No abstract available / Social Work / M. Diac. (Play Therapy)

Este trabalho investiga e discute as possíveis razões que levaram a Gestalt-terapia a ter a imagem de uma abordagem frágil, sem consistência teórica e, portanto, mais fácil de ser exercida, vez que não exigiria do profissional uma capacitação teórica ou a necessidade de estudos mais aprofundados. A autora, definindo-se como herdeira desta abordagem, resgata sua origem e concepção, apontando a importância dos pais, Fritz e Laura Perls, considerando suas crenças, mitos e valores pessoais e a influência, direta ou indireta, destes nos seus legados. Tal busca, referendada e constituída junto ao contexto da época da criação da Gestalt-terapia, objetiva compreender o cenário social e cultural e suas respectivas exigências, com vistas a inserí-la e aos seus conceitos num panorama maior que lhes conceda sentido. A pesquisa contou com entrevistas de três gestalt- terapeutas brasileiros da atualidade, considerados também herdeiros, e, por esta referência, irmãos da autora. Seus depoimentos foram registrados, tendo-se o intuito de, com esse diálogo, observar a compreensão que têm da Gestalt-terapia enquanto corpo teórico, como também suas percepções sobre as possíveis causas para a mal-dição desta abordagem, qual seja sua carência de fundamentação teórica. O estudo aponta ser necessário à formação do gestalt- terapeuta um referencial teórico-prático que revele e considere as influências sofridas pela abordagem, e explicite os construtos e conceitos por ela utilizados. É ainda de fundamental importância que se faça a distinção do que é a Gestalt-terapia daquilo que se constitui como o jeito de ser do seu pai, Fritz Perls / This paper researches on the possible reasons which made the Gestalt-therapy show a fragile approach image, with no theoretical basis, and therefore easier to be dealt with since it wouldnt demand a deep knowledge from the professional Gestalt-therapist. The author, here defining herself as heiress to this approach, rescues the Gestalt-therapys origin and concepts pointing out to the importance of its founders, Fritz and Laura Perls . She considers their beliefs, myths and personal values as well as their direct or indirect influence on the Gestalt-therapys destiny. This study, wich focus on the Gestalt-therapy very beginning, aims to clearly understand the social-cultural aspect and its demands, with the purpose of analysing the Gestalt-therapy and its concepts in a much broader context that makes it meaningful. This research is made up of interviews with three current Brazilian Gestalttherapists, who are also considered heirs, hence this autors brothers. The main goal for interviewing those therapists was not only to analyse their individual comprehension about Gestalt-therapy itself as theory but also to have their own opinion about the possible causes for todays superficial approach of this therapy. This study highlits that a Gestalt-therapist needs theoretical and practical pillars that reveal and consider not only the influence undertaken by such a light Gestalttherapy approach but also that clarifies the concepts which this therapy makes use of. It is still paramount that one distinguishes between what Gestalt-therapy actually is from something that merely makes up its fathers (Fritz Perls) way of being

In South Africa today only one in every three children lives with both of their biological parents. Most children not living with biological parents live with a grandparent. Vulnerable children are those whose basic needs for food, shelter, safety, protection, and education are not met or are insufficiently met. Many children who are orphaned are vulnerable, but vulnerability is not limited to orphans only. Children who live with their grandparents can be called vulnerable children as they suffer the loss of parental contact through death, illness, abandonment or migrant labour. Care-givers of vulnerable children face numerous challenges in their daily lives. Although the care of grandchildren by grandmothers is not unusual or new, the traditional network of financial and emotional support for this care-giving task has gradually fallen away over the years as parents are deceased, or too ill to work or have abandoned their children. This has left care-givers, many of whom are elderly and themselves vulnerable, with less resources and more financial and care-giving responsibility. Care-givers and the children for whom they care live in a wider context of poverty, unemployment, the HIV pandemic and crime in South Africa. Care-givers are at risk of burn-out due to the intensity of the challenges they face. Increasing resilience of care-givers serves to increase the positive outcomes for the vulnerable children in their care. The goal of this study was to explore whether participation in awareness-based Gestalt group work sessions would enhance the resilience of care-givers of vulnerable children. In the context of applied research, a mixed methods approach was used, specifically an embedded mixed methods approach. The study measured respondents‟ resilience before and after the implementation of a series of eight Gestalt group work sessions. A quasi-experimental research design, the comparison group pre-test-post-test design, was used for the quantitative part of the study and a case study design for the qualitative part. Quantitative data were collected through a structured interview using a pre-determined interview schedule based on theoretical constructs of resilience. Qualitative data were collected through semi-structured interviews, observations and field notes. The respondents were 19 care-givers of vulnerable children from a semi-rural area in KwaZulu-Natal. They were selected through snowball sampling and were assigned into comparison and experimental groups through a simple random sampling method. The experimental group participated in the Gestalt group work sessions whilst the comparison group did not. Although the quantitative results showed no significant difference in the pre- and post-test results, the qualitative results confirmed that experimental group members experienced a positive effect upon their resilience through participating in the Gestalt group work. Conclusions drawn from the qualitative findings indicated that respondents had a high level of resilience present in their lives before the research began. The awareness-based Gestalt group work sessions had a positive impact upon aspects related to the resilience of care-givers of vulnerable children. / Dissertation (MSW)--University of Pretoria, 2013. / gm2014 / Social Work and Criminology / unrestricted

D.Ed. / The primary goal of this research is to describe a model for educational psychologists to guide the child in the informal housing community to deal constructively with anger. The rationale for the research is derived from changes in the South African society. In the struggle for survival, the child develops inappropriate ways of dealing with anger. The child's mental health is therefore endangered and through facilitative interaction the educational psychologist can support the child in developing skills in dealing constructively with anger. The study commences with a theoretical framework in which the suppositions of the research are discussed. The meta-theoretical suppositions, based on the theory of educational psychology for the whole person, phenomenology, educational philosophy and developmental psychology are discussed. Thereafter theoretical suppositions developed from the meta-theoretical suppositions are discussed. The theoretical suppositions are complemented by a chapter on the design of the research. A qualitative, exploratory, descriptive and contextual design and functional school of thought are followed. The principle of logic and justification for scientific research is answered from a postmodern perspective. The descriptive phenomenological method of Giorgi (1985:8-19) was used to conduct an in-depth exploration of the child's management of anger. Guba's model of trustworthiness (1985:201) - which was used and based on truth-value -applicability, consistency and neutrality is then discussed. Ethical precautions that were taken are discussed. The discussion of the research results is presented from the child's perspective - interviewing, observation and information are derived from documents during the course of twenty-one weeks. Eight children took part in exploring their management of anger. During the course of eleven weeks facilitative interaction supported by the Gestalt-therapeutical process of Oak!ander (1978:53-66; 2002:1-17) took place in a group context. Individual interviews were then conducted. The last six weeks were succeeded by informal sessions with soccer play as main activity. The children revealed how they experience difficulty in dealing with anger due to inadequate support and modelling in their interaction with the community in which they live. This was done by means of projective media. The child's predisposition in relation to anger is reflected in an external locus of control. It develops into a cycle of problematic management of anger. The research resulted in the development of a model for educational psychologists. The primary supposition of the model is that facilitative interaction supported by the Gestalttherapeutical process of Oaklander can aid the educational psychologist to guide the child between the age of eleven and twelve, to deal constructively with anger. In the process of facilitative interaction the child is supported to develop self-awareness, self-knowledge and self-regulation through which the child is enabled to deal with anger constructively. The development of the model is initiated by identification, definition and classification of central and associated concepts. The relationships between the concepts are drawn, involving the description of the model. This model is of particular significance to the child living in the informal housing community who has little access to mental health resources. A continued co-operative process involving the educational psychologist as interactive-facilitator consulting with community services and resources is brought about as the child's needs surrounding the issue of anger become apparent. This process not only benefits the child in question, but also serves as an educational opportunity involving the child's micro-, meso-, eco- and macro-systems in accepting the educative responsibility of supporting the child in dealing with anger, working towards self-regulation and mental health.

AFRIKAANS: Alkoholisme is reeds vir dekades 'n problematiese aangeleentheid in die samelewing en dit is 'n verskynsel wat voortduur, ten spyte van die negatiewe impak wat dit op die alkoholis, die alkoholisgesin en die samelewing het. Alkohol word ten spyte van die verslawende effek wat dit op die mens kan hê, nie as 'n dwelmmiddel beskou nie en is vrylik beskikbaar. Drie tot ses persone word negatief beïnvloed deur 'n enkele persoon se alkoholafhanklikheid en alkoholmisbruik word as die derde grootste gesondheidsprobleem in die wêreld beskou. Daar bestaan 'n positiewe verband tussen alkoholmisbruik en motorongelukke, mishandeling en molestering van kinders, gesinsgeweld, aanrandings, huisbrake, verkragtings en moord. Die alkoholisgesin openbaar dikwels eienskappe van 'n disfunksionele gesin en die kind van die alkoholis loop 'n groot risiko om self aan alkohol verslaaf te raak en probleme ten opsigte van sy/haar maatskaplike funksionering te openbaar. Die navorsingstelling naamlik, indien die laerskoolkind van die alkoholis ondersteuning en leiding ontvang deur middel van 'n intervensieprogram in spelterapie vanuit die gestaltbenadering, behoort sy maatskaplike funksionering te verbeter. Die doel van die ondersoek was om die laerskoolkind van die alkoholis deur middel van 'n intervensieprogram in spelterapie te ondersteun en te bemagtig om die realiteite van ouerlike alkoholisme te hanteer. Sodoende kan hierdie kind in staat gestel word om 'n hoër vlak van maatskaplike funksionering as voorheen te bereik. Om hierdie doel te bereik is sowel 'n literatuurstudie as 'n empiriese ondersoek geloods. Die literatuurstudie het die navorser in staat gestel om insig in die impak van alkoholafhanklikheid op die alkoholis, die alkoholisgesin en die kind van die alkoholis te ontwikkel. Literatuur oor spelterapie en die gestaltbenadering is ook bestudeer. Die empiriese ondersoek het behels dat ses laerskoolkinders wie aan ouerlike alkoholisme blootgestel word, betrek is by 'n intervensieprogram wat uit elf individuele en vier groepsessies bestaan het. Intervensie navorsing is in die vorm van 'n kombinasie tussen kwalitatiewe- en kwantitatiewe navorsing aangewend en kwasi-eksperimentele navorsingsprosedures is benut om te bepaal tot watter mate die onafhanklike veranderlike die afhanklike veranderlike beïnvloed het. Selfontwerpte vraelyste is as meetinstrumente tydens die toepassing van die enkelstelselontwerp benut. Sodoende is die doeltreffendheid van die intervensieprogram bepaal, is die navorsingstelling bevestig en is die mate waarin die doel van die studie bereik is, bepaal. Die resultate van die studie is statisties geanaliseer en die volgende gevolgtrekkings is gemaak: <ul><li> 'n Intervensieprogram in spelterapie vanuit die gestaltbenadering is 'n sinvolle hulpverleningsmetode met die laerskoolkind van die alkoholis. Die kind kan deur middel van hierdie program holisties benader word, onvoltooidhede op sy voorgrond kan hanteer word en hy kan bemagtig word om sy gevoelens te identifiseer, te besit en dit te hanteer. Die kind kan in staat gestel word om keuses te maak, nuwe gedragspatrone aan te leer, insig in die verskynsel van alkoholisme te ontwikkel, ondersteuningsnetwerke te benut en om homself te onderhou. </li><li> Intervensie navorsing kan met sukses in maatskaplike werk benut word, aangesien daar doelgerig, prakties en wetenskaplik te werk gegaan kan word om reeds bestaande kennis oor alkoholisme uit te brei. 'n Intervensieprogram met die laerskoolkind van die alkoholis kon met sukses ontwikkel, gelmplementeer, gemeet en geevalueer word. <br></li></ul> Ten slotte word aanbevelings op grond van die bevindinge uit die navorsing op mikro-, meso- en makro-vlak gemaak. ENGLISH: Alcoholism has been for many years a problematic phenomenon in the society. It is also an ongoing occurrence in spite of the negative impact that it has on the alcoholic, the family of the alcoholic and the society. A contributing factor to alcoholism in the world is that the addictive nature of alcohol is not recognized. It is therefor not perceived as a drug and freely available. Three to six people are however negatively affected by a single person's alcohol abuse. Alcoholism is also the third most frequent health problem in the world. A positive reference between alcohol abuse and car accidents, abuse and molestation of children, family violence, assault, rape, murder, house breakage and theft is also known. The alcoholic family often display characteristics of a dysfunctional family and the child of the alcoholic is at great risk to also abuse alcohol and to experience problems with social functioning. This research was done on the following statement: The social functioning of the primary school child of the alcoholic, will improve if this child can be supported and guided through an intervention program in play therapy through the gestalt therapy approach. The aim of this study was to empower and to support the primary school child to handle the reality of parental alcoholism and to achieve a higher level of social functioning than before. The study involved both literature and empirical research in order to achieve this goal. The literature study was aimed to develop more insight in the impact of alcohol abuse on the alcoholic, the alcoholic family and the child of an alcoholic. Literature on play therapy and the gestalt therapy approach was also studied. Six children in primary school that are exposed to parental alcoholism, was involved in an intervention program during the empirical study. This intervention program consisted of eleven individual sessions and four group sessions. Intervention research was undertaken in the form of a combination off qualitative and quantitative research. Quasi-experimental research procedures were implemented to evaluate whether the independent variable was influenced by the dependent variable. Self formulated questionnaires were used through the single system design to achieve the goal of the study and to measure the effectiveness of the intervention program. The results of the study were statistically analysed and the following conclusions can be made: <ul><li> An intervention program in play therapy through the gestalt therapy approach is an effective helping method with the primary school child that is exposed to parental alcoholism. A holistic approach of the child can take place through this program and the child's homeostasis can be improved, his awareness can be increased and the unfinished business on the child's figure ground can be handled. The child can also be empowered to identify and experience his feelings, to make choices, to learn new behaviour, to gain insight in alcoholism, to use a support system and to support himself </li><li> Intervention research can be successfully used in social work. This research method can be done purposefully, practical and scientific and existing knowledge on alcoholism can be extended. An intervention program with the primary school child that is exposed to parental alcoholism can be developed, implemented, measured and evaluated through intervention research. <br></li></ul> Recommendations were made on micro-, meso- and macro-level, concluding this study. / Thesis (D Phil (Social Work))--University of Pretoria, 2007. / Social Work and Criminology / Unrestricted

Research has been done on the influence of gestalt play therapy on adolescents in divorce situations. The purpose of the study was the use of gestalt play therapy with adolescents in divorce situations, in order to determine its effect on the period of mourning. Four adolescents in divorce situations were selected by means of purposeful test sampling in the Magisterial District of Bloemfontein. Each adolescent was assisted by means of eight gestalt play therapy sessions to accept the divorce of his parents. By using various forms of play in the therapy sessions, each adolescent’s period of mourning could be addressed. The exploratory research model has been used which does not require the formulation of a hypothesis. The researcher however recommended that the following hypothesis be tested for future study: “If the adolescent in a divorce situation is subjected to gestalt play therapy his acceptance of the divorce of his parents and the period of mourning could be shortened”. / Dissertation (MA (Social Work))--University of Pretoria, 2006. / Social Work / unrestricted

The Thesis deals with the interconnection of the Gestalt approach and the Supervision. The aim of the thesis is to map and search the possible use of the principles and concepts of the Gestalt therapy in the field of offering the Supervision through the statements of experiences, attitudes, knowledges and the unique reality of six wise supervisors who know the theory and practice of the Gestalt approach. First, the Gestalt Therapy is presented, its basic principles and concepts are named. Then the Supervision is defined, its general principles are enumerated, its relation to the Psychotherapy is defined and pursuant the available resources the Supervision is viewed from the Gestalt Therapy pespective. Qualitative research which is the core of the work combines procedures of the Phenomenological method and the grounded theory. The results found during the research are presented by the paradigmatic model and the graphic model, which visualize Gestalt principles and concepts used in the supervision process. The results are accompanied by the vivid testimonies of the participants so the Thesis might inspire not only supervisors with the interest in the Gestalt Therapy. Eventually the results are summarized, discused and further action is offered. Key words: Gestalt Therapy, supervision, here and know,...

No description available.

This research study was designed to evaluate whether or not Gestalt therapy approaches could be used effectively when intervening with aggressive acts in a day care setting. Five focus children were observed at timed intervals as to whether or not they were aggressive, how the caretaker intervened, and how the children responded to the caretaker intervention. After a baseline of aggressive acts was established, caretakers were trained to use Gestalt therapy intervention methods. Comparisons were made to establish whether there were fewer aggressive acts after Gestalt therapy intervention methods were used and if the children responded more positively to these intervention methods. This study suggests that Gestalt therapy intervention methods could be used in a day care setting to effectively deal with children's aggression. / Master of Science

Text in Afrikaans / The research was directed at setting up guidelines for the counsellor dealing with the adolescent in a multicultural environment. The supposition of the study was that the adolescent in a multicultural environment should be treated by the counsellor with cultural empathy, understanding and insight. This process should be free from stereotyping and prejudice. Guidelines were set up using a combination of Gestalt philosophical principles, existing literature and semi-structured interviews with cultural therapy experts. For the purpose of this study Thomas and Rothman's intervention research model was applied. Semi-structured interviews were conducted to gain information on the adolescent in therapy, which was combined with information found in literature in order to set up guidelines for counsellors. The researcher concludes that the counsellor dealing with the adolescent in a multicultural environment, has to possess sufficient cultural knowledge, cultural efficiency and cultural empathy to achieve a successful theurapeutic outcome. Guidelines for the counsellor who works with adolescents in a multicultural environment were set up successfully to bridge the current lack of knowledge in the field. / Social Work / M. Diac (Play Therapy)