Introduction-Motivation: Living, studying, traveling and working abroad can be an incredible, challenging experience or a nightmare, depending on how you interact with the local culture. Many things bring on culture shock: different food and ways of eating, shops and prices, attitude of people, customs and language problems. It is the strangeness, uneasiness or even fear we experience when we move from our home country and familiar surroundings, to live in a new and different society. Culture shock is now considered to be a natural part of the adjustment to studying abroad (Carmen, 1998:3). Although it can be disconcerting and a little crazy, the shock gradually eases as you begin to understand the new culture. It is useful to realize that often the reactions and perceptions of others towards you - and you towards them - are not personal evaluations, but are based on a clash of cultural values. The more skilled you become in recognizing how and when cultural values and behaviours are likely to come in conflict, the easier it becomes to make adjustments that can help you avoid serious difficulties. This research is aimed at identifying the most common differences between local South African and Chinese culture, and will investigate the experiences of Chinese students at the University of Port Elizabeth (UPE), South Africa, as well as a local Chinese family in order to develop a strategy to minimize culture shock. Research Problem: Chinese students at UPE experience various difficulties in adjusting to local university life. These problems range from practical difficulties regarding transport, accommodation and finances to less easily defined issues related to language and culture. While the “practical” difficulties are often prioritized and solved (or at least alleviated), those relating to culture are not adequately addressed. Chinese students at UPE consequently find it difficult to socialize with local students; they find it difficult to interact during lectures, and they are unsure about forming student-teacher relationships. All of this impedes academic progress, increase worry/fear of failure, and lead to homesickness and ultimately depression. Local Chinese business people have, through trial and error, learnt to adapt to the idiosyncrasies of South African culture (in its diverse forms). This is apparent from interviews which were conducted with a local Chinese businessman and his family who have successfully adapted to the local environment in order to identify the major obstacles to cultural acclimatization, as well as useful strategies, communicational ones among others, that enabled them to adapt.

In a survey conducted, as part of this research, 83,33% of participating South African diplomats indicated that the effects of cultural diversity and culture shock are underestimated. As South African diplomats are expected by the Department of International Relations and Cooperation (DIRCO) to work effectively in a crosscultural environment abroad, the psychological disorientation caused by culture shock could have a negative effect when working and living abroad. Severe culture shock could cause a high level of strain, which could influence the ability of diplomats to adapt effectively abroad, including spouse or partner dissatisfaction resulting from culture shock depression. This could lead to a diplomat requesting to return to his or her home country, with the associated high financial costs. Cultural diversity training is defined by various authors as one aspect that could assist in minimising culture shock since training provides knowledge, insight and skills to deal with the negative effects of culture shock when deployed abroad. Furthermore, the South African Public Service Act [1994] requires that human resource managers within government departments, such as DIRCO, have the responsibility to ensure that staff are effectively utilised and trained. The question that subsequently directed this research was the following: What should be included in the curriculum of a training programme aimed at minimising culture shock among South African diplomats? The research assessed the current culture shock training programme at DIRCO against international best practice, and it was found that a cultural diversity training programme in culture shock should comprise specific fundamentals, components and defining attributes relevant to definitions and explanations on culture, culture-specific information, cross-cultural skills, conflict resolution and dealing with culture shock in terms of cultural diversity, which has the potential of reducing culture shock among South African diplomats effectively. This research also found that there appears to be a gap in the scholarly literature and knowledge within the field of Public Administration on the defining attributes of a cultural diversity training programme with the potential of reducing culture shock among diplomats. Ongoing research is encouraged and recommended in this particular field of study within the public sector. / Public Administration / D.P.A.

This single case study was undertaken to determine how the Gestalt approach can be used to guide the child to adjust in a children's home. The study dealt with two models of children's homes, namely the traditional setting and the family centered home setting, as well as adjustment and attachment of a single child's experience in the middle school years, in the family centered home setting. In addition, the trauma, loss and culture shock are highlighted to demonstrate the difficulty children experience in adjusting to a new environment such as a children's home. Data were captured around the participant's experience and process, entering the children's home and the facilitating through intervention. Through the intervention the participant's process was identified, helping him to cope with his new situation. Through Gestalt play therapy the participant's active involvement in his adjustment process was clear and his adjustment was increased. / Social work / MDIAC (PLAY THERAPY)

This single case study was undertaken to determine how the Gestalt approach can be used to guide the child to adjust in a children's home. The study dealt with two models of children's homes, namely the traditional setting and the family centered home setting, as well as adjustment and attachment of a single child's experience in the middle school years, in the family centered home setting. In addition, the trauma, loss and culture shock are highlighted to demonstrate the difficulty children experience in adjusting to a new environment such as a children's home. Data were captured around the participant's experience and process, entering the children's home and the facilitating through intervention. Through the intervention the participant's process was identified, helping him to cope with his new situation. Through Gestalt play therapy the participant's active involvement in his adjustment process was clear and his adjustment was increased. / Social work / MDIAC (PLAY THERAPY)