HIV/AIDS has assumed epidemic proportions in the world of today. The main age group infected by this disease is between the ages of 20 – 40 years. The result of this is that the children who are not infected by the disease will be orphaned and forced to assume the role of head of the house and breadwinner, at a stage in their lives when they should not be burdened with these responsibilities. Orphans are perhaps the most tragic long-term legacy of the HIV/AIDS pandemic. The stigma attached to HIV/AIDS exacerbates the trauma, hampers the bereavement process and exposes children to discrimination and victimization in their community and their extended family. Investigation into existing literature has revealed that insufficient previous studies have been conducted on HIV/AIDS orphans and even fewer pertaining to the emotional needs of the HIV/AIDS infected population in the South African context. For the purpose of this study it was decided to assess the emotional needs of HIV/AIDS affected orphans in the developmental stage of middle childhood. A literature investigation into the historical background of HIV/AIDS was done and the demographic impact of the disease on South Africa was given. The impact that HIV/AIDS has on the patient was discussed along with the impact that it has on the affected significant others of the patient. Secondly a literature investigation on middle childhood was done. The child in middle childhood as well as the family with children in middle childhood was discussed. Attention was given to the developmental tasks, developmental characteristics and the child’s comprehension of death during middle childhood. Attention was also afforded to the family with children in middle childhood with specific emphasis on the developmental tasks and needs of the family and the developmental tasks of siblings. The aim of the research study was to assess the emotional needs of HIV/AIDS orphans. An exploratory research design by means of a qualitative approach was followed. Five respondents were purposively sampled that complied with the set criteria. They were assessed through the utilization of six different Gestalt therapy techniques over a period of one week. Themes were identified through the empirical study. The research question “What are the emotional needs of HIV/AIDS orphans?” was answered and the following emotional needs of the respondents were identified: · Longing for the deceased mother. · Loneliness. · Stigmatization. · Preoccupation with the physical features of the deceased. · Anger. · Insecurity. · Preoccupation with death. · Fear of death. The following themes can be considered for further research in this field: · Establishment of a therapeutic program for affected children. · A comparison between the emotional needs of those children who have knowledge regarding their parent/s status and those who do not. / Dissertation (MA (Play Therapy))--University of Pretoria, 2005. / Social Work and Criminology / unrestricted

In this study the researcher explored and described the utilization of Gestalt play therapy concepts and techniques in order to strengthen the sense of self of the pediatric hematology/oncology patient. Literature studies were compiled to examine the concepts of the pediatric hematology/oncology patient, sense of self and Gestalt play therapy. These literature studies provided the theoretical frame in which the study was executed. During the empirical study qualitative data was gathered by means of unstructured interviews within an instrumental case study. Eight therapy sessions were conducted with the participant in order to explore how Gestalt play therapy concepts and techniques could be utilized to strengthen the sense of self of the pediatric hematology/oncology patient. Following the analysis of the data the researcher was able to describe how the Gestalt play therapy concepts and techniques were utilized to strengthen the sense of self of the pediatric hematology/oncology patient. / Social Work / M. Diac. (Play Therapy)

Thesis (MMus (Music))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Music teaching in groups is an important aspect of the development of the child in Foundation Phase teaching. Early childhood has been described as the most critical period in the child’s musical development. With the introduction of Outcomes based Education in South Africa, the curriculum regarding the presentation of music classes has changed. Similarities between music group classes and Gestalt Play Therapy were investigated, with the aim of incorporating concepts of Gestalt Play Therapy into music group classes. Legislation was studied in order to determine the expectations of the South African government, and specifically the education departments, relating to music teaching. In the present curriculum, the weight allocation for music in the Foundation Phase was significantly reduced from what it was previously. Teachers must structure their own music programme into their curriculum. Investigation into the presentation of creative music group classes, with the incorporation of the principles of Gestalt Play Therapy, was undertaken in this research study. Gestalt Play Therapy is a holistic approach that combines the principles of Gestalt theory with Play Therapy. Research was undertaken to investigate whether specific stages in Gestalt Play Therapy could be successfully combined with music group classes. This research emphasizes that the developmental stages of the child, specifically physical, neurological, cognitive and language development, should be taken into account when presenting lessons, and that children may be guided towards a higher level of integration and balance in themselves. Research into OBE principles suggests that the way forward could be a continuation of the OBE model, but with certain amendments. An inductive study of practical observation and presentation of creative group classes was undertaken. It was found that most teachers were not adequately qualified to present music classes, and creativity was not satisfactorily addressed in their lessons. / AFRIKAANSE OPSOMMING: Musiekonderrig in groepe is ‘n belangrike aspek rakende die ontwikkeling van die kind in Grondslagfase onderrig. Vroeë kinderjare word beskryf as die mees kritieke periode in die kind se musikale ontwikkeling. Met die inwerkingstelling van Uitkomsgebaseerde onderrig in Suid-Afrika, het die kurrikulum aangaande die aanbieding van musiekklasse verander. Ooreenkomste tussen musiekonderrig in groepe en Gestalt Spelterapie is ondersoek, met die doel om konsepte van Gestalt Spelterapie in musiekonderrig in groepe te inkorporeer. Wetgewing is bestudeer om die verwagtinge, aangaande musiekonderrig, van die Suid Afrikaanse regering, en spesifiek die onderwysdepartemente, te bepaal. Binne die huidige kurrikulum is die gewig toegeken aan musiek, binne die Grondslagfase, aansienlik verminder van voorheen. Onderwysers moet self hul musiekprogramme binne hulle kurrikulum struktureer. ‘n Ondersoek is geloods om die aanbieding van kreatiewe musiekonderrig in groepe te kombineer met die beginsels van Gestalt Spelterapie. Gestalt Spelterapie is ‘n holistiese benadering wat die beginsels van Gestalt teorie kombineer met Spelterapie. Navorsing is gedoen om te bepaal of spesifieke stadia in Gestalt Spelterapie suksesvol gekombineer kan word met musiekonderrig in groepe. Hierdie navorsing benadruk dat die ontwikkelingsstadia van die kind, spesifiek fisiologies, neurologies, kognitief en taalontwikkeling, in ag geneem moet word wanneer lesse aangebied word, en dat kinders hierdeur gelei kan word na ‘n hoër vlak van innerlike integrasie en balans. v Navorsing gedoen betreffende die beginsels van Uitkomsgebaseerde onderrig is aanduidend dat hierdie onderrigmodel wel voortgesit sou kon word, maar met bepaalde aanpassings. ‘n Induktiewe studie van praktiese waarneming sowel as aanbieding van kreatiewe groepsklasse is onderneem. Daar is bevind dat die meeste onderwysers nie voldoende gekwalifiseerd is om musiekklasse aan te bied nie, en kreatiwiteit is ook nie bevredigend in hulle lesse aangespreek nie.

In this study the researcher explored and described the utilization of Gestalt play therapy concepts and techniques in order to strengthen the sense of self of the pediatric hematology/oncology patient. Literature studies were compiled to examine the concepts of the pediatric hematology/oncology patient, sense of self and Gestalt play therapy. These literature studies provided the theoretical frame in which the study was executed. During the empirical study qualitative data was gathered by means of unstructured interviews within an instrumental case study. Eight therapy sessions were conducted with the participant in order to explore how Gestalt play therapy concepts and techniques could be utilized to strengthen the sense of self of the pediatric hematology/oncology patient. Following the analysis of the data the researcher was able to describe how the Gestalt play therapy concepts and techniques were utilized to strengthen the sense of self of the pediatric hematology/oncology patient. / Social Work / M. Diac. (Play Therapy)

Parents and educators are often the first to notice that a learner is not coping in the school setting and is displaying certain disruptive behavioural aspects associated with a diagnosis of ADHD. For many parents this behaviour and resulting diagnosis of ADHD comes as a shock and they do not understand where it originates from, how it manifests within each individual or how to manage these symptoms successfully. Attention Deficit Hyperactivity Disorder (ADHD) is a chronic, neurodevelopmental disorder with no cure that can be identified according to the criteria laid out in the DSM-V (2013). Although no longer diagnosed as a learning disorder per se, ADHD is associated with several co-morbid conditions such as learning disabilities and psychological conditions that have a negative effect on learning (DSM-V, 2013:59). The goal of this study was to explore and describe the effect of Gestalt group work on the behavioural aspects associated with ADHD among adolescents in a school setting. Gestalt play therapy and in particular Gestalt group work, was employed in order to assist the adolescent diagnosed with ADHD in managing these disruptive behaviours. The research was conducted with adolescents in a secondary school in Gauteng. These adolescents were diagnosed with ADHD and were often singled out as being disruptive within the classroom. The population for this study was adolescents between the ages of 13 and 17 years, previously diagnosed with ADHD, who formed part of a specific school community. The researcher made use of non-probability sampling; specifically purposive and volunteer sampling. Seven adolescents were selected to take part in the quantitative research study, over a period of eight sessions (Strydom & Delport, 2011:392). The study was exploratory in nature and the type of research was applied research. The research design that was appropriate was the single-system design, seeing that this design enhances the link between research and practice (Strydom, 2011a:160). A standardised check list, the 'Current ADHD symptoms scale self-report' was used to obtain information by means of a pretest, mid-point and posttest measurement. This is a standardised measuring instrument that has been developed and tested through empirical methods of instrument development (Adler, Spencer, Faraone, Kessler, Howes, Biederman & Secnik, 2006). The data collected for this study was analysed statistically, through the univariate method of analysis. Computerised worksheets in Excel enabled the researcher to structure findings and to make the most valid and objective recommendations through organised interpretation of data collected (Fouchè & Bartley, 2011). Findings were presented graphically and illustrated in figures. All relevant ethical considerations were considered, for example participants provided informed assent, while their parents provided informed consent for the research to be conducted. Gestalt play provided for theme-based group sessions, assisting participants in recognising as well as mastering positive behaviour, as an alternative to the disruptive behavioural aspect of this condition. The research provided useful research data with regards to the use of both group work and Gestalt play techniques in assisting the adolescent with ADHD in addressing their disruptive behaviour. Gestalt group work as method of intervention seemed to have a positive effect on disruptive behaviour related to ADHD. The group as a whole had improved their behaviour for both the characteristics of ADHD. Behavioural aspects characterised by inattention, as well as hyperactivity and impulsivity for the group of respondents, had improved through the application of Gestalt play techniques. The group of respondents therefore perceived that they had benefited in terms of the improvement of these behavioural aspects of ADHD. It is recommended that educators, parents and caregivers be trained regarding ADHD in order to comprehend the nature of this disorder and the impact thereof on the learner and fellow learners in the classroom. Learners should become aware of their diagnosis, the symptoms and the disruptive element of their behaviour, the impact that this behaviour has in the classroom, as well as the resources available for the adolescent in addressing challenges. / Mini Dissertation (MSW)--University of Pretoria, 2017. / Social Work and Criminology / MSW / Unrestricted

Text in Afrikaans / In this study the researcher explored and described the use of Gestalt play therapy with specific focus on self-support with the child in middle childhood years. A literature study was undertaken to examine the concepts of child, Gestalt play therapy, self-support and the play therapy process. This literature study forms the theoretical frame in which this study was done. After the completion of the literature study, the empirical study was conducted. The researcher made use of unstructured interviews within a intrinsic single case study in order to compile research data. During the empirical study ten therapy sessions were conducted with the participant which was explored within the framework of qualitative research methodology. The researcher was able to use ample Gestalt play therapy concepts and principles during the description of the case study in order to explore self-support within the child during middle childhood. These concepts and principles will be discussed in depth within this study. / Social Work / M.Diac. (Spelterapie-rigting)

Text in Afrikaans / In this study the researcher explored and described the use of Gestalt play therapy with specific focus on self-support with the child in middle childhood years. A literature study was undertaken to examine the concepts of child, Gestalt play therapy, self-support and the play therapy process. This literature study forms the theoretical frame in which this study was done. After the completion of the literature study, the empirical study was conducted. The researcher made use of unstructured interviews within a intrinsic single case study in order to compile research data. During the empirical study ten therapy sessions were conducted with the participant which was explored within the framework of qualitative research methodology. The researcher was able to use ample Gestalt play therapy concepts and principles during the description of the case study in order to explore self-support within the child during middle childhood. These concepts and principles will be discussed in depth within this study. / Social Work / M.Diac. (Spelterapie-rigting)

The aim of the study was to determine how Gestalt play therapy may be used in the therapeutic treatment of children in middle childhood who stutter. Stuttering is a problem that touches the lives of many people and is associated with great interpersonal distress. Stuttering is especially difficult for children in middle childhood, a time dominated by the school experience. Gestalt play therapy creates a child-friendly environment, in which the child can share information in a safe manner through the use of play therapeutic techniques. Literature was reviewed according to relevant topics, semi-structured interviews were conducted with three respondents, the data obtained was qualitatively analysed and research findings were discussed. The researcher concludes that Gestalt play therapy can be used to good effect with children who stutter, as it allows them to work through their emotions, and therefore, encourages them to communicate more freely within the therapeutic environment. / Social Work / M. Diac. (Play Therapy)

Children who have sensory integration disorders face many physical, social and emotional challenges. Unusual emotional and behavioural reactions to sensory stimuli are often displayed. These children are referred to professionals including Gestalt play therapists, although formal training in sensory integration is limited to the scope of occupational therapy. Gestalt play therapists routinely utilize sensory rich activities during therapy. This study sought to explore and describe how Gestalt play therapists establish sensory contact with children who have sensory integration disorders. A combined qualitative and quantitative approach was utilized. A questionnaire and semi-structured interviews were used to gain rich descriptive data. Participants felt that the therapeutic process with these children was markedly different than with other children. Participants who were aware of their own sensory difficulties demonstrated an increased ability to accommodate these children in therapy. A need for increased knowledge and/ or training in sensory integration was strongly expressed. / Social Work / M. Diac. (Play Therapy)

The aim of the study was to determine how Gestalt play therapy may be used in the therapeutic treatment of children in middle childhood who stutter. Stuttering is a problem that touches the lives of many people and is associated with great interpersonal distress. Stuttering is especially difficult for children in middle childhood, a time dominated by the school experience. Gestalt play therapy creates a child-friendly environment, in which the child can share information in a safe manner through the use of play therapeutic techniques. Literature was reviewed according to relevant topics, semi-structured interviews were conducted with three respondents, the data obtained was qualitatively analysed and research findings were discussed. The researcher concludes that Gestalt play therapy can be used to good effect with children who stutter, as it allows them to work through their emotions, and therefore, encourages them to communicate more freely within the therapeutic environment. / Social Work / M. Diac. (Play Therapy)