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The use of Gestalt therapy as an alternative assessment technique with primary school girls who have been sexually abusedOelofsen, Melanie 19 November 2007 (has links)
The purpose of this study was to explore and describe the use of Gestalt therapy as an alternative assessment technique with two primary school girls who have been sexually abused. The empirical study of limited extent, was qualitative in nature and conducted from the interpretivist paradigm. I used two in-depth clinical case studies situated within the context of psychotherapy outcome research as research design. I developed and implemented alternative assessment based on Gestalt therapy and employed observation, interviews, informal discussions, analysis of documentation, a reflective diary, field notes and visual data (photographs and original media) as data collection and documentation methods. I purposefully selected two primary school girls who have been sexually abused as participants in the study. The findings of the study were, firstly, that Gestalt therapy could be used as an effective alternative assessment technique with the target participants as it seemingly provided a safe setting to express emotions, fears and needs related to the trauma of sexual abuse. In this regard, a finding was that the primary participants had to deal with challenging emotions including anxiety, fear, aggression, anger, hatred, rage, sadness and depression. A related finding was that they experienced a need for love, unconditional acceptance, support and protection. Similarly, the study found that they also displayed negative behaviour such as inadequate social behaviour, restlessness and withdrawal from challenging social situations. Most importantly, utilising this mode of assessment rendered insight into the defence mechanisms they employed such as denial, avoidance, suppression and escapism. Secondly, alternative assessments based on Gestalt therapy seemed to have a positive effect on both participants, as indicated by change during and after the process of assessment in terms of emotions, behaviour and the use of defence mechanisms. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / MEd / unrestricted
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The use of Gestalt therapy as an alternative assessment technique with primary school girls who have been sexually abusedOelofsen, Melanie 23 July 2008 (has links)
The purpose of this study was to explore and describe the use of Gestalt therapy as an alternative assessment technique with two primary school girls who have been sexually abused. The empirical study of limited extent, was qualitative in nature and conducted from the interpretivist paradigm. I used two indepth clinical case studies situated within the context of psychotherapy outcome research as research design. I developed and implemented alternative assessment based on Gestalt therapy and employed observation, interviews, informal discussions, analysis of documentation, a reflective diary, field notes and visual data (photographs and original media) as data collection and documentation methods. I purposefully selected two primary school girls who have been sexually abused as participants in the study. The findings of the study were, firstly, that Gestalt therapy could be used as an effective alternative assessment technique with the target participants as it seemingly provided a safe setting to express emotions, fears and needs related to the trauma of sexual abuse. In this regard, a finding was that the primary participants had to deal with challenging emotions including anxiety, fear, aggression, anger, hatred, rage, sadness and depression. A related finding was that they experienced a need for love, unconditional acceptance, support and protection. Similarly, the study found that they also displayed negative behaviour such as inadequate social behaviour, restlessness and withdrawal from challenging social situations. Most importantly, utilising this mode of assessment rendered insight into the defence mechanisms they employed such as denial, avoidance, suppression and escapism. Secondly, alternative assessments based on Gestalt therapy seemed to have a positive effect on both participants, as indicated by change during and after the process of assessment in terms of emotions, behaviour and the use of defence mechanisms. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2008. / Curriculum Studies / unrestricted
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The impact of group play therapy on the social skills of shy children in their middle childhoodSik, Wilhma 17 August 2004 (has links)
The number of children in classrooms is constantly increasing, causing shy children to become more invisible in the classroom. Thompson&Rudolph (2000: 542) indicate that shyness and withdrawal are attempts to avoid participation in one’s surroundings. The researcher is of the opinion that if shyness is not adequately addressed during middle childhood, it can continue to limit the potential of shy people. Shyness is not generally considered as problematic behaviour for children in their middle childhood. Shyness inhibits children to express themselves. They rarely participate in class and usually hold an irrational negative view of themselves. There is a need for shy children to be able to express themselves, in order to gain optimally from the school setting. Play therapy is based on developmental principles and thus provides, through play, developmentally appropriate means of expression and communication (Landreth&Bratton, 1999:5). Group therapy complements the normal developmental tasks that further children’s capacities for social interaction and intimacy. The researcher conducted intervention research. Many facets of intervention research are both qualitative and quantitative in nature, depending on the distinctive elements of the particular research project (De Vos, 2002a:368). Due to both the qualitative and quantitative nature of intervention research, the researcher employed Creswell’s dominant-less-dominant model in order to accommodate both research approaches. The goal of this study was to explore the impact of group play therapy on the social skills of shy children in their middle childhood. The researcher conducted a one-group pretest-posttest design in order to measure “shyness” as well as social skills before and after intervention. Seeing that the quantitative paradigm answered the research question of this research project, it was utilized as the dominant approach. Through comparing the pre-test and post-test scores, the researcher realized that group play therapy has a positive impact on the social skills of shy children. The unstructured observation provided the researcher with a better insight into the phenomena of shyness, and represented the qualitative approach. By combining the two research approaches, the researcher was able to achieve the outlined goal and objectives of this study. Further research into effective implementation of group play therapy to address shyness in the middle childhood years is recommended. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2005. / Social Work and Criminology / unrestricted
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Benutting van Gestaltspelterapie met visueel gestremde kindersJohnsen, Elouise 02 1900 (has links)
The researcher found little information in literature reviewed about how Gestalt Play
Therapy is being used in the treatment of visually impaired children. The aim of the
study was to expand knowledge regarding this issue.
A basic qualitative research study of an exploratory and descriptive nature was
undertaken to describe how this therapy may be used in the treatment of such
children. A representative sample was drawn from the population, consisting of
gestalt play therapists who previously provided assistance to these children, using a
purposive non-probability method. Data collection took place through the execution
of semi-structured telephone interviews. Collected data was analysed using the
Thematic Content Analysis to search for related themes (in line with the objectives of
the study) in transcribed interviews. The general conclusion drawn from the empirical
data was that gestalt play therapy can be used to good effect in the treatment of
visually impaired children. / Die navorser het gevind dat daar weinig inligting in die literatuur beskikbaar is oor
hoe gestaltspelterapie in die hulpverlening aan visueel gestremde kinders benut kan
word. Die doel van die navorsingstudie was dus om kennis uit te brei rakende die
benutting van gestaltspelterapie in die hulpverlening aan visueel gestremde kinders.
'n Basiese kwalitatiewe navorsingstudie met 'n verkennende en beskrywende aard is
onderneem om te beskryf hoe gestaltspelterapie benut word met betrekking tot
visueel gestremde kinders. 'n Verteenwoordigende steekproef is getrek, volgens 'n
doelgerigte nie-waarskynlikheidsmetode, vanuit die populasie bestaande uit
gestaltspelterapeute wat al van tevore hulp aan visueel gestremde kinders verleen
het. Data-insameling het plaasgevind deur middel van semi-gestruktureerde
telefoniese onderhoude. Die versamelde data is volgens die Tematiese
Inhoudsanalise ontleed deur verbandhoudende temas (ooreenkomstig die doel van
die studie) in getranskribeerde onderhoude te soek. Die algemene gevolgtrekking
wat vanuit die empiriese bevindinge gemaak kan word, is dat gestaltspelterapie wel
in die hulpverlening aan visueel gestremde kinders benut kan word. / Social Work / M.Diac. (Play Therapy)
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[pt] O PROCESSO DE SOCIALIZAÇÃO DE JOVENS A PARTIR DAS INTERAÇÕES NAS REDES SOCIAIS NO PERÍODO DA PANDEMIA DA COVID-19 / [en] THE PROCESS OF SOCIALIZATION OF TEENAGERS FROM THE INTERACTIONS ON SOCIAL MIDIAS DURING THE COVID-19 PANDEMIC PERIODMARIANA NOGUEIRA CONSENTINO BUCHEMI 25 April 2023 (has links)
[pt] A partir do crescimento da internet e da formação da cibercultura um novo
espaço está sendo reconhecido como local propício para as relações interpessoais: o
ciberespaço. Sendo assim, os jovens de hoje estão se desenvolvendo em um campo em
que as redes sociais são a base para a sua socialização. Assim, este estudo realizou uma
pesquisa qualitativa e utilizou como base teórica uma interlocução entre a GestaltTerapia e a Teoria Bioecológica do desenvolvimento humano de Urie Bronfenbrenner.
Este trabalho buscou compreender o processo de socialização de jovens a partir de suas
interações nas redes sociais através do discurso produzido pelos participantes, no
período da pandemia da COVID-19. Foram entrevistados 24 adolescentes com idade
entre 12 e 18 anos que residiam na cidade do Rio de Janeiro, na tentativa de investigar
o sentido que dão às suas experiências dentro das redes sociais. A partir das falas, foi
estruturado um corpus textual que foi analisado pelo software Iramuteq. A partir desta
análise, os dados foram agrupados em 3 classes de palavras identificadas por: classe 1
– o uso das redes no período da pandemia, classe 2 – a experiência de uso das redes
sociais e classe 3 – a finalidade das redes sociais. Seguir os pressupostos das
abordagens escolhidas em uma pesquisa qualitativa tem o benefício de renunciar aos
pré-conceitos existentes na literatura para poder compreender e valorizar as
experiências, únicas, dos participantes e ampliar o estudo do fenômeno escolhido. Foi
possível concluir que diferentes campos possibilitam diferentes formas de ser
adolescente, e que o processo de socialização a partir das redes sociais é visto como
algo natural e indispensável para essa faixa etária. Foi reconhecido que as redes sociais
são parte significativa na experiência social destes adolescentes e com isso pôde-se
defender que direta, ou indiretamente, atuam como mecanismos propulsores do
desenvolvimento destes jovens. Foi defendido neste trabalho a importância de se
estudar o fenômeno dentro de um contexto específico e em determinado recorte de
tempo a fim de reforçar a singular experiência de ser adolescente na atualidade. Além
de ter contribuído para a ampliação dos estudos na área da psicologia do
desenvolvimento e para a compreensão da socialização dos jovens. / [en] With the growth of the internet and the formation of cyberculture, a new space
is being is being recognized as a place for interpersonal relationships: the cyberspace.
Thus, today s teenagers are developing in a field where social medias are the basis for
their socialization. This study performed a qualitative research and used as theoretical
basis an interlocution between Gestalt-Therapy and the Bioecological Theory of human
development by Urie Bronfenbrenner. This work sought to understand the socialization
process of teenagers from their interactions on social medias through the discourse
produced by the participants in the period of the COVID-19 pandemic. Were
interviewed 24 teenagers between the ages of 12 and 18 years, who lived in the city of
Rio de Janeiro, in an attempt to investigate the meaning they give to their experiences
within the social medias. From the speeches, a text corpus was structured and analyzed
using the Iramuteq software. From this analysis, the data were grouped into 3 classes
of worlds, identified by: class 1 – the use of social medias in the pandemic period;
class 2 – the experience of using the social medias and class 3 – the purpose of social
medias. Following the assumptions of the approaches chosen in a qualitative research
has the benefit or renouncing the preconceptions existing in the literature to be able
to understand and value the unique experiences of the participants and broaden the
study of the chosen phenomenon. It was possible to conclude that different fields enable
different ways of being adolescents, and that the socialization process from social
medias is seen as something natural and indispensable for this age group. It was
recognized that social medias are a significant part of the social experience of these
adolescents, and with this it was possible to argue that directly or indirectly, they act as
mechanisms that propel the development of teenagers. This work defended the
importance of studying the phenomenon within a specific context and in a specific time
frame to reinforce the unique experience of being an adolescent nowadays. Besides
having contributed to the expansion of studies in developmental psychology and to
understanding the socialization of teenagers.
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The Pathology of Alienation: A Psycho-Sociological Approach to the Theater of Paloma PedreroTaylor, Aaron 31 May 2005 (has links)
No description available.
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Hofvoorbereidingsprogram vir die laerskoolkind wat onsedelik aangerand is : `n gestaltbenaderingBooysen, Judith Rosemary 30 June 2005 (has links)
Text in Afrikaans / This study is about the provision of a prototype court preparation programme for the primary school child that had been sexually assaulted. The programme is developed from a Gestalt approach.
Literature regarding several existing court preparation programmes was studied and compared in order to identify certain themes for the child's preparation. Knowledge regarding the court, procedures and the functions of the various role players was conveyed to the child with emphasis on the child's role as witness. The research strategy utilised in the study was that of the intervention research and specifically the D&D-model that comprises six phases. The study incorporates the first three phases plus the first step of the fourth phase. Semi-structured interviews and focus groups were utilised to establish which themes could be addressed to support the child towards being a credible witness. These themes are summarised in the court preparation programme and are addressed from the Gestalt approach. / Social Work / M.Diac. (Spelterapie)
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A profile of the child with fetal alcohol syndrome to assist people working with these children : a descriptive studyVan Rooyen, Zia 30 November 2003 (has links)
The main objective of this study is to construct a profile on the child with Fetal alcohol syndrome that can assist individuals working with these children. The focus of the study is the recognition of the emotional needs of the child with Fetal alcohol syndrome.
Most studies done previously suggest that children with Fetal alcohol syndrome show behaviour similar to children with Attention Deficit Hyperactive Disorder. Although a child with Fetal alcohol syndrome shows the same characteristics as a child with Attention Deficit Hyperactive Disorder, the manifestation of their emotional needs differ. The Child with Attention Deficit Hyperactive Disorder does not necessarily show symptoms of cognitive developmental delay where the child with Fetal alcohol syndrome show symptoms of cognitive developmental delays. A Gestalt play therapy model has been used to show that through play therapy the child with Fetal alcohol syndrome can be guided to emotional awareness. These techniques are easy to use and applicable in class situations where the childcare worker, teachers or counselor work with the child with Fetal alcohol syndrome.
The empirical research was done by means of quantitative research with was done by using the Conner symptom checklist to determine if the child with Fetal alcohol syndrome is hyperactive and impulsive and qualitative research with was done by means of participating observation Gestalt play therapy with the child with Fetal alcohol syndrome. The results show that the child with Fetal alcohol syndrome is hyperactive, impulsive and inattentional.
These guidelines provided in the study will help the teacher and the child with Fetal alcohol syndrome cope better in the classroom environment and the child will learn how to cope with his emotional behaviours. / Social Work / M. Diac. (Play Therapy)
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Bemagtiging van adolessente slagoffers van gesinsgeweld = Empowerment of adolescent victims of family violenceOlivier, Annelie 30 November 2005 (has links)
The research deals with the empowerment of adolescent victims of family violence. The purpose of the study was to give an account of the therapeutic intervention process of two case studies, by means of a descriptive, qualitative type of research. This research was executed via semi-structured interviews by the researcher.
The population in the study was limited to adolescent victims between the age of twelve to eighteen years, who are victims of family violence. The sample in this study was two respondents. The children are students at a high school in Roodepoort.
After completion of the empiric study it was concluded that the adolescent who is exposed to family violence, is empowered if a therapeutic process - like the one suggested by Oaklander (1994:289) which applies gestalt play therapeutic techniques - is followed. As clearly shown in the literature, the researcher came to the conclusion that family violence has a destructive effect on the adolescent and that he can be empowered by gestalt play therapy.
OPSOMMING
Die navorsing handel oor die bemagtiging van adolessente slagoffers van gesinsgeweld. Die doel van die studie was om deur middel van 'n beskrywende, kwalitatiewe tipe navorsing die terapeutiese intervensieproses van twee gevallestudies te beskryf. Hierdie navorsing het met behulp van semi-gestruktureerde onderhoudvoering geskied.
Die populasie in die studie was begrens tot adolessente slagoffers tussen die ouderdom twaalf tot agtien jaar wat slagoffers van gesinsgeweld is. Die steekproef in hierdie studie was twee respondente. Die kinders is verbonde aan 'n hoërskool te Roodepoort.
Daar is na afloop van die empiriese studie tot die gevolgtrekking gekom dat indien 'n terapeutiese proses - soos wat deur Oaklander (1994:289) voorgestel word met die benutting van gestaltspelterapeutiese tegnieke - deurloop word, die adolessent wat aan gesinsgeweld blootgestel word, bemagtig word. Soos ook uit die literatuur duidelik blyk, het die navorser die afleiding gemaak dat gesinsgeweld vernietigend op die adolessent inwerk en dat hy deur gestaltspelterapie bemagtig kan word. / Social work / MDIAC (PLAY THERAPY)
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Gestaltterapeutiese intervensieplan wat gerig is op die kind met ATHV en sy steunstelselsVerster, Blanche 01 1900 (has links)
Summaries in Afrikaans and English / ADHD is a well-known disorder affecting approximately 8% of children in South Africa. Despite years of research and development re the disorder, it seems that parents and teachers sometimes do not have the ability to handle a child with ADHD. Since a lot of the information is contradictory, confusion exists among parents and teachers who act as the support system of the child with ADHD. ADHD is a serious and destructive disorder and can influence the child’s social functioning negatively. Due to continuous failure, the child with ADHD has a low self-esteem. These aspects are the point of reference for the aim of this study, namely the development and implementation of a Gestalt therapeutic intervention plan aimed at the empowerment of the child with ADHD in the middle childhood years, his supporting systems and the evaluation of the impact thereof.
The empirical data was gathered by a process of intervention research. A combination of the qualitative and quantitative approach was used. During the use of the qualitative method, a quasi-experimental one-group-pretest-posttest design was utilized. During the qualitative phase, the phenomenological perspective was used. An in-depth literature study was done in respect of ADHD, the theoretic basis of ADHD, the child with ADHD in the middle childhood years and the ADHD from a Gestalt therapeutic perspective. This literature study was the starting point for the development of the comprehensive holistic intervention plan.
The intervention plan consists of three programmes: Firstly an empowering program of six sessions aimed at the child in the middle childhood years with ADHD – attention was given to emotional awareness and the dealing with unfinished business. Secondly an empowering programme aimed at the parents consisting of four parental guidance sessions, and thirdly an empowerment programme aimed at the teachers, consisting of two workshops. / AandagTekortHiperaktiwiteitsVersteuring (ATHV) is 'n welbekende versteuring wat ongeveer 8% van SuidAfrikaanse
kinders be'invloed. Ten spyte van jarelange navorsing en die verbetering van begrip vir die
versteuring, blyk dit dat ouers en onderwysers steeds nie altyd oor die vermoe beskik om 'n kind met A THV
te hanteer nie. Aangesien daar baie teenstrydige inligting beskikbaar is, word verwarring geskep by ouers
en onderwysers, wat as die kind met A THV se steunstelsels moet dien. A THV is 'n ernstige en
verwoestende versteuring en kan die kind se maatskaplike funksionering negatief be'invloed. As gevolg van
voortdurende mislukking het die kind met ATHV dikwels 'n lae selfwaarde. Hierdie aspekte het as
uitgangspunt gedien vir die doel van die ondersoek, naamlik die ontwikkeling en implementering van 'n
Gestaltterapeutiese intervensieplan gerig op die bemagtiging van sowel die kind met A THV in die
middelkinderjare, asook sy steunstelsels, en om die impak daarvan te evalueer.
Tydens die ondersoek is 'n proses van intervensienavorsing gevolg wat 'n gekombineerde kwalitatiewe en
kwantitatiewe navorsingsmetode is. In die benutting van die kwalitatiewe metode is 'n kwasie-eksperimentele
een-groep-voortoets-natoetsstrategie benut. By die kwalitatiewe metode is vanuit die fenomenologiese
perspektief gewerk. 'n Diepgaande literatuurstudie is gedoen ten opsigte van ATHV, die teoretiese
begronding van ATHV, die kind met ATHV in die middelkinderjare en ATHV vanuit 'n
Gestaltterapieperspektief. Hierdie literatuurstudie het as basis vir die ontwikkeling van 'n omvattende
holistiese intervensieplan gedien.
Die intervensieplan bestaan uit drie programme. Eerstens 'n bemagtigingsprogram van ses sessies gerig
op die kind met A THV in die middelkinderjare waar die klem geplaas is op emosionele bewuswording en
die hantering van onvoltooidhede. Tweedens 'n bemagtigingsprogram gerig op die ouers tydens vier ouerleidingsessies. Derdens 'n bemagtigingsprogram gerig op die onderwysers bestaande uit twee
werkwinkels.
Gestaltterapie het nie slegs as teoretiese verwysingsraamwerk tydens die ondersoek gedien nie, maar
Gestaltterapeutiesemetodes is ook benut tydens die implementering van die intervensieplan. Resultate
vanuit die empiriese gegewens dui aan dat die ouers en onderwysers se kennis ten opsigte van ATHV
verbeter het, want hulle het hanteringstrategiee aangeleer en begin toepas, en daar was beter begrip
tussen die skool en die ouers waarby die kinders gebaat het. Die kinders se selfwaarde is ook verhoog en
hulle maatskaplike funksionering het verbeter. / Social Work / D. Diac. (Play Therapy)
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