.A. (Sosiale Wetenskappe)

Movement in Gestalt therapeutic intervention, using structured activities and free improvisations, is a successful alternative to punishing adolescents with disruptive behavioural tendencies in the classroom. An overview of the existing literature regarding the therapeutic value of movement in Gestalt therapeutic intervention for adolescents with disruptive behavioural tendencies is firstly presented. Various techniques supporting the adolescent in his quest to achieve equilibrium, ultimately improving his relationships with others and his environment, are described. A case study, involving eight adolescents with disruptive behavioural tendencies in group therapy follows, which indicates that movement in Gestalt therapy is an alternative to punishment. In the light hereof it is suggested that movement in Gestalt therapy could be implemented successfully in the formal school environment. This form of intervention can contribute to the adolescent's growth, his ability to communicate and his relationships with self, others and the environment, culminating in improved behavioural tendencies. / Social Work / M. Diac. (Play Therapy)